An exploration of teasing: A case study of three elementary school student

While teasing is one of the perpetual problems of the classroom and the schoolyard, there is little understanding of the dynamics of this phenomenon. The purpose of this study was to better understand the dynamics of teasing within the school environment.;This study was qualitative in nature. The study explored the teasing experiences of three elementary school children by addressing issues such as what was the meaning that children assigned to the interactions labeled teasing? How they understood what was happening to them?;Three students were identified as victims of teasing and were observed on the playground and in the classroom. They were interviewed and additional interviews with a parent(s), teachers and principals were used to validate the observations of the students.;The findings were as follows: (1) Students' reputation and self-concepts are strongly influenced by the reflections they garner from the reactions of their peers. (2) Students often isolated themselves to cope with being teased. They internalized their anxiety over being teased and sought sanctuary from those who were teasing them. (3) Students experienced embarrassment when they were teased. They were overly concerned with others' impressions and evaluations of themselves. (4) Students, who were teased, often experienced deliberate and consistent rejection from their peers. They were shunned and not allowed to participate.;It is recommended that children who are teased can benefit from social skills instruction that includes opportunities for peer interaction and/or rehearsal. Various kinds of interventions can be used, including curriculum approaches and direct social skills instruction. Additional social skills training, good role modeling, and a safe, accepting environment to practice new skills are also suggested. This study was done in the hope of helping educators understand the dynamics of teasing.