Competences and Strategies for Dealing with Bullying in Schools

Abstract

The aim of this study is to demonstrate that the effective prevention and management of bullying in kindergartens and schools largely depends on the specialized preparedness of teachers and support professionals. In our research, we developed a four-level competency model that encompasses the skills required for managing bullying, ranging from basic competencies to systemic strategies. These include (1) basic competencies, such as empathy and congruence, and (2) social and emotional competencies, such as impartiality and emotional intelligence, which are essential tools for all helping professionals. Additionally, (3) specific competencies, including bullying-specific knowledge, recognition of group dynamics, and conflict resolution, as well as (4) systemic competencies, encompassing the application of prevention programmes and collaborative strategies. All pose challenges for professionals but are crucial for success. The research was based on a sample of 145 participants, with the final analysis focusing on 110 individuals, including teachers, school social workers, and psychologists. The questionnaire survey and content analysis highlighted the significant need among teachers for the development of conflict resolution skills, while the strengthening of social and systemic competencies was deemed necessary across all target groups. Preliminary empirical data showed that the model we developed—based on real-world cases and extensive literature—accurately reflects the perspectives of practitioners in the field. It also provides a foundation for professional training and systemic interventions against bullying. These findings can be utilized in the development of higher education curricula and the creation of prevention strategies.