Student character, peace education, teacher intervention to reduce student conflict, relational and cyber bullying at the middle school

The purpose of this study was to examine how character education, peace education, and student perceptions of teacher intervention to reduce student conflict impacted student bullying in middle schools. It explored how character education (instilling integrity, responsibility and respect) and peace education (the teaching of peer mediation, conflict resolution and cooperative learning) influenced the rate of bullying in three purposefully selected middle schools. In addition, this survey assessed student perceptions of relational and cyber bullying. A survey was completed by 277 eighth grade students in three middle schools on Long Island, New York. Eleven variables were originally assigned to this study. A factor analysis retained 9 of the 11 dimensions under study. Physical and verbal bullying were included in relational and cyber bullying.

The data revealed that integrity, respect, and conflict resolution were inversely related to relational bullying; whereas, peer mediation and cooperative learning that were implemented in less than pervasive ways, contributed to relational bullying. Integrity and respect were related inversely to cyber bullying. Peer mediation and cooperative learning were poorly implemented and positively related to cyber bullying.

When a comprehensive program based on integrity and respect is partnered with peace education promoting the appropriate, student-driven dimensions of peer mediation, conflict resolution, and cooperative learning, bullying is less likely to occur.