Prevention of school ostracism within the system of psychological and pedagogical support for students

Aleksandr Teslenko

VAK Russia 5.3.4 UDC 316.624

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PREVENTION OF SCHOOL OSTRACISM WITHIN THE SYSTEM OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR STUDENTS Prevention of school ostracism within the system of psychological and pedagogical support for students

АА Аа

Published in Russian Journal of Deviant Behavior · Volume 5, Issue 4 · Pages 576–593 · Rubric: Pedagogical research and prevention of deviant behavior

Received: 25.09.2025 Accepted: 15.12.2025 Published: 28.12.2025 Language of publication: RUS

Authors

Aleksandr Teslenko

ORCID

Aleksandr Teslenko

Academic degree: doctor of sociological sciences ; doctor of pedagogical sciences

A. Myrzakhmetov Kokshetau University professor · Department of Social and Pedagogical Disciplines · Kazakhstan · Kokshetau

ORCID

ABSTRACT

Introduction. Modern youth culture faces the pressing issue of ostracism manifested as harassment, mobbing, and bullying. Within educational institutions, the function of preventing these and other forms of social deviance is performed by socio-psychological services. The modern framework of the psycho-social support system is based on principles of interdepartmental collaboration and the promotion of psychological well-being. This article is based on substantial practical work on establishing and implementing reconciliation services in several leading educational institutions in the capital, as part of the “School of Reconciliation: Peer-to-Peer” project. These services are designed to support the social functioning of students aged 10 to 17. This study aims to analyse the prevalence of various forms of ostracism - harassment, mobbing, and bullying - as constructs of social deviance in the educational and daily environments of modern youth, and to examine the role of psycho-pedagogical support system through the means of practical psychology and restorative mediation practices. Methodological Framework, Methods, and Techniques. This study is grounded in contemporary methodological approaches to psycho-educational support for youth, which is viewed as a vital element of youth work and the prevention of deviant behaviour, including various forms of school-based harassment and ostracism. The research was guided by the hypothesis that the specially designed “School of Reconciliation: Peer-to-Peer” program serves as an effective psycho-educational tool for preventing ostracism - manifested as harassment, mobbing, and bullying. The program is expected to reduce aggression, strengthen social cohesion in adolescent groups, and foster the development of key personal qualities in minors, including empathy, tolerance, and skills in effective communication and peaceful conflict resolution. To address the research objectives and test the hypothesis, the study utilised the “Bullying Structure” diagnostic methodology (Norkina, 2016). This instrument, comprising 25 questions, is designed to identify signs of physical and psychological abuse within a class and to map the roles and social positions of students among their peers. Participants included 98 students from three secondary schools in Astana, Kazakhstan. The outcomes of the scientific research have been incorporated into the author’s program “School of Reconciliation: Peer-to-Peer”. This program is designed to equip adolescents with skills in emotional regulation, modification of aggressive behaviour, and the development of positive interpersonal relationships. The scientific novelty of this article lies in its systemic and interdisciplinary examination of school-based ostracism - manifested as harassment, mobbing, and bullying. This analysis establishes a link between these phenomena and the framework of preventive work with juveniles by identifying their shared deviantological foundation. Practical Implications. This empirical investigation has identified both common and distinct characteristic features of ostracism – manifested as harassment, mobbing, and bullying- within the student population. It has also delineated key aspects of the existing psycho-educational support system for schoolchildren. The findings offer practical recommendations applicable to a wide range of educational institutions.

KEYWORDS

school ostracism, harassment, mobbing, bullying, cyberbullying, psychological abuse, youth socialisation, Generation Z / centennials, psycho-social service, prevention of deviant behavior

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