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International Journal of New Developments in Education, 2022, 4(17); doi: 10.25236/IJNDE.2022.041716.

"Tripartite Coordination" to Promote Effective Management of School Bullying among Junior High School Students in Poor Villages


Dexu Bi

Corresponding Author:
Dexu Bi

Department of Elementary Education, Guangxi Police College, Nanning, China


In this study, 3652 students from primary schools in poor T county (town) of Guangxi are selected by stratified random sampling method to analyze the types, time and place of school bullying, as well as the causes of it. 2337 of the 3652 students have experienced school bullying, with 7,943 cases. The main factors for being bullied include being unlikable, verbal conflict, poor relationship and weakness. Univariate analysis reveals that there are significant differences of the causal relations between whether students experienced school bullying incidents and factors such as students' grade, being an only child, being in a left-behind family, quantity of close friends, relationship with classmates, and family care, etc. Regression analysis shows that students coming from left-behind families are as risk factors for the occurrence of school bullying; higher grade, more close friends, and family care and attention are protective factors for the occurrence of school bullying.  Based on the analysis of the results of school bullying among junior high school students in poor areas, this paper takes the most important accompanying environment of students' growth – school – as the breakthrough window, and builds a tripartite coordination management system of home-school-individual with the support of prevention and control policies of school bullying in China. By building such a system, it is hoped that students can grow up healthily, and school bullying can be eliminated.


poverty-stricken areas; junior high school students; school bullying; tripartite Coordination System

Cite This Paper

Dexu Bi. "Tripartite Coordination" to Promote Effective Management of School Bullying among Junior High School Students in Poor Villages. International Journal of New Developments in Education (2022) Vol. 4, Issue 17: 71-77. https://doi.org/10.25236/IJNDE.2022.041716.


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