2026, Vol. 6, Iss. 1 - go to content...

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Gistseva A.S., Tokareva A.S., Uvarov I.A. The main areas of work of the teaching staff on the prevention of bullying in an educational organization. Cognitive Sciences in the Information Society. 2026; 6(1). Available at: https://knio.ru/PDF/03KN126.pdf (in Russian).

The main areas of work of the teaching staff on the prevention of bullying in an educational organization

Gistseva Alina Sergeevna
Stavropol State Pedagogical Institute, Stavropol, Russia
E-mail: alina.gistseva@rambler.ru

Tokareva Anastasia Sergeevna
Stavropol State Pedagogical Institute, Stavropol, Russia
E-mail: as.tokareva@mail.ru

Uvarov Igor Alekseevich
Stavropol State Pedagogical Institute, Stavropol, Russia
E-mail: uvarov.igor@mail.ru
ORCID: https://orcid.org/0000-0002-2678-7505
RSCI: https://elibrary.ru/author_profile.asp?id=456707

Abstract. This article presents the main areas of work of the regional resource center for monitoring and preventing negative social phenomena among children and youth in the Stavropol Territory (a structural subdivision of the State Budgetary Educational Institution of Higher Education Stavropol State Pedagogical Institute) in studying and analyzing materials submitted for the regional stage of the All-Russian competition for the implementation of comprehensive preventive measures to create a favorable socio-psychological climate «School#withoutHarm». Based on the presented data, the authors substantiate the importance of monitoring and preventing bullying in educational institutions. Specifically, they note that negative manifestations of socializing mechanisms can manifest during adolescence. The data obtained during the analysis demonstrates that this socially negative phenomenon is prevalent among students. The authors’ reference to other research findings reflects the current scientific community’s view on this issue. The case studies examined by the authors present various types and forms of bullying prevention. A quantitative and qualitative analysis of the activities of all actors involved in such prevention is provided. In particular, the role of the homeroom teacher in bullying prevention is highlighted, as well as their consolidating role in organizing the work of other actors involved in such prevention (parents, social workers, and psychologists). The authors of the article note that addressing the problem of bullying in educational institutions requires restructuring the work of the teacher, a key figure in the education system. Particular attention is paid to differentiating between prevention forms and methods depending on whether they are targeted at groups or individuals. Using quantitative methods, the most effective and promising methods for bullying prevention are identified.

Keywords: bullying; harassment; relationships among adolescents; bullying prevention; psychological and pedagogical support; teacher; educational psychologist; parents of adolescents; educational institution