Children from low-income families at higher risk of bullying in Finnish schools

Children from low-income families face a significantly higher risk of being bullied at school compared to their peers, according to new research. The study also found that children from immigrant backgrounds are at a similar risk of being bullied, regardless of their family’s income level. These findings emerge from a social cohesion research project exploring the experiences of fifth-grade students and teachers regarding bullying and prejudice, involving over 16,000 students from 92 Finnish schools.

The study revealed that nearly half of children from the lowest-income families were identified as victims of bullying at least once, compared to less than one-third of children from the highest-income families. The connection between family income and bullying was even more pronounced when bullying was defined as being identified as a victim by at least three classmates, with 13% of low-income children bullied versus 6% from high-income families.

Furthermore, the risk of bullying is particularly high among immigrant children. According to previous health survey data, 46% of immigrant-background children were identified as victims, whereas the figure was 36% for children from other backgrounds. Intriguingly, when bullying was assessed based on multiple identifications, family income did not show a statistically significant correlation for immigrant children.

Factors contributing to the bullying of low-income children may include not only their families’ financial constraints but also related social factors. When questioned about reasons for bullying, classmates often cited the victim’s behavior, while children from immigrant families were more likely to attribute bullying to elements beyond the victim’s control, such as language, religion, or skin color.

The research combines survey data and official registry information to analyze attitudes toward discrimination and bullying, aiming for a more representative and accurate understanding of the issues at hand. The project commenced in September 2021 and continues throughout the current academic year.