An Ecological–Cultural Approach to Bullying Prevention: A Multi-perspective Study of Students, Teachers, and Families

This study aims to examine the ecological and cultural dimensions of bullying in school settings through the experiences of participants. Integrating Bronfenbrenner’s ecological systems theory with the inclusive education approach, the research empirically examines the role of school culture in the emergence and persistence of bullying. Employing a qualitative design, semi-structured interviews were conducted with 30 participants including 10 students, 10 teachers, and 10 parents selected to ensure the multi-level data diversity required by the ecological framework. Data were analyzed through thematic analysis and categorized across micro-, meso-, exo-, macro-, and chronosystem levels. Findings indicate that bullying is shaped beyond interpersonal power imbalances, being significantly influenced by school culture, the consistency of teacher interventions, the quality of family–school communication, and prevailing societal norms. The “silent witness” culture, communication breakdowns, and gender-based norms emerged as key ecological determinants. Based on these findings, an “Ecological-Cultural Inclusive Anti-Bullying Model” specific to the Turkish context, grounded in inclusivity principles, has been proposed. The model emphasizes creating safe classroom environments at the micro level, strengthening family–school collaboration at the meso level, improving institutional policies at the exo level, and fostering inclusive societal values at the macro level.

Cite this article as: Sümer, S., Bektaş, D., Sakız, H., & Denktaş, Z. (2026). An ecological–cultural approach to bullying prevention: A multi-perspective study of students, teachers, and families. HAYEF: Journal of Education, 23, 0128, doi: 10.5152/hayef.2026.25128.