Research On The Influence Of School Climate On School Bullying Of Rural Left-behind Children And Social Work Intervention

In recent years,negative news related to school bullying has been frequently reported,and the increasingly serious phenomenon of school bullying has led to increasing concerns about students’ safety on campus.Children left behind in rural areas often become a high risk group for school bullying due to the lack of parental accompaniment.How to prevent school bullying among rural children left behind has become a common concern for schools,families and society.Schools and society generally use safety education as the main prevention and control measure,which has some effect but limited effect on specific groups of people.It is an important social work issue how to more accurately pulse the school bullying behavior of rural left-behind children and help them correct the bullying behavior in a targeted way with the help of the professional theoretical system of social workers.This study is carried out in two parts: the first part is an empirical study on the influence mechanism of school bullying among rural left-behind children,and a theoretical model of school climate-school bullying influence mechanism is constructed based on the ecosystem theory and cognitive-behavioral theory.A questionnaire was used to verify the relationship between school climate,core self-evaluation,negative emotion,and school bullying using 1119 rural left-behind children as subjects in Nanyang City,Henan Province.In the second part,based on the empirical study,eight left-behind children with bullying behaviors were selected as the substantive subjects,and seven group activities were designed and implemented.After the groups were completed,a comprehensive evaluation of the group effectiveness was conducted using a combination of observation,questionnaire,and interview methods to validate the intervention results.The study found that school climate does influence the occurrence of school bullying among rural left-behind children.In addition to the fact that a favorable school climate significantly and negatively predicted school bullying among rural left-behind children,core self-evaluation and negative emotions acted as a chain mediator between school climate and school bullying.The group activities based on the empirical study can effectively enhance rural left-behind children’s ability to perceive school climate,improve their core self-evaluation level,master controlling emotions,and reduce school bullying behaviors of rural left-behind children.