When School Becomes a Daily Ordeal
Every morning, Leon complains of stomach pain. He does not want to go to school. His support worker has noticed for weeks that the ten-year-old is isolated during breaks and other children deliberately avoid him. What initially looked like a temporary conflict turns out to be systematic bullying at school. According to recent studies, approximately 30 percent of students in Germany experience bullying at least once during their school years [1]. Professional dealing with bullying requires not only attentiveness from practitioners but also sound knowledge of dynamics, intervention strategies, and preventive approaches.
In this article, you will learn how to recognize bullying early, what concrete action steps are necessary in acute cases, and how to sustainably support affected children. School support workers occupy a unique position because they experience the school day directly and can often perceive warning signs earlier than other stakeholders. Those who want to develop their skills professionally in this area will find a practice-oriented course on dealing with bullying at Diingu that combines theoretical foundations with concrete practical recommendations.
What is Bullying and Why Does This Matter?
Bullying refers to repeated, systematic actions aimed at harassing, excluding, or harming a person. Unlike a one-time conflict or confrontation between equally strong participants, bullying is characterized by a power imbalance. The affected person cannot escape the situation alone. This definition is crucial because not every argument on the playground is bullying, but every form of bullying requires decisive action.
In schools, bullying manifests in various forms. Physical bullying includes pushing, kicking, or hiding personal belongings. Verbal bullying expresses itself through insults, name-calling, or derogatory comments. Particularly insidious is relational bullying, where children are deliberately excluded from groups or rumors are spread about them. In recent years, cyberbullying has established itself as a distinct form. Here, attacks shift to digital spaces such as class chats, social networks, or messaging services.
The effects of bullying are severe and extend far beyond school years. Affected children and adolescents frequently develop psychosomatic complaints such as headaches or stomach pain, sleep disturbances, and loss of appetite. In the long term, the risk increases for depression, anxiety disorders, and diminished self-esteem [2]. Academic performance also suffers massively when children avoid school out of fear or can no longer concentrate.
Why This Knowledge is Essential Today
Bullying is No Longer a Marginal Phenomenon
Bullying is no longer a phenomenon of individual schools or grade levels. Research shows that approximately one in five children in Germany has been affected by bullying at some point [3]. With increasing digitalization, the problem has intensified. Cyberbullying occurs around the clock, reaches a large audience within a very short time, and hurtful content often remains permanently stored online. School support professionals must keep both forms in view: traditional and digital bullying.
Early Detection Prevents Escalation
The earlier bullying is recognized, the more effectively interventions can work. In the initial phase, targeted conversations and educational measures can often still counteract the situation. If bullying remains undetected, role patterns solidify. Bystanders become active participants, and uninvolved individuals become passive observers. This group dynamic makes later interventions significantly more complex. School support workers who work closely with individual children daily are in an ideal position to notice behavioral changes early.
Legal and Institutional Responsibility
Schools have a duty of care toward all students. This means concretely that teachers, school support workers, and other educational professionals are obligated to act when they become aware of bullying. Failure to provide assistance can result in legal consequences. Furthermore, a positive school climate demonstrably affects learning success and the well-being of all involved. A culture of observing and acting strengthens the entire school community.
Victims Need Qualified Support
Children who are bullied need more than just well-intentioned advice. They need adults who take their situation seriously, offer them protection, and provide concrete support. Wrong reactions such as trivialization or advice to simply fight back often worsen the situation. Professional knowledge of trauma-sensitive conversation techniques, protective measures, and cooperation with other professionals is therefore essential.
Perpetrators Also Need Guidance
A comprehensive approach to dealing with bullying also means addressing children who bully. Behind aggressive behavior often lie their own burdens, overwhelm, or lack of social skills. Punitive measures alone do not solve the problem. Children who bully need boundary-setting combined with educational support to develop alternative behaviors.
Prevention Protects All Parties
In the long term, the best strategy against bullying is a strong prevention culture. Schools that regularly promote social learning, train empathy, and create a climate of respectful interaction demonstrably reduce bullying rates. Professionals who know preventive concepts and implement them in their daily work actively contribute to a safe learning environment.
Common Challenges and Pitfalls
Professional dealing with bullying is complex and involves numerous challenges. One of the biggest difficulties lies in early recognition. Bullying often occurs in secret: during breaks, on the way to school, or digitally outside school hours. Affected children often remain silent out of shame, fear of retaliation, or because they do not believe they will be helped. School support workers may only notice diffuse signs such as withdrawal, performance decline, or psychosomatic complaints without immediately recognizing the connection to bullying.
Another problem is assessing situations. Not every conflict is bullying, and not every teasing requires immediate intervention. At the same time, trivialization can lead to bullying developing undisturbed. Distinguishing between developmentally typical conflicts and systematic exclusion requires a trained eye and experience. Particularly with subtle forms such as social exclusion or nonverbal devaluation, assessment is difficult.
