Psychological characteristics of bullying manifestation in primary school children

Abstract

        Bullying in the educational environment is one of the most pressing socio-psychological problems of modern society. Of particular concern is the spread of bullying among primary school children, as it is during this period that the foundations of personality are formed, social skills, self-esteem, and patterns of interpersonal interaction are developed. Early exposure to aggressive behavior from peers may have long-term negative effects on a child’s psychological development, emotional state, academic motivation, and social adaptation. The purpose of this article is to identify the psychological characteristics of bullying manifestations among primary school children, as well as to analyze the factors contributing to the formation of aggressive and victim behavior patterns within the school environment. The paper examines the main theoretical approaches to the study of bullying, the psycho-emotional development characteristics of primary school children, and the role of the family, school, and social environment in the emergence and maintenance of bullying relationships. The methodological basis of the study includes the analysis of scientific literature, the generalization of empirical data from domestic and foreign studies, and a comparative-analytical approach. Particular attention is paid to the psychological characteristics of bullying participants — aggressors, victims, and bystanders — as well as to the specifics of their behavioral and emotional reactions.

         The results of the study indicate that bullying in primary school age is often latent in nature and manifests itself in verbal aggression, social isolation, and psychological pressure. Key psychological risk factors identified include a low level of empathy, unstable self-esteem, a deficit of self-regulation skills, and an unfavorable family climate. The practical significance of the work lies in the possibility of applying the obtained findings in the development of preventive and corrective programs aimed at creating a safe and supportive educational environment.