A Student-Teacher Interaction Study Of Junior High School Bullying Victims

Bullying in schools has long been one of the most important issues threatening the physical and mental health of students and the stability of schools.The victims of bullying,as the biggest victims of the incident,suffer physical and psychological trauma that may last a lifetime,or even end their lives early.As important others in the micro-ecological system that affects students’ development,the process and outcome of teachers’ interactions with students can influence whether bullying occurs and its severity.This study addresses the research question of "what kind of teacher-student interactions lead to or exacerbate student bullying victimization" by using the theoretical basis of interaction ritual chain theory and the Flanders interaction analysis model.and ten classroom teachers were interviewed,and the results of the students’ interviews were coded and analyzed with focus through Nvivo11 software.The results of the study showed that,first,the problematic representations of teacher-student interactions with school bullying victims were characterized by teachers’ speech and behavior,which were characterized by neglectful and biased attitudes toward bullying victims in the classroom and lack of care and fairness toward bullying victims outside of class;and students’ speech and behavior,which were characterized by passive participation and avoidance of interaction with teachers in the classroom and superficial and inefficient communication with teachers outside of class.Second,teacher-student interactions can trigger bullying victims through the extrinsic drive of classroom interactions,the intrinsic drive of out-of-classroom interactions,and the combined drive of in-class and out-of-class interactions,through the following processes:First,students who are classified as outsiders by teachers in classroom interactions may become victims of bullying due to group antagonism and ostracism by insiders;second,the lack of justice and care in teachers’ extracurricular interactions may lead to cognitive biases of students and thus rationalize bullying incidents and increase their probability of experiencing bullying;third,the interaction of teacher-student interactions inside and outside the classroom may form a synergistic force that affects students’ class support and triggers bullying victimization in school.To address the above issues,this study proposes strategies for optimizing teacher-student interactions to prevent the generation of bullying victims,requiring teachers to improve their own interactions in three ways: classroom interactions,out-of-class interactions,and in-class and out-of-class synergy.First,they need to effectively consider the classroom needs of all students,make all students the insiders of classroom interactions,implement students’ main status and give timely positive classroom feedback.Secondly,teachers need to pay attention to the role of interaction outside the classroom,to give students deep emotional care in the interaction outside the classroom,and to create a safe communication environment to encourage them to express themselves.Finally,teachers need to focus on the synergistic role inside and outside the classroom,respect the whole student,improve their own communication awareness and ability,and promote a positive classroom climate by being gracious in their supervision of students inside and outside the classroom to reduce the occurrence of bullying.