Abstract:

The aim of the paper is to acquaint readers with the basic research findings, which present a descriptive description of the prevalence of bullying and cyberbullying in vocational schools in the Czech Republic (CR). The study was conducted in the spring of 2023, and data collection was carried out using the Adolescent Peer Relations Instrument (APRI) (Parada, 2000) and the Revised Adolescent Peer Relations Instrument-Bully/Target (RAPRI-BT) (Griezel, Craven, Yeung, & Finger, 2009) questionnaires in all regions of the CR. The research sample consisted of 1086 students. 88.6% of whom have experienced bullying either as a victim or as an aggressor, 45.1% of respondents have this experience with cyberbullying. Interestingly, despite the ever-increasing popularity of online networking and internet use, Czech pupils are increasingly encountering the classical form of bullying rather than cyber bullying.

The need to examine these two phenomena can be seen in the current trend of increasing support for well-being in Czech schools. In connection with the analysis of the PISA 2015 results (OECD, 2017), indicators evaluating students' well-being were introduced for the first time. Systemic support for well-being in education is also one of the priorities of the Czech Republic's Educational Policy Strategy for 2030 and beyond. A study by the Organization for Economic Cooperation and Development (2017) highlighted the issue of risky behavior as one of the factors negatively contributing to Czech students' relationship with the school system. The survey confirmed the presence of bullying and cyberbullying in many OECD countries' schools. According to the results of this research, a total of 25.4% of Czech students had experienced any type of bullying, which is 6.7% higher than the average in OECD member countries. The prevalence of bullying in schools (on average, there is bullying in every class) disrupts students' well-being and is also associated with poorer academic performance and a reduced sense of well-being, which can manifest in emotional, physical, and behavioral negative consequences in later life.

Although there are many studies examining the occurrence of bullying and cyberbullying in primary and secondary schools, few of them focus on vocational schools (no extensive study in this area in the CR has been conducted so far). Vocational schools in the CR provide education and training primarily for skilled trades. Education is mainly carried out in three-year or two-year educational programs culminating in a final examination and a vocational certificate. They also provide vocational education and training in one- to three-year programs for students with special educational needs or for students who have completed compulsory schooling below the 9th grade of primary school. Students with special educational needs are more likely to encounter victimization at school, and there is some evidence suggesting that these children are also more likely to engage in bullying.

The research results could contribute to filling the data gap in this relatively unexplored area of Czech education and support targeted prevention, subsequent interventions, and well-being support for the target group.

Keywords:

Bullying, cyberbullying, prevalence, vocational schools, well-being.