Girls are almost twice more likely than boys to report problematic bullying taking place at their school, a study by the Economic and Social Research Institute (ESRI) has found.
It is one of a range of findings in a study based on a large-scale survey of post-primary students, but rather than necessarily meaning that girls have greater exposure to bullying, researchers say the finding could point to heightened sensitivity to bullying behaviours among female students.
Bullying in Context: How families, schools, and social ecologies shape student perceptions in Ireland cites OECD and other international research which found girls show more negative views of bullying and stronger support for defenders, and are more likely to view bullying as "more morally wrong".
However the study also found that girls in single sex schools were just half as likely to report bullying problems compared to their peers in coeducation schools. Researchers concluded that this suggests "a protective effect of single sex schooling for girls".
"These schools may foster climates that are less tolerant of bullying," they said.
The mixed method study was carried out in 2023 and involved 2,243 second-year and fifth-year students across 21 schools.
The schools were chosen on the basis of characteristics such as gender and social mix, school size and location, and the ESRI has said the student sample is broadly in line with the population in Ireland in terms of features such as diversity, disability, socio-economic background and other factors.
It found students with special educational needs more likely to report bullying to be a problem, with 30% of SEN students reporting it as a concern compared to 19% of students without a SEN.
Students in rural areas were significantly more likely to perceive a bullying problem in their school.
Students in fifth year were less likely to report bullying as a problem compared to second years.
Students attending DEIS schools were less likely to report bullying, which the study said "contrasts with international evidence of increased bullying in disadvantaged contexts".
"These findings potentially point to effectiveness in the DEIS in fostering positive school climates," it concluded.
Perceptions of bullying
Rather than focus on individual experiences, the study explored student perceptions of bullying at the school level and its association with student life satisfaction.
Students were asked to rate the statement "Bullying is a problem in the school" on a five-point scale, from 'strongly agree' through to 'strongly disagree'. Agreement indicated a perceived bullying problem.
The study found significant variations across schools in perceptions of a climate of bullying. For instance, among the schools with a socially mixed intake, 9% of students in one school reported bullying to be a problem, compared to 35% in another.
"There is some evidence that teaching approaches matter," the study found. "Where students report teachers explain things well, they are half as likely to report bullying problems at their school."
The study examined the link between perceptions of bullying and student experiences of cultural and learning aspects of school. Where students report liking school, they were half as likely to report bullying as a problem there, "pointing to a strong connection between bullying experience and student engagement at school".
Problematic bullying at school was also found to be closely tied to the enduring impact of Covid-19.
"Students who reported the pandemic is still impacting on their well-being are nearly twice as likely to report problematic bullying at their school," the study found.
Life satisfaction
The research found girls are half as likely to report high life satisfaction compared to boys, as are students with SEN.
Not surprisingly, the research found that experiencing economic difficulties diminished life satisfaction levels. It found that those who report a religious affiliation were 1.5 times more likely to report high life satisfaction.
In a finding it flagged as "most notable" it found that students attending a DEIS school are over two-and-a-half times more likely to report high life satisfaction.
"There is also some evidence to suggest geography matters as students in smaller schools and attending schools in rural areas are more likely to report high life satisfaction," it said.
Students who feel they have a voice at school are 1.5 times more likely to report high life satisfaction, while students who engage in hands-on, project-based learning are 1.3 times more likely.
Students who engage in sports at school are 1.6 times more likely to report high life satisfaction.
Researchers said the findings revealed "a complex and uneven pattern that reflects the diversity of Ireland’s post-primary sector".
"It reflects Irish student perspectives regarding the social and pedagogical conditions that influence bullying and wellbeing in their schools," they said.
The study was carried out by Selina McCoy, Keyu Ye, Neil Kenny, and James O’Higgins Norman and has been published in the International Journal of Bullying Prevention.
