Wu Qiyue, Jia Fanli
School of Health in Social Science, The University of Edinburgh, Old College, South Bridge, Edinburgh EH8 9YL, UK.
Department of Psychology, Seton Hall University, 400 S Orange Ave, South Orange, NJ 07079, USA.
Children (Basel). 2023 Sep 30;10(10):1632. doi: 10.3390/children10101632.
Despite research on anti-bullying interventions, there is no systemic approach or resources for teachers to address ethnic and race-related bullying in schools. In this article, we selectively reviewed theories and programs to help teachers identify and address ethnic bullying in their classrooms. We provide recommendations for workshops (e.g., cultural awareness training, empathy-building activities, bystander intervention, and stigma-based intervention). These anti-ethnic bullying workshops should promote understanding of different cultures, strengthen empathy for those who are different, encourage bystanders to take action, and reduce stigma and stereotypes. Through the sharing of diverse perspectives, expertise, and experiences, we hope this article can cultivate interactive dialogues and collaborations between educators and researchers to effectively address ethnic and race-related bullying.
尽管对反欺凌干预措施进行了研究，但对于教师而言，在学校处理与种族和民族相关的欺凌行为时，并没有系统的方法或资源。在本文中，我们有选择地回顾了一些理论和项目，以帮助教师在课堂上识别并处理种族欺凌问题。我们为工作坊提供了建议（例如，文化意识培训、同理心培养活动、旁观者干预以及基于消除污名的干预）。这些反种族欺凌工作坊应促进对不同文化的理解，增强对不同人群的同理心，鼓励旁观者采取行动，并减少污名和刻板印象。通过分享不同的观点、专业知识和经验，我们希望本文能够促进教育工作者和研究人员之间的互动对话与合作，以有效解决与种族和民族相关的欺凌问题。
