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Disruptive behaviour in class has a direct effect on teachers but since bullying doesnít it may not receive as much attention as classroom behaviour. It is essentially a secretive activity and operates by isolating individuals from protection. Addressing the problem requires an understanding of the climate in which bullying can thrive.

1. Low Self-Esteem - Children with low self esteem, who may be bullied by someone else in their lives, sometimes seek to boost self-worth in ways that damage themselves or others.

2. Anger Management - Misplaced anger and a feeling of powerlessness about other aspects of their lives may be expressed by hurting vulnerable people.

3. Poor Social Skills - Children who bully persistently tend to have poor social skills and an inability to create positive relationships

4. Peer Pressure -
Children may seek affirmation by giving in to peer pressure when groups gang up on one individual. Again, this is a symptom of low self worth.

1. Opportunity - Unsupervised areas and adults regarding bullying as teasing or just boisterous play gives tacit approval and leaves children unprotected.

2. Not Having to Make Amends -
Those who have bullied are not
confronted by the victimís emotional response or involved in decision-making about making appropriate amends

3. Bullying Not Taken Seriously -

If the problem isnít taken seriously children will be discouraged from confiding their genuine problems. Bullies will feel free to coerce victims into silence.

4. Play Resources - Poorly resourced play areas where children have little choice of activity will increase disruptive and aggressive behaviour.