Authors : Ashwannie Harripersaud; Daizal R. Samad; Jessica Seeraj

Volume/Issue : Volume 10 - 2025, Issue 1 - January

Google Scholar : https://tinyurl.com/59bzefs2

Scribd : https://tinyurl.com/yn6v4n65

DOI : https://doi.org/10.5281/zenodo.14810233

Abstract : Bullying in secondary schools is a global phenomenon, yet its existence and responses vary across cultural and regional contexts. This research paper explores the dynamics of bullying by synthesizing international literature with a specific focus on secondary schools in the Caribbean region, particularly Guyana. Drawing on qualitative and quantitative studies, the paper examines how socio-cultural factors, economic imbalance, and historical considerations influence bullying behaviours and victimization in education. The study highlights the role of embedded social hierarchies, community violence, and resource-limited school environments in shaping bullying patterns. Furthermore, it investigates the psychological, academic, and social impacts on both victims and perpetrators within Guyanese schools. Comparative analysis with international literature emphasises the importance of culturally customised anti-bullying frameworks rather than adopting generalized approaches. The findings advocate for increased investment in teacher training, community engagement, and mental health resources to address bullying effectively. Additionally, the paper emphasizes the need for collaborative regional efforts within the Caribbean to share best practices and implement evidence-based interventions. Concentrating on the experiences of Guyanese students within the global discourse on bullying, this research contributes to a more subtle understanding of how to cultivate safe and equitable educational environments in culturally diverse settings.

Keywords : Bully, Bullying, Bullied, Education, Students, Caribbean Regions, Guyana

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