| Summary: | Abstract
Aboriginal children appear to be more likely to be
involved in bullying than non-Aboriginal children. This
paper describes part of the “Solid Kids Solid Schools”
research process and discusses some of the results from
this three year study involving over 260 Aboriginal
children, youth, elders, teachers and Aboriginal Indigenous
Education Officers (AIEO's), and an Aboriginal led and
developed Steering Committee. It is the first study that
contextualises Aboriginal bullying, using a
socio-ecological model where the individual, family,
community and society are all interrelated and influence
the characteristics and outcomes of bullying.
This paper demonstrates that for Aboriginal children and
youth in one region of Western Australia, bullying occurs
frequently and is perpetuated by family and community
violence, parental responses to bullying and institutional
racism. Addressing bullying requires actions to reduce
violence, foster positive cultural identity and reduce
socio-economic disadvantage.
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