Knowledge and Attitude of Secondary School Students Regarding Bullying

Authors

1 1Master Student of Community Health Nursing, Faculty of Nursing, Fayoum University, Egypt. 2Nursing Teacher, Nursing Technical School, Fayoum , Egypt.

2 Professor of Community Health Nursing, Faculty of Nursing, Fayoum University, Egypt.

3 Assist professor of Community Health Nursing, Faculty of Nursing, Fayoum University, Egypt.

Abstract

Background: Bullying is a common issue in secondary schools, involving repeated harmful behaviors such as physical aggression, verbal abuse, or social exclusion. It can negatively effect on students’ mental health, academic performance, and overall well-being. Aim of study: assessing the knowledge and attitude of secondary school student's regarding bullying. Research design: A cross-sectional descriptive design. Sample: convenience sample for all students at male school and female school at fayoum governorate. Tool: Self-Administered Questionnaire consisted of three parts. Part I: socio-demographic Questionnaire. Part II: student`s knowledge self-administered questionnaire. Part III: student attitude self-administered questionnaire form, divided into three parts. Part (A) to assess the attitude of bully Part (B) to assess the attitude of victim. Part (C) to assess the attitude of witness. Results: More than half of the students (54.0%) have average level of knowledge, while more than third of them (35.5%) exhibited good knowledge. However, (10.5%) of them had poor level of knowledge. The majority of students (80.5%) displayed appropriate attitudes toward bulling as a bully, while less than three quadrants (73.5%) of them as a victim and 39.5% as a witness exhibited risk-prone attitudes. Conclusion: The secondary school students demonstrated moderate to good levels of knowledge about bullying. Most of the students showed appropriate attitudes as bullies. However, victims and witnesses did not. Recommendations: Implement Comprehensive Anti-Bullying Programs that clearly define bullying, its types

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History

  • Receive Date: 05 November 2025
  • Accept Date: 05 November 2025

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