The Importance Of Bullying In The School Environment

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In conclusion, bullying can be connected to physical environment only partially. There are a number of actors, which can decrease or increase the symptoms (e.g., aggression, anxiety) of bullying. However, many types of bullying still remain regardless of the spatial design configuration. Similarly to Fennelly’s statement about CPTED, spatial design can not solve all the problems of bullying, however, it should make the spaces better, rather than increasing the risk of misconduct. The goal of spatial design in bullying situation should be to lower the risks and increase positive feelings.
During the research it became evident that it is not possible to solve or remove bullying from school environments. Every new solution that is created induces new problems. The reason is that there are too many different forms of bullying. When we want to totally remove bullying, then there is a high tendency that we establish similar setting of prisons where every student is carefully watched and controlled. The issue is even more complicated, because when you make one area strict controlled “anti-bullying” zone the bullying moves to another area. In the end, making the school environment as far as possible counting in all levels of anti-bullying , it can still happen on the way home. That means schools should not be overly controlled environments, rather they should teach children to get along without the need for bullying. Today’s anti-bullying psychological methodologies are doing just

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