Abstract:

Bullying in secondary schools is a relatively common phenomenon, which we assume is an indicator of dissatisfaction, unfulfillment of students and insufficient motivation to achieve goals. Prevention against bullying is generally regarded as a very important predicate for building a favorable social climate in schools, or shaping students for personal well-being. We consider it very important to establish attention to family education among students and cooperation between family and school in the prevention of bullying in schools. We consider it necessary to specify the environment of secondary vocational schools, individual factors and the current solution to the problem in the context of bullying prevention. As part of the application level, in our research we worked not only with the questioning method, but also directly demonstrated the methodology and strategies of the experiential prevention program, which during the pandemic was implemented not only in the school environment in the experimental classes of the first and second year, but also directly through E-learning forms , where parents also took part in cooperation in the prevention of bullying. The objective of the empirical part was then to compare the correlational results of the questionnaire aimed at bullying in the school environment with regard to the experimental and control groups. The results of the research point to the effectiveness of the method of prevention chosen by us, and most of the hypotheses formulated by us were confirmed on the basis of statistical significance. It is possible to demonstrate a significant impact with regard to the problem being solved, that the work of parents and students under the guidance of experienced and methodologically trained teachers has a contribution to the solution of bullying in schools.

Keywords:

bullying, prevention of bullying, family education, school social climate