Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway

Chris Kyriacou, Iro Mylonakou-Keke, Paul Stephens

Research output: Contribution to journalArticlepeer-review


This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with thirty statements concerning bullying in schools. Twelve of these statements specifically explored adopting a social pedagogic perspective. There was a general consensus amongst the respondents in all three countries that bullying is a major problem in schools and that schools are not tackling bullying adequately. The replies also indicate that many respondents reported views that align with a social pedagogic perspective. Differences between students within each country and between countries are in part a reflection of polarised views about how best to tackle bullying.
Original languageEnglish
Number of pages15
JournalBritish Educational Research Journal
Publication statusE-pub ahead of print - 11 Mar 2016

Bibliographical note

© 2016 British Educational Research Association. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. Embargo period: 24 months


  • bullying
  • social pedagogy

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