Peer Bullying and Peer Kindness in Turkey

Peer bullying is a significant educational and social issue that refers to intentional and repetitive behaviours causing physical, verbal or emotional harm, based on a power imbalance between children and adolescents. Bullying is a critical issue that directly affects not only individual development but also the quality of educational environments and social cohesion. Today, the fact that bullying behaviours have extended as far back as the pre-school years and have diversified due to the influence of digital environments further highlights the seriousness of the issue. This situation points to a multi-dimensional problem area that must be addressed not only at the individual level but also at the family, school and societal levels.

The aim of this article is to highlight the prevalence, types and causes of peer bullying in the Turkish context in the light of scientific data; to assess the short- and long-term effects of bullying on individuals; and to present the measures that should be taken within the framework of ‘peer kindness’ as a preventive approach.

Types of Peer Bullying

Peer bullying generally manifests in three main forms:

• Physical bullying: Hitting, pushing, damaging property...
• Verbal bullying: Insults, mockery, threats...
• Social/emotional bullying: Exclusion, gossip, damaging reputation...

Research indicates that both girls and boys exhibit bullying behaviour; however, boys tend to engage more in physical bullying, whilst girls are more likely to engage in social and relational forms of bullying (Craig et al., 2009).

The Psychological Effects of Bullying

Peer bullying is not merely a short-term issue; it has long-term consequences:

• Loss of self-confidence,
• Anxiety and depression,
• Decline in academic performance,
• Social isolation.

What is even more striking is that children who are victims of bullying face an increased risk of developing bullying behaviours in later years (Olweus, 1993). This situation demonstrates that bullying has become a ‘cycle’.

How Do Bullies Choose Their Victims?

Research shows that bullies typically target children who:

• Have less social support,
• Are perceived as physically or emotionally more vulnerable,
• Struggle to defend themselves. Furthermore, bullies tend to select their victims from among those they spend the most time with and know well.

Characteristics of Students Exhibiting Bullying Behaviour

Certain signs may indicate that a child has a tendency towards bullying:

• Aggressive behaviour towards others,
• Lack of empathy,
• A tendency to break rules,
• Admiration for the strong, and contempt for the weak.

In such cases, guidance and psychosocial support should take precedence over punishment.

Peer Bullying in Turkey: Prevalence, Risks and Trends

Research conducted in Turkey reveals that the prevalence of peer bullying is high, and that a significant proportion of students have either been subjected to bullying or exhibited bullying behaviour at some point in their lives. In this context, it is understood that bullying is not merely a momentary behavioural issue, but a process that gives rise to long-term psychological, social and academic effects.

1. Prevalence and Rates:

Research conducted in Turkey indicates that peer bullying occurs at very high rates.

According to reports prepared by the Grand National Assembly of Turkey, more than 50% of students exhibit bullying behaviour at some point in their lives, whilst nearly 60–70% are subjected to bullying (TBMM, 2019).

Similarly, UNICEF data reveals that in countries including Turkey, one in three pupils is regularly subjected to bullying (UNICEF, 2018).

Research by the Turkish Statistical Institute (TÜİK) on children, meanwhile, indicates that a significant proportion of children experience exclusion, ridicule and psychological pressure in their peer relationships (TÜİK, 2021).

2. Distribution by Age and Educational Level:

Research indicates that bullying:

• Peaks particularly during primary and lower secondary school,
• Declines relatively during upper secondary school,
• Yet its effects persist for a long time (Pişkin, 2010).

The observation of bullying behaviours even in the pre-school period indicates that the problem begins developmentally at a very early stage.

3. Types of Bullying and Gender Differences:

Studies conducted in Turkey:

• Show that male students experience more physical bullying,
• Whilst female students experience more social/emotional bullying (Kapçı, 2004).

The most common types of bullying:

• Teasing and name-calling,
• Exclusion,
• Physical aggression,
• Derogatory content via social media (cyberbullying).

4. Out-of-School and Digital Environments:

In recent years, a significant proportion of bullying has moved beyond the school environment.

Studies conducted by the Ministry of National Education indicate that cyberbullying, in particular, has increased and that pupils have become more vulnerable in digital environments (MEB, 2022).

This situation highlights that bullying can no longer be addressed solely within the confines of the school.

