The Association Between Bullying and School Satisfaction Among Primary School Children in El Salvador

Verkuyten & Thijs (2002) noted that "When children are satisfied with school, they act better in education" (p. 222). The results of this study did not show a significant secondary outcome measure on bullying and quality of life. When the participants are bullied the quality of life is measured, but the data denies the relationship between exposure and outcome variables. However, if participants were bullied in the past year, the risk of quality of life increased (42.8%) fairly.

The purpose of this study was to investigate whether overweight or obesity is related to damage and bullying of children aged 5-6 years old. Pregnant women in the Netherlands and Rotterdam were invited to participate in pregnancy on the expected delivery date from April 2002 to January 2006. After childbirth (participation rate: 61%) All participating children and their parents received written informed consent and this exam was approved by the medical ethics committee of the Erasmus University medical center. The information used in this study was obtained through practical measurements at school entrance, postal questionnaires, and fellows' recommendation procedures.

Pellegrini and Lang (2002) studied student bullying and the occurrence of damage from the transition from elementary to junior high school. They discovered that during the transition to junior high school, child bullying and aggression first increased, then bullying and aggression decreased. Transition from a major environment to a large scale less support environment may lead to exploitation of aggression as a strategy for establishing a position among evolving peer groups. On the other hand, it turned out that the number of victims decreased from primary to secondary. Researchers suggest that people who initially became victims of elementary school learned to avoid, ignore or counterbully bullying. Another explanation is that bullies are targeting a specific small group of victims. For example, a bully can target a student with a lower classmate, but can not target all school groups of students (Long, 2002).