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Cited by 36Bullying, Victimization, and AggressionWorkplace Violence and BullyingEducation for Peace and Conflict Resolution

Addressing bullying problems in Irish schools and in cyberspace: a challenge for school management

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Corcoran, Lucie, Mc Guckin, Conor·2014·Educational Research
DOI 10.1080/00131881.2013.874150
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Abstract

Background: School management, in Ireland and also internationally, are currently faced with the problem of peer aggression among students both in a traditional school context and in a cyber context. Although Irish school principals are obliged to implement policy and procedures to counter bullying among students, there is a need for guidance that relates specifically to cyber-based peer aggression.Purpose: The present research was conducted in order to assess Irish post-primary school principals’ methods of addressing both forms of peer aggression through school policy and procedures in the absence of cyber-specific guidelines.Sample: A sample of 45 post-primary school principals in Ireland responded to the research.Design and methods: A questionnaire study was undertaken in spring 2011 and a broad sampling frame was applied, with members of the National Association of Principals and Deputy Principals (N=584) invited to respond to the research online. Following a low response rate, 12% of the entire population of post-primary school principals (N=712) were invited to respond via a postal survey. Although both quantitative and qualitative data were collected, the present research approach is predominantly qualitative. Quantitative data were examined using descriptive statistics, whilst thematic analysis of qualitative data was conducted.Results: It emerged that all respondents implemented policy to counter traditional bullying and the majority (32 of 44 respondents) addressed cyberbullying within this policy. It was evident that a number of respondents were attempting to provide training for pupils, parents and teachers in relation to traditional bullying, cyberbullying and cyber safety. However, there was great disparity with regard to the training approaches. With respect to cyberbullying specifically, principals indicated a need for greater support from the Department of Education and Skills in relation to training, resources, guidance and information.Conclusions: It was evident that further guidance and support is required from the Department of Education and Skills to assist Irish post-primary school principals in countering cyberbullying. The current research also had implications for conducting research online with school personnel.

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Authors
Corcoran, L., & Mc Guckin, C.
Affiliations
Trinity College Dublin (IE)
Corresponding author
Corcoran, Lucie
ORCID
Corcoran, Lucie
Venue
Educational Research
Publisher
Informa UK Limited
Published
2014-01-02
Volume
56
Issue
1
Pages
48-64
ISSN
  • 0013-1881 (ISSN-L)
  • 1469-5847
DOI
10.1080/00131881.2013.874150
OpenAlex
W2021756502
Cited by
36
References
32
Citations by year
2026: 1 · 2025: 1 · 2024: 3 · 2023: 5 · 2022: 2 · 2021: 3 · 2020: 3 · 2019: 3 · 2018: 4 · 2017: 2 · 2016: 5 · 2015: 3 · 2014: 1
FWCI
5.39
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • Educational Research (publishedVersion)
  • Arrow@dit (Dublin Institute of Technology) (submittedVersion, cc-by-nc-sa)
  • Trinity's Access to Research Output (TARA) (Trinity College Dublin) (submittedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
  • Social Sciences › Sociology and Political Science › Education for Peace and Conflict Resolution
Keywords
cyberbullying, traditional bullying, peer aggression, school bullying policy, school principals, post-primary schools, teacher and parent training, Irish schools

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