Cultural diversity and bullying: bridging gaps through inclusive practices

Background Bullying in multicultural school environments is typically conceptualised as majority students targeting minorities. However, this overlooks the nuanced dynamics within minority groups themselves, where cultural identity, acculturation strategies, and intra-group hierarchies can shape peer interactions. Existing anti-bullying frameworks often fail to capture these complexities, limiting the effectiveness of interventions.Purpose This study aimed to explore the phenomenon of bullying among minority students, with a specific focus on intra-minority dynamics. It investigated how inclusive educational practices mediated bullying behaviours and examined the roles of identity negotiation, microaggressions, and teacher-student perceptions in shaping bullying experiences.Method A qualitative, multiple-case study design was employed, involving semi-structured interviews, focus group discussions, and classroom observations with 24 students and eight secondary school teachers from culturally diverse Norwegian schools. Thematic analysis identified patterns across the data. Comparative insights were drawn by examining variations in school practices and cultural responsiveness.Findings Bullying among minority students often stemmed from intra-group tensions related to cultural authenticity, language, and divergent acculturation strategies. While overt bullying by majority students was infrequent, minority students reported persistent experiences of microaggressions and social exclusion, both from peers and within their own ethnic communities. Teachers frequently underestimated these behaviours due to linguistic and cultural barriers. Inclusive practices such as cooperative learning, culturally responsive teaching, and student-led initiatives mitigated bullying when consistently applied. However, there was variation in institutional commitment and implementation. Symbolic multicultural events were insufficient to address the roots of exclusion.Conclusion Bullying in multicultural schools is an issue that cannot be adequately addressed through majority-minority frameworks. Intra-minority bullying presents unique challenges that demand culturally informed, whole-school interventions. Teacher training, student empowerment, and structured intergroup contact are essential for fostering inclusive school climates.