Pupils’ perceptions of their agency in sexual bullying

This article investigates how pupils perceive their agency (ability to exercise power and resistance) when they observe and/or experience sexual bullying. Most research investigates individuals directly victimised rather than observers’ perspectives. A Foucauldian (1978,1979, 1992) perspective examines power through surveillance and normalisation with Goffman (1969) which analyses how individuals present themselves as actors. Previous research hasn’t combined Foucault (1978, 1979, 1992) with Goffman (1969) to examine pupils’ perceptions of their agency in sexual bullying. Data is from four in-depth focus groups with pupils in years 9 and 10. Pupils felt ‘judged’ and adjusted their manner/appearance for the audience/performers. Girls particularly experienced surveillance on their appearance/body. Boys experienced surveillance of their masculinity through expressing/performing their feelings and sexual behaviour can be misinterpreted. Pupils suggested teachers usually don’t have the knowledge or position to improve performance and target pupils most visible. Findings clarify how sexual bullying occurs through observation and repression of pupils’ voice and sexuality and is resisted. Sexual bullying was usually masked/concealed and subsequently difficult to overtly challenge. Resistance was mainly through pupils’ knowledge which challenged sexual norms and behaviour (manner). Girls appeared most dominated and active in resistance through their voice and manner. Foucault (1978, pp. 1979, 1992) and Goffman (1969) are limited in understanding individual behaviour and morality but provide a lens. Further research could involve a larger sample and/or combine Foucault (1978, pp. 1979, 1992) with Goffman (1969). Teachers could analyse pupils’ perceptions of power relations in sexual bullying to co-create strategies to address it.