This study is aimed at analysing the subject from a gender perspective in a bid to identify how different forms of violence, harassment and bullying in schools affect girls and boys.

The research examines different forms of violence, harassment and bullying in schools from a gender perspective and seeks to identify any emerging trends, circumstances, types and causes of violence, harassment and bullying in schools. The study seeks to establish a more contemporaneous view of the patterns and processes of such forms of violence in schools in Malta and Gozo.

The current research also seeks to analyse the effects as well as the immediate and potential long-term consequences of violence, harassment and bullying in schools on boy and girl victims and perpetrators of such acts. Discussions with interviewees and focus group participants also aimed to identify the reactions of victims of violence, harassment and bullying in schools and highlight any efforts undertaken by the victims to seek help and/or to stop such violence and abuse. The emergent themes delve into the victims’ response to violence, harassment and bullying in schools and look into any initiatives taken by the victims to seek help. The study also looks into the identification of barriers for victims seeking assistance in case of violence, harassment and bullying in schools. Consequently, the current research also seeks to identify and analyse the needs of victims of violence, harassment and bullying in schools and whether such needs are met.

Forms of discrimination other than gender were also highly emergent in the analysis of transcripts, and the study thus sought to examine whether students are at risk of going through different forms of violence, harassment and bullying in schools on other grounds alongside their gender. These grounds include race/ethnic origin, sexual orientation, gender identity, religion or belief, age, disability, amongst others. Consequently the current study also sought to analyse the reactions to violence, harassment and bullying in schools of boys and girls who go through such violence due to multiple grounds alongside gender, and whether they face additional barriers in seeking help. Continue reading the NCPE research