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Peer victimization in single-grade and multigrade classrooms.

J Ashwin Rambaran1, Marijtje A J van Duijn1, Jan Kornelis Dijkstra1

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Summary
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Multigrade classrooms formed for teaching purposes show fewer peer victimization incidents. Classroom context impacts victim-bully dynamics, but age differences are not a factor.

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Area of Science:

  • Educational Psychology
  • Sociology of Education
  • Child Development

Background:

  • Peer victimization is a significant issue in elementary schools, primarily occurring within classrooms.
  • The influence of specific classroom structures, such as single-grade versus multigrade settings, on peer victimization remains under-researched.

Purpose of the Study:

  • To investigate differences in victim-bully relationships between single-grade and multigrade elementary school classrooms.
  • To determine if age differences within multigrade classrooms affect peer victimization dynamics.
  • To compare victim-bully relationships in multigrade classrooms formed for administrative versus pedagogical reasons.

Main Methods:

  • A sample of 646 elementary school students (ages 8-12) participated in the study.
  • Social network analysis was employed to map peer victimization patterns.
  • Classroom types included single-grade, administrative multigrade, and pedagogical multigrade settings.

Main Results:

  • The occurrence of victim-bully relationships was similar in single-grade and administrative multigrade classrooms.
  • Pedagogical multigrade classrooms exhibited lower rates of victim-bully relationships compared to single-grade classrooms.
  • No evidence suggested that age differences within classrooms influenced peer victimization.
  • Cross-grade victim-bully relationships were less common than same-grade relationships in administrative multigrade classrooms.

Conclusions:

  • The formation reason for multigrade classrooms (administrative vs. pedagogical) significantly impacts peer victimization rates.
  • Classroom context, specifically the pedagogical approach in multigrade settings, can mitigate peer victimization.
  • Findings suggest that children in administrative multigrade classrooms are not significantly better or worse off regarding victim-bully relationships compared to those in single-grade classrooms.