Exploring adolescent bullying behaviour through the lens of family dynamics: an explorative study in Sarawak, Malaysia

Purpose Bullying among adolescents has become a persistent social issue in Malaysia, often linked to the quality of parenting and home environment. Recognising this concern, this study aims to explore the influence of parenting styles and family dynamics on adolescents’ bullying behaviour in Sarawak, Malaysia. Design/methodology/approach Using a qualitative approach, in-depth interviews were conducted with nine parents whose children had been identified engaging in bullying at school. Thematic analysis was conducted to identify key patterns related to parenting practices, communication and family relationships. Findings This study found that all parents demonstrated an authoritative parenting style, characterised by warmth and firmness. However, parents described several challenges in addressing bullying behaviour among their children. These included challenges in recognising bullying behaviour, ineffective parental management and lack of openness in parent–child communication. Collectively, these dynamics may have weakened parental influence and increased the likelihood of bullying behaviour in school settings. Research limitations/implications This study involved a small sample of parents from selected districts in Sarawak, which may restrict the generalisability of the findings. Future research could expand the sample and incorporate quantitative methods to validate the emerging themes. Practical implications The findings highlight the need for parent-focused intervention programs emphasising emotional connectedness, consistent discipline and conflict resolution within families. Schools and community agencies should also strengthen collaboration with parents to detect and address bullying behaviour. Originality/value This study provides novel qualitative evidence from the Sarawak context, offering insights into how family dynamics interact with parenting styles to shape adolescents’ bullying behaviour. It extends understanding beyond disciplinary practices by emphasising the emotional and communicative dimensions as key factors in preventing bullying behaviour.