ABSTRACT
This chapter argues that the establishment of a bullying culture occurs through interactions that create and sustain it, determined through social relationships and group dynamics. Bullying is a social phenomenon, occurring in front of others 85" of the time, which occurs in a group experience. Without support from the school, any attempts by a teacher to stop bullying by his or herself will likely have limited impact on bullying rates because the anti-bullying culture is less likely to be accepted by the prominent stakeholder groups. There were some teachers who moved beyond the normative ways of describing bullying, and offered more positive responses that showed the responsibility to bring about change in the culture of schools. When parental support is not as prevalent for some victims, a positive teacher relationship can mitigate the negative impact of bullying on these students. Murray-Harvey and Slee used path analysis to determine the impact of multiple factors on bullying, including teacher-student relationships.
