Speaker
Description
THEORETICAL BACKGROUND: Children with a non-Western background may experience racist bullying early in life, leading to both short- and long-term health issues. Bystanders play a crucial role in supporting victims of racist bullying, but they often do not know how to respond appropriately.
OBJECTIVE: This study aims to describe the experiences and reactions of primary school pupils in The Netherlands regarding racist bullying and bystander behavior. It also seeks to understand how children recognize racist bullying and the reasons behind their decisions to intervene or not.
METHOD: We conducted seven focus group discussions with 7th and 8th graders in Dutch primary schools (N=41). These discussions explored their experiences as well as their perceived competence in intervening. Children reflected on their roles as bystanders, on other bystanders, and, in some cases, their experiences as victims. Data were analyzed using thematic analysis.
RESULTS: Preliminary findings indicate that children understand racist bullying primarily from an interpersonal perspective, with limited knowledge of racism in a broader context. Intervening depends on various factors, including the perceived danger and levels of fear—such as fear of escalation, fear of the bully, and fear of becoming a target themselves.
CONCLUSION: To feel confident in intervening, pupils need education about racism, including its historical and contemporary context, and skill training. Knowledge is essential for understanding the importance of intervening, while skills are necessary to understand how to intervene confidently. The findings of this study can inform interventions aimed at helping children recognize, prevent, and respond to racist incidents effectively.
| Please indicate what type of scientific contribution it is | Qualitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Scientific |