5. At-Risk Groups:

Academic studies conducted in Turkey indicate that certain groups are at higher risk:

• Inclusion students (individuals with special needs),
• Migrant/refugee children,
• Students from families with low socio-economic status,
• Children with physical or academic differences.

These groups are both more frequently exposed to bullying and inadequately protected (Sakız, 2016).

6. General Assessment:

Peer bullying in Turkey:

• Is quite widespread (affecting one in every 2–3 pupils).
• Begins at an early age.
• Continues in different forms (particularly in digital environments).
• It causes long-term psychological effects.

These data indicate that peer bullying in Turkey must be addressed not merely as an individual issue, but as a systemic educational problem. Consequently, a solution can only be achieved through preventive, educational and inclusive policies, rather than disciplinary measures alone.

Measures Within the Peer Kindness Approach

In recent years, it has been emphasised that punitive and preventive approaches alone are insufficient in combating peer bullying; instead, holistic models that foster positive social behaviour are more effective. Research shows that strengthening supportive and inclusive relationships among students significantly reduces bullying behaviour (OECD, 2019; UNESCO, 2020). One of the approaches that stands out in this context is the peer kindness approach.

The peer kindness approach aims to systematically develop positive social behaviours such as empathy, respect, helpfulness and inclusivity among students. Rather than directly suppressing bullying, this approach seeks to create a positive social climate that prevents bullying from arising in the first place.

In Turkey, this approach has found concrete application through guidebooks and educational content developed by the Ministry of National Education. In the materials prepared by the MEB on peer kindness, kindness is addressed not merely as an individual attitude but as a fundamental value that transforms school culture (MEB, 2023)

In these materials, students are encouraged to use positive language towards one another, show respect for differences, and take on a supportive role in peer relationships.

The measures to be taken within this approach are as follows:

1. Creating a Courtesy-Based Classroom Culture:

Classroom courtesy rules should be established together with the students and made an integral part of daily life.

2. Developing Empathy and Social-Emotional Skills:

Skills such as empathy, recognising and expressing emotions should be supported through systematic activities.

3. Making Positive Behaviour Visible:

Not only negative behaviour but also positive behaviour should be recognised and reinforced.

4. Peer Support Systems:

Structures where students support one another (peer mentoring, buddy systems) should be encouraged.

5. An Inclusive School Climate:

An environment where differences are accepted and every student feels valued should be created.

6. The Teacher as a Role Model:

Teachers should be the strongest advocates of courtesy through their language and behaviour.

Conclusion

Peer bullying is not an individual problem; it is a societal one. Its prevalence from an early age necessitates more conscious and systematic interventions. It is impossible to tackle this problem without cooperation between school, family and society.

Whilst traditional approaches to tackling bullying mostly focus on intervention after the problem has arisen, the peer courtesy approach offers a preventive and developmental framework. In this context, the peer courtesy approach should be regarded not merely as a strategy aimed at preventing bullying, but also as a fundamental educational philosophy that contributes to the construction of a fairer, more inclusive and healthier society.

References

Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H. (2009). A cross-national profile of bullying and victimisation among adolescents. International Journal of Public Health.

Kapçı, E. G. (2004). An investigation into types of bullying among primary school pupils. Hacettepe University Journal of Education.

MEB (2022). Guide to Psychosocial Protection Programmes and Combating Bullying in Schools. Ankara: Ministry of National Education.

MEB (2023). Guide to Peer Courtesy and Developing Positive Behaviour in Schools. Ankara.

Olweus, D. (1993). Bullying at School. Oxford: Blackwell.

Pişkin, M. (2010). Peer bullying in schools: Definition, types and intervention approaches. Education and Science.

Sakız, H. (2016). Inclusive education and peer relationships. Journal of the Faculty of Educational Sciences, Ankara University.

TBMM (2019). Report of the Research Commission on Peer Bullying. Ankara: Grand National Assembly of Turkey.

TÜİK (2021). Child Survey. Ankara: Turkish Statistical Institute.

OECD (2019). PISA Results: School Climate and Student Well-being

UNESCO (2020). Behind the Numbers: Ending School Violence and Bullying

UNICEF (2018). An Everyday Lesson: ENDviolence in Schools. New York: UNICEF.