Conceptualising bullying as socially embedded, this paper assesses how the ecologies of schools and families shape student experience. Survey data from 2243 Irish secondary students in second (age 14) and fifth (age 17) year, from diverse social and economic backgrounds, allows us to examine bullying from the viewpoint of those most directly affected. Using multilevel regression, the study examines the relationship between student perceptions of bullying as a problem at their school and their individual and school characteristics. A complex interplay between social context, family dynamics, school environment shapes perceptions of bullying and the implications for life satisfaction. Students with special educational needs were more likely to report bullying as a problem at school and poorer life satisfaction. Clear instruction and effective teaching are negatively associated with perceptions of bullying, likely fostering structured environments where bullying is less tolerated. School contextual characteristics are important, particularly the protective effect of attending schools in the DEIS (Delivering Equality of Opportunity in Schools) programme and single sex schools for girls. The findings show a link between student awareness of bullying and enduring psychological and social effects of COVID-19. Recent Irish policy, particularly Cineáltas: The Action Plan on Bullying (Government of Ireland, 2022), acknowledges the ecological nature of bullying, particularly in the digital age. Including measures such as whole-school training, greater student voice, and supports for students from marginalised groups, including LGBTQ + young people, disabled students, and migrants, the plan operationalises an inclusive, preventive ethos and addresses many of the findings of this research.
McCoy et al. (Thu,) studied this question.