Staff Reporter
DIMAPUR, SEP 9 (NPN): Bullying continues to be a concern among school-going children in Dimapur, with teachers reporting incidents ranging from teasing and name-calling to social exclusion and physical intimidation. However, under-reporting remains a challenge in assessing the actual extent of the problem.
The issue also highlights the need for safe, inclusive and supportive learning environments, as emphasised under the National Education Policy (NEP) 2020. A child rights activist said reported cases might not reflect the actual extent of bullying and harassment among children, as many remain silent due to fear, embarrassment, confusion or uncertainty about whom to approach for help.
“Bullying does not stop happening simply because it is not reported,” she said, adding that some incidents occur away from the observation of teachers and school authorities.
According to the activist, child safety concerns among school-going children can include bullying, cyberbullying, physical and emotional abuse, sexual abuse, substance abuse, peer pressure and other forms of exploitation.
Teachers in Dimapur said verbal bullying, teasing, name-calling, social exclusion and physical intimidation were among the behaviours they encountered. Cyberbullying and online harassment have also emerged as concerns with the increasing use of social media among young people.
One teacher said serious cases were relatively uncommon in the school, although minor incidents such as name-calling occasionally occurred, particularly among younger students. Such incidents were generally brought to teachers’ attention and addressed sensitively, the teacher said.
Another teacher said bullying and peer conflicts were “quite common”, adding that some students might not realise that certain behaviour amounted to bullying and could treat it as a joke without understanding its impact on others.
Teachers said students might hesitate to report incidents due to embarrassment, fear of retaliation or concern about being labelled a “complainer”. At the same time, awareness activities had encouraged some students to speak up, while others reported incidents on behalf of friends.
Some schools have adopted measures including anti-bullying awareness programmes, seminars, classroom activities, counselling and anti-bullying mechanisms. These activities help students understand different forms of bullying, their impact and the consequences of such behaviour.
Reported cases are generally addressed by listening to the affected student, speaking with those involved, examining the circumstances and informing parents where necessary. Corrective measures, follow-up and counselling may also be provided depending on the situation.
However, access to professional counselling remains limited in some schools, with existing support often provided through teachers or internal counselling arrangements.
The child rights activist said punishment or suspension alone might not address the reasons behind a child’s behaviour. She called for greater emphasis on correcting behaviour, developing empathy and promoting kindness and respect, while ensuring appropriate support for affected children.
She also stressed the need for trained teachers, school counsellors and clear reporting mechanisms. School staff, she said, should be equipped to recognise signs of bullying, abuse, harassment and emotional distress and respond appropriately.
The activist said children might engage in bullying due to peer pressure, a desire to dominate others or experiences of violence and bullying themselves. In some cases, they might not fully understand the seriousness of their behaviour or its effect on another child.
Cyberbullying, she added, had introduced another dimension, including online shaming, harassment and circulation of private content without consent. Such incidents could contribute to emotional distress, social isolation and difficulties in academic life.
Teachers identified reluctance among students to report incidents, bullying occurring outside school supervision, cyberbullying, limited counselling resources and difficulties in changing behaviour as some of the challenges.
Parental cooperation was also identified as important, with one teacher saying securing full cooperation from parents could sometimes be difficult.
The activist said prolonged exposure to bullying and intimidation could affect a child’s confidence, emotional well-being, social relationships and education. Fear, anxiety, low self-esteem and social isolation could also affect concentration and interest in studies.
Creating a safe and inclusive learning environment, therefore, requires more than awareness programmes. Regular monitoring, accessible counselling and support, parental cooperation and safe channels for children to report concerns are important to ensure that bullying and other harmful behaviour does not go unnoticed.