Bullying in Japan: Many factors contribute to its complexity

Hisado attended the 2024 autumn conference of the Special Group for Psychology, Health and Social Care on 'Bullying in schools and cyberbullying: The evidence base for prevention and elimination'. 

The conference (October 2024) was a great opportunity to learn about KiVa and see real examples of its implementation in schools. I also learned a lot about the current state of cyberbullying, which was very informative and insightful.

In Japan, the problem of bullying is serious, and nowadays, not only is the number of bullying cases increasing, but also cases are becoming more severe. There is no end to the incidents of malicious bullying/cyberbullying or a combination of the two, sometimes resulting in the death of the victims.

In Japan, it has been indicated that it is not uncommon for teachers to be involved in bullying cases. Many teachers are unaware that bullying is taking place or that they are taking part in it, which is a huge problem. Meanwhile, it is recognised that many students are also unaware that bullying is occurring. 

In addition, when bullying is recognised, the school or local education authority handles the cases. There is often no involvement from outside the school; thus, it is dealt with in a closed space. This situation can make it very difficult to intervene or investigate bullying appropriately. 

Under these circumstances, the need for society to address the prevention of bullying has been underscored, and each region is working to establish prevention measures on a regional basis. It is considered desirable for each region and school to create its own measures, taking account of unique local school/regional characteristics and needs. 

Bullying can affect any pupil

The current 'Basic policy on the prevention of bullying in schools' calls attention to recognising that bullying could affect any student. It emphasises the need to develop specific measures based on the principle of educational prevention, targeting all, rather than therapeutic prevention, targeting a few affected students.

It underlines, too, the importance of involving school staff in creating a standard system to solve bullying, starting from the stage of deciding on an anti-bullying policy. Unfortunately, it has been pointed out that this has not yet been functioning well.

On another note, many students and teachers are 'unaware' that bullying is occurring, as noted above. Some researchers point out that there is a possibility that many students and teachers are not ignorant of the situation, but they are 'not trying to know or avoiding knowing.' An urgent need has been raised to consider preventive measures to change this situation.

As we have heard during this conference, bullying does not occur only between friends and classmates. The fact that the space in which bullying occurs has expanded from inside to outside of school and even into the online world has contributed to its complexity and invisibilisation.

Various factors, such as intense peer pressure and the need to gain an advantageous position, called 'school caste,' in order to survive school life, may also contribute to the complexity of the bullying situation in Japan.

Given these circumstances, the Children and Families Agency is introducing a new 'regional anti-bullying system' this year. This system frames bullying as an issue that requires government-wide attention. The aim is to enhance the prevention of persistent and severe bullying and implement effective bullying prevention strategies both externally and within educational settings. This initiative is still in its initial stages, and additional efforts are anticipated.

KiVa in Japan

With regard to KiVa, its initiatives and outcomes have been introduced in Japan. The Setagaya ward in Tokyo has had this programme in place in the past. A new programme based on KiVa is currently being developed there, which aims to establish vigorous outreach to the segment of the population who are 'unaware' of the bullying in addition to bystanders.

In Japan, the bullying situation is serious, and the development of countermeasures seems urgent. I undertake psychotherapy with adults, and I can see the experiences of bullying leave long-term scars. Also, some of the reclusive individuals who are widely known as hikikomori have experienced bullying. The effects of bullying are sure to cast a long shadow over the lives of those who are bullied. 

Indeed, the factors behind the increase in bullying in Japan and how it affects those concerned must be the result of a combination of several reasons. I believe there is still a need to improve our understanding of the issues behind it and develop initiatives to support the healthy development of children. I would like to continue to think about this issue and what we can do about it. 

Thank you again for organising the very insightful seminars and reaching out.

References:

Matsumura, M. (2016). 'The current state and challenges of school bullying in Japan: Examining the invisible phenomenon in bullying'. Bulletin of Soka Educational Studies,67, 93-115.

Sakamoto, K & Koiwa, K. (2020). Review of studies on bullying conducted in Japan from 1980 to 2020. Annual Report Graduate School of Education, Tohoku University. 197-214.

Toda, Y. (2010). Reviews of research trends in educational psychology in Japan during the past year. The Annual Report of Educational Psychology in Japan, 49, 55-66.

Yamagishi, R. (2019). 'Who drew the "Four-Layered Structure of Bullying"-A study on the position of teachers in bullying'. The Japan Shakai Rinsho Review 26 (3), 82-88.

Yotsutsuji, S. (2017). Literature reviews of practical studies on Japanese bullying prevention programs. Bulletin of the Graduate School of Education and Human Development, Psychology and Human Development Sciences, 64, 99-109.

Liaison conference of relevant ministries and agencies on anti-bullying measures
(November 8, 2024).

Document 1 'Summary of the results of the 2023 survey on problematic behavior, truancy, and other student guidance issues', Ministry of Education, Culture, Sports, Science and Technology.

Document 2-1 'Anti-bullying measures of Children and Families Agency'
Children and Families Agency