Role clarification also presents dilemmas for professionals. School support workers work closely with individual children but often have no formal leadership function in the classroom. When a supported child is bullied or bullies others, clear communication channels to the teacher and school administration must exist. In practice, these structures are often missing or poorly defined. Who is responsible? Who is informed when? How is documentation handled?
Communication with parents is another sensitive area. Parents of affected children are often desperate and expect immediate solutions. Parents of children who bully often react defensively or deny their child's behavior. Both reactions are understandable but complicate constructive cooperation. School support workers must act diplomatically here while clearly taking a position.
With cyberbullying, additional hurdles arise. Many professionals feel uncertain dealing with digital media. Screenshots, fake profiles, and anonymity online create new dimensions. At the same time, the legal framework is complex. What may be documented? When must police or youth services be involved? This uncertainty often leads to inaction.
Finally, professionals themselves suffer from emotional burden. Witnessing suffering, helplessness, and sometimes their own overwhelm can lead to stress and exhaustion. Without appropriate support and supervision, there is a risk of secondary traumatization or burnout.
Application in Practice
In everyday school life, competent dealing with bullying manifests in many concrete examples. Consider Sarah, a school support worker accompanying a boy with autism spectrum disorder in sixth grade. She notices that Tim is increasingly alone during breaks. Other children whisper when he passes. In the class chat, voice messages are shared mocking Tim's distinctive speech pattern. Sarah recognizes the situation as bullying and first speaks carefully with Tim. He confirms feeling excluded but does not dare speak to the classroom teacher.
Sarah documents her observations objectively and approaches the classroom teacher. Together they develop an intervention plan. The teacher conducts individual conversations with the main perpetrators without exposing Tim. In the class council, the topic of bullying is discussed without naming specific names. Sarah supports Tim through regular conversations and helps him articulate his feelings. She ensures not to isolate him but encourages positive contacts with classmates who behave respectfully. After several weeks, the situation stabilizes. Tim reports less exclusion and first cautious friendships emerge.
Another example is Marcus, who works as a school support worker accompanying a girl with physical disabilities in fourth grade. Lena herself is not directly affected by bullying, but Marcus observes how another boy, Kevin, is systematically bullied by a group. Kevin is kicked, his school supplies are hidden, and during yard breaks he is ignored by other children. Marcus faces the question of whether to intervene even though Kevin is not his assigned child.
He decides to take action. He first speaks with Kevin, who initially reacts dismissively but then shares his experiences. Marcus informs the classroom teacher and school administration. A class team is formed consisting of teacher, school social worker, and Marcus. Together they conduct an anti-bullying project involving the entire class. Marcus serves as additional supervision during breaks and signals to all children that aggressive behavior has consequences. The bullying children receive clear boundaries and are simultaneously involved in social skills training.
In seventh grade at a comprehensive school, Jana works as a school support worker for a child with ADHD. She discovers that her assigned child, Mika, is bullying other children. Mika makes derogatory remarks, spreads rumors about a classmate, and deliberately excludes others from group work. Jana is initially overwhelmed because she has built a positive relationship with Mika and does not want to jeopardize it. However, she recognizes that she must act.
In a quiet moment, she addresses Mika's behavior directly. Mika reacts defensively and justifies herself with statements like "She's stupid anyway" or "It was just a joke." Jana remains clear and explains the impact of Mika's behavior on others. She informs the classroom teacher and Mika's parents. Together, a plan is developed for how Mika can learn to resolve conflicts differently. Jana works with Mika on empathy and perspective-taking. She praises positive behavior and consistently sets boundaries on transgressions. Over several months, Mika shows progress, although setbacks continue to occur.
How to Get Started
Those who want to learn professional dealing with bullying should first train their own perception. In everyday school life, consciously observe dynamics among children. Which children are frequently alone? Who is never chosen in group work? Which children show behavioral changes such as sudden performance decline or withdrawal? Document these observations without rushing to judgment.
Deepen your knowledge of recognizing bullying through professional literature and training. Understand the various forms of bullying and their specific characteristics. Particularly important is distinguishing between conflict and bullying. Conflicts arise between equally strong persons, are often situational, and can be resolved through mediation. Bullying is based on a power imbalance, is repetitive and systematic. This differentiation helps you respond appropriately.
Build a sustainable network within the school. Clarify with teachers, school social workers, and school administration what the communication channels look like when bullying is suspected. Who must be informed when? Is there a school-internal concept for dealing with bullying? If not, you can suggest developing one. Clear structures give you confidence in action.
Learn to address affected children appropriately. Create a protected framework for conversations. Signal that you take the child seriously and believe them. Avoid blame or trivialization. Ask specifically: "What happened? How do you feel about it? Who was involved?" Do not promise solutions you cannot keep, but assure that you will address the situation.
