DOI: 10.18848/2327-011x/cgp/a272 ISSN: 2327-2570

A Mixed-Methods Development of Culturally Tuned Anti-Bullying Guidelines for Beijing Secondary Schools

Ningnan Dai, Panchit Longpradit
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<p class="ql-align-justify">School bullying remains a major concern in Beijing’s middle and high schools, where peer rivalry over prestige and academic competition contribute to student stress. Despite recent anti-bullying campaigns, China’s cultural context has often been overlooked. This mixed-methods study combined quantitative and qualitative data to develop culturally attuned prevention and intervention strategies. Surveys of 1,842 students across twenty secondary schools revealed that physical bullying was the most common form (mean = 3.10 on a 5-point Likert scale). Students reporting higher levels of school support and counseling were less likely to experience victimization. Interviews and focus groups with students, teachers, and principals further highlighted how fear of “losing face,” concerns over academic ranking, and limited reporting channels discouraged disclosure, despite cultural values of <em>ren</em> (benevolence) and <em>li</em> (propriety). Drawing on both datasets, the study proposes a multi-level framework for bullying prevention that integrates social-emotional learning with Confucian ethics. The framework emphasizes early intervention through peer mentoring, family involvement, and restorative practices for severe cases. Overall, it demonstrates how merging traditional moral concepts with contemporary educational methods can yield practical, culturally sensitive strategies for addressing bullying in Beijing and similar Asian contexts.</p>

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