RESEARCH ON BULLYING AND RELATIONSHIPS IN SECONDARY SCHOOLS

• Vahida Azayeva

  Secondary school No.296

  Author

• Gunel Vahabzade

  Baku State University

  Author

• Sanubar Gasimova

  Author

• Gunel Gojayeva

  Author

• Yosra Morsy

  Author

Bullying remains a critical concern in school environments due to its enduring effects on students’ psychological well‑being, peer relationships, and academic participation. This study investigates the prevalence and forms of bullying among secondary school students in Azerbaijan and examines their relationship with peer dynamics and help‑seeking behaviors. A cross-sectional survey was administered to 180 students in Grades 5–11, collecting data on interpersonal relations, exposure to various bullying forms, and preferred sources of support. Descriptive analysis revealed that verbal ridicule, insults, and social exclusion were the most frequently reported bullying behaviors, whereas physical aggression and cyberbullying appeared less common yet remained significant. Although most students described their peer relationships as positive, more than one-quarter reported personal exposure to bullying, with the highest prevalence observed in middle and upper grade groups. Teachers and parents emerged as primary sources of assistance, although a substantial proportion of students indicated reluctance to seek help from any adult. These findings highlight the need for comprehensive whole‑school prevention frameworks, emphasizing teacher responsiveness, social–emotional learning, confidential reporting systems, and strengthened psychological support services. The study contributes empirical evidence relevant to policy development and underscores the importance of creating safe, inclusive, and supportive educational environments for adolescents.

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