Abstract

Relevance. The Russian schooling system fails to effectively counteract bullying, a phenomenon common in educational organizations around the world, including the Russian Federation. According to the 2019 PISA report for OECD countries, 12% of all children in Russia were identified as victims of school bullying. More and more parents are transferring their children to homeschooling, having lost confidence in the school as an organization capable of ensuring safety: today, bullying experience is linked to child suicides and school shootings. Traditional disciplinary methods do not work in the case of bullying, due to the specificity of this socio-psychological phenomenon. Research object: the phenomenon of bullying in the student environment. Subject: scientifically grounded methodological basis for anti-bullying activities of an educational organization (EO), taking into account the specifics of bullying. Study goal: based on the analysis of international and domestic studies of the phenomenon of school bullying, to create a clear and scientifically grounded basis of anti-bullying activities for educational organizations (EO). Study objectives: to analyze international and domestic research of bullying; to create theoretical basis for the model of anti-bullying activities for schools; to develop guidelines for the organization of anti-bullying activities in schools. Results. Analysis of studies in Russian, English, German languages enabled us to answer key questions about the nature of bullying, patterns and mechanisms of its development, and to give a theoretical basis for the model of anti-bullying activities of EOs, to propose guidelines for organizing anti-bullying activities of EOs. Conclusions: Bullying as a socio-psychological phenomenon, due to its complexity, is immune to the traditional administrative pedagogical methods of influence: special knowledge and skills are required from all involved persons - adults and children. The global experience offers a number of models of anti-bullying activities of educational organizations that have empirically proven to be efficient. They are consistent, with a clear division of goals into levels (school-wide, intra-class, individual psychological: working with victims, working with initiators, working with witnesses, working with parents), assuming leadership and full responsibility by the principal. Recommendations: 1) practical recommendations for organizing anti-bullying activities of EOs – an organizational model, an “emergency response protocol”, and methodological support for the work of employees of an educational organization, – enable developing anti-bullying action programs, but the task of adapting them to the Russian environment, conditions of individual regions and EOs remains urgent, as well as the creation of advanced training programs for school principals and class teachers, educational psychologists and social educators by regional Advanced Training Institutes (ATI). 2) This research requires further development in particular, in relation to the figure of the teacher, who often acts both as a victim of bullying and as its initiator