Стратегії реагування на булінг та конфлікти у закладах освіти: порівняльний аналіз ефективності підходів

Abstract. This study focuses on analyzing bullying and conflicts in educational institutions at different levels, as well as examining strategies for their resolution. Bullying and conflicts are serious social issues that negatively affect the psychological and emotional well-being of participants in the educational process, their social adaptation, and academic performance. Bullying, as systematic violence causing physical or psychological harm, requires an immediate response from educators, parents, governmental authorities, and other stakeholders in the educational process. In contrast, conflicts, as an integral part of interpersonal relationships, can be constructive if resolved through dialogue and compromise. The analysis of the concepts of bullying and conflict in the educational environment helps distinguish their key differences, necessitating the application of different approaches to address these phenomena. An analysis of legislative acts, such as the Laws of Ukraine On Education and On Child Protection, as well as the Law of Ukraine On Amendments to Certain Legislative Acts of Ukraine on Counteracting Bullying (Harassment), highlights the need for a comprehensive approach to resolving issues of bullying and conflict in educational settings. A crucial component of this approach is the implementation of preventive programs, the organization of educational training sessions, and the creation of a safe educational environment based on mutual respect and non-violent communication. The problem of bullying is particularly relevant in higher education, as the development of effective mechanisms for responding to cases of bullying and violence among students requires further research. Implementing a restorative approach to conflict resolution is an essential element in reducing aggression levels in the educational environment. The use of this approach not only resolves conflicts but also promotes the development of participants' social and emotional skills. Further research should focus on examining the effectiveness of various preventive strategies at different stages of education, as well as adapting restorative practices to sociocultural conditions and their application in higher education.