With cyberbullying, it is important to secure evidence. Take screenshots of messages or posts before they are deleted. Inform parents and school administration. In severe cases, filing a police report may also be necessary. Educate affected children about blocking and reporting functions on social networks.
Bullying prevention also belongs to your responsibilities. In everyday school life, promote respectful interaction. Praise prosocial behavior. Address exclusion and empathy at appropriate moments. Support teachers in conducting class council sessions or social learning projects.
Finally, self-care is crucial. Witnessing bullying is emotionally burdensome. Seek support from colleagues, supervision, or counseling services. Regularly reflect on your work and recognize your own limits. You cannot solve every problem alone, but you can be part of a functioning support system.
For those who want to systematically deepen their competencies, Diingu offers a practice-oriented course on dealing with bullying. Not only are theoretical foundations conveyed there, but also concrete action steps for everyday school life.
Related Training at Diingu
Professional dealing with bullying requires sound knowledge and field-tested strategies. The Diingu course Dealing with Bullying combines theoretical foundations with a concrete step-by-step guide for intervention in bullying and cyberbullying situations. You receive diverse practical recommendations for supporting affected children and adolescents and learn how to communicate professionally as a school support worker with teachers and parents. The course is specifically aimed at school support professionals and conveys practical competencies for everyday school life.
Frequently Asked Questions
What is the difference between conflict and bullying?
A conflict arises between approximately equally strong persons who have different interests or opinions. Both sides can represent their position and the situation can be resolved through conversations or mediation. Bullying, on the other hand, is based on a power imbalance. One person or group systematically and repeatedly harasses a weaker person who cannot defend themselves alone. The attacks are targeted and aim to hurt or exclude the affected person.
How do I recognize bullying early?
Watch for behavioral changes in children. Warning signs include social withdrawal, sudden performance decline, frequent sick days, or psychosomatic complaints such as stomach or headaches. Damaged or missing school supplies, injuries without plausible explanation, or the desire to avoid certain situations can also be indicators. Also observe group dynamics: Is a child systematically excluded? Are there derogatory remarks or nonverbal devaluations? Early documentation of your observations helps with later intervention.
What role does school support have in bullying?
School support workers have an important observation and reporting function. They experience the school day closely with individual children and often notice changes earlier than teachers. If you observe or suspect bullying, document the incidents and inform the responsible teacher and possibly the school administration. Support affected children through conversations and emotional stabilization. You can also actively participate in preventive measures such as promoting respectful interaction. Your role is not intervention alone but part of a multi-professional team.
What to do when a child is being bullied?
Act immediately but thoughtfully. Speak with the affected child in a protected setting and take their accounts seriously. Do not promise confidentiality if you must inform other persons. Document the incidents objectively. Inform the classroom teacher and school administration. Together, an intervention plan should be developed that protects the affected child, confronts the bullying children, and includes the entire class community. Ensure that the affected child is not isolated or stigmatized. Offer continuous support.
How does cyberbullying differ from traditional bullying?
Cyberbullying occurs in digital spaces, such as social networks, messenger groups, or video platforms. It has several distinctive features: attacks can occur around the clock, even outside school hours. Content spreads quickly and reaches a large audience. Perpetrators often remain anonymous or use fake profiles. Offensive content often remains permanently stored and can be repeatedly accessed. Those affected have hardly any retreat spaces. Nevertheless, the same principles apply as with traditional bullying: take seriously, document, organize help, and hold perpetrators accountable.
Conclusion
Professional dealing with bullying is one of the most demanding and simultaneously most important tasks for school support professionals. Bullying leaves deep traces in affected children and endangers their mental health, academic development, and self-esteem. At the same time, bullying is not an inevitable fate. With sound knowledge, clear action strategies, and a functioning network, you can effectively intervene and act preventively.
The ability to recognize bullying, communicate sensitively with affected children, and work decisively with all involved parties makes the difference between helplessness and effective support. Every professional who engages with this topic contributes to making schools safer and more respectful places. The first step is always the hardest but also the most important: observe, take seriously, and act.
Sources and Further Reading
[1] Bündnis gegen Cybermobbing - Cyberlife IV Study - https://www.buendnis-gegen-cybermobbing.de/cyberlife/
[2] Deutsches Ärzteblatt - Bullying: Health Consequences for Children and Adolescents - https://www.aerzteblatt.de/archiv/217934/Mobbing-Gesundheitliche-Folgen-fuer-Kinder-und-Jugendliche
[3] Federal Ministry for Family Affairs, Senior Citizens, Women and Youth - Bullying and Cyberbullying Among Adults - https://www.bmfsfj.de/bmfsfj/themen/kinder-und-jugend/kinder-und-jugendschutz/mobbing-und-cybermobbing