Lovishka Kalawon, and Ishita U. Bharadwaj
University of Delhi, New Delhi, India
Pages:267-280
Bullying in secondary schools remains a persistent global challenge, significantly
impacting the emotional, social and, academic development of students. Educators
plays a pivotal role in recognising and responding to bullying, however their perceptions
are shaped by cognitive understanding, emotional responses, attitudinal beliefs and
institutional context. This qualitative evidence synthesis explores how educators perceive
adolescent bullying, with particular attention to culturally mediated interpretations within
the Mauritian education system. Employing Thomas and Harden’s (2008) thematic
synthesis methodology and guided by the Enhancing Transparency in Reporting the
Synthesis of Qualitative Research (ENTREQ) framework, eight peer reviewed qualitative
studies published between 2010 and 2024 were systematically analysed. Four analytical
themes were identified: (1) cognitive gaps in identifying bullying forms, (2) emotional
responses of empathy and helplessness, (3) attitudinal normalisation, and (4) contextual
constraints shaping professional responses. The findings highlight how school
structures, cultural norms, and limited institutional support contribute to the underrecognition
and normalisation of bullying in Mauritian secondary schools. This synthesis
underscores the need for culturally responsive professional development and systemic
reform to enhance educators’ capacity to address bullying effectively