| Anotation | The project aims to investigate the basic structures of bullying and cyberbullying and the differences in traditional and cyber-behavior between genders, grades and fields of study at vocational schools (SOU) in the Czech Republic.
In connection with the analysis of the results of PISA 2015 (OECD, 2017), indicators evaluating the so-called well-being of pupils were presented for the first time. Systemic support for well-being in education is also one of the priorities of the Education Policy Strategy of the Czech Republic until 2030+ (MŠMT, 2020). An investigation (OECD, 2017) confirmed the presence of both bullying and cyberbullying, where the prevalence of bullying and cyberbullying in school (on average, there is bullying in every class) disrupts the well-being of students and is also associated with poorer school results (Borualogo, Casas, 2021) and with a reduced sense of well-being, which can be manifested by emotional, physical and behavioral negative effects in later life (Varela, Sanchéz, Gonzáles et al., 2021).
Despite the fact that there are many studies investigating the incidence of bullying and cyberbullying in elementary (e.g., Kim, Lee, Hong et al., 2022, etc.) or secondary schools (Hamel, Swab, Wahl, 2021, etc.), few of them focus on to secondary vocational schools. In the Czech Republic, I provide SOU education and training, especially for blue-collar occupations. SOUs also provide vocational education for pupils with special educational needs (SVP) (NÚV, 2022). Students with SEN are more likely to experience victimization at school (Touloupis, Athanasiades, 2022; Sentenac et al., 2011) and there are studies that indicate that these students are also more likely to engage in bullying (Rose et al., 2010).
The results of the survey could contribute to the saturation of data in this so far not much researched area of Czech education and the associated preventive action, targeted at the target group, subsequent interventions and support of well-being. |
