No more bullying: An analysis of primary school children’s drawings of school bullying.
Abstract
Bullying in schools is an international problem impacting negatively on children’s well-being. Children’s drawings can provide an insight into their emotional states. There is little published literature that uses children’s drawings to gain better understandings of the nature and impact of bullying. We report two studies using indicators of emotional distress to examine Australian primary school children’s drawings about bullying. In Study One, children’s drawings were examined using indicators of size, detail and line heaviness in terms of gender and developmental trends. The analysis showed no main differences for gender, however, there were clear developmental aspects to children’s depictions of school bullying. In Study Two, children’s self-reported victimisation was associated with the degree of detail and the relative distance between the protagonists represented in the drawings. The studies suggest that drawings could be used to counsel young people and help remediate the effects of bullying.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
No significant relationship was found between the frequency of victimization and the size of the bully or victim and some graphic indices traditionally associated with emotional well-being, such as the size of the drawing and the weight of the lines.
“No significant relationship was found between the frequency of victimization and the size of the bully or victim and some graphic indices traditionally associated with emotional well-being, such as the size of the drawing and the weight of the lines.”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Slee and Skrzypiec (2015)
Only two studies have attempted to examine possible correlates between self-reported bullying involvement and drawing in primary school children.
“we are aware of only two studies that have attempted to examine possible correlates in primary school children (Andreou and Bonoti, 2010; Slee and Skrzypiec, 2015).”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Slee and Skrzypiec, 2015
Slee and Skrzypiec (2015) found that children who were bullied tended to make more detailed drawings and depict less spatial distance between the figures of the victim and the bully.
“Slee and Skrzypiec (2015) found that children who were bullied tended to make more detailed drawings and depict less spatial distance between the figures of the victim and the bully.”
From The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events (2022) · cites this paper as Slee and Skrzypiec (2015)
Cites
Bosacki, S. L., Marini, Z. A., & Dane, A. V. (2006) · Journal of Moral Education · doi:10.1080/03057240600681769 · Cited by 107 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Marengo, D., Settanni, M., Longobardi, C., & Fabris, M. A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.862711 · Cited by 12 · see citing works
“For the bullies, the majority draw positive facial expressions, while only between 6 and 38% of them draw negative facial expressions (Bosacki et al., 2006; Slee and Skrzypiec, 2015).”
BackgroundInfluential
- Authors
- Slee, P. T., & Skrzypiec, G.
- Affiliations
- Flinders University (AU)
- Corresponding author
- Slee, Phillip T.
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2015-04-22
- Volume
- 36
- Issue
- 8
- Pages
- 1487-1500
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W1987000298
- Cited by
- 17
- References
- 1
- Citations by year
- 2026: 2 · 2025: 2 · 2023: 2 · 2022: 2 · 2021: 2 · 2020: 3 · 2019: 1 · 2018: 1 · 2017: 2
- FWCI
- 1.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Workplace Violence and Bullying
- Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
- Keywords
- school bullying, children's drawings, elementary school students, emotional distress, bullying victimization, developmental trends, gender differences, self-report
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
