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Teachers Who Bully Students: A Hidden Trauma

Author

Listed:
  • Stuart W. Twemlow

    (Menninger Department of Psychiatry, Baylor College of Medicine; Director Peaceful Schools and Communities Project and Medical Director HOPE unit, The Menninger Clinic, Houston, Texas.)

  • Peter Fonagy

    (UCL, London, UK; and Director, The Anna Freud Centre, London, UK.)

  • Frank C. Sacco

    (Community Services Institute, Boston & Springfield, Massachusetts; Adjunct Professor at Western New England College, Springfield, Massachusetts, USA.)

  • John R. Brethour Jr.

    (Statistical Laboratory, Child & Family Center, Menninger Clinic, Topeka, Kansas, USA.)

Abstract

Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students. Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about theirown experiences of bullying, and how they perceive colleagues over the years. Results: Resultsconfirmed that teachers who experienced bullying themselves when young are more likely to bothbully students and experience bullying by students both in classrooms and outside the classroom. Factor analysis revealed two types of bullying teacher: a sadistic bully type and a bully-victim type. Conclusions: The implications for the mental health of children and for effective teaching are discussed, in the light of widespread recognition of the traumatic effects of bullying on childhood development.

Suggested Citation

  • Stuart W. Twemlow & Peter Fonagy & Frank C. Sacco & John R. Brethour Jr., 2006. "Teachers Who Bully Students: A Hidden Trauma," International Journal of Social Psychiatry, , vol. 52(3), pages 187-198, May.
    • Handle: RePEc:sae:socpsy:v:52:y:2006:i:3:p:187-198
    DOI: 10.1177/0020764006067234
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    Citations

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    Cited by:

    1. Mark D. Agee, 2020. "Classroom management, persistent bullying, and teacher practices in a discrete choice model of habit formation," Journal of Behavioral Economics for Policy, Society for the Advancement of Behavioral Economics (SABE), vol. 4(1), pages 5-16, December.
    2. repec:thr:techub:10010:y:2020:i:1:p:333-343 is not listed on IDEAS
    3. Erasmus Akiley Msuya, 2016. "Magnitude and Forms of Linguistic Violence against Teachers in Dar Es Salaam Schools: A Gender Comparison," International Journal of Social Science Research, Macrothink Institute, vol. 4(1), pages 195-213, March.
    4. Uzma Aamir Jilani & Farah Wahab & Mahnur Gilani, 2020. "Bullying Prevalence among Adolescents: Potential Social Stressor to Young Minds," Technium Social Sciences Journal, Technium Science, vol. 10(1), pages 333-343, August.

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