Culturally Responsive Schools as a Preventive Framework for Bullying in Primary Education

Abstract

Bullying is still a serious challenge in basic education and has a significant impact on academic achievement, social development, and the psychological well-being of students. Although awareness of this issue is increasing, many interventions in schools are still reactive and focused on punishment, so they have not been able to touch the root of the problem which is cultural and relational. This article aims to examine culturally friendly schools as a preventive framework in efforts to prevent bullying in primary education. This study uses a conceptual qualitative approach by examining the international scientific literature related to inclusive education, school culture, and bullying prevention. Data analysis was conducted through a thematic analysis approach to identify patterns of relationships between culturally responsive practices and the creation of an inclusive school environment. The results of the study show that culturally friendly schools contribute significantly to the prevention of bullying through strengthening an inclusive culture, improving the quality of teacher-student relations, and strengthening students' sense of belonging and psychosocial safety. This article offers a conceptual framework that can serve as a reference for educators, school leaders, and policymakers in developing a sustainable and inclusive approach to school safety.