







































Children and Teenagers 
ISSN 2576-3709 (Print) ISSN 2576-3717 (Online) 

Vol. 4, No. 1, 2021 
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31 
 

Original Paper 

The Relationship between Students’ Negative Coping Strategies 

with School Violence and Social Support Factors: A Case Study 

in Vietnam 
Nguyen Thi Mai Huong 1* & Nguyen Thu Trang1 

1 Faculty of Social Work, Hanoi National University of Education, Vietnam 
* Nguyen Thi Mai Huong, Faculty of Social Work, Hanoi National University of Education, Vietnam 

 

Received: November 29, 2020  Accepted: December 11, 2020  Online Published: December 18, 2020 

doi:10.22158/ct.v4n1p31                            URL: http://dx.doi.org/10.22158/ct.v4n1p31 

 

Abstract 

This study examined relationships between the social support factors such as peer relations (3 items), 

teacher influences (6 items), familial influences (5 items) and the negative coping strategies of students 

experiencing school violence including negative thought (5 items); negative emotion (7 items) and 

negative action (8 items).Participants were a sample of 482 students from four middle schools around 

Hanoi who had experienced at least 1 violence or more participating in the study. They are distributed 

relatively evenly by school and from grades 6 to 9. The major finding was social support factors (peer 

relationships, teacher-student relationship and school environment and family relationships) and 

negative coping strategies were negatively correlated (p<0.01). Students who had negative 

relationships with friends, teachers, and family members often showed negative coping strategies after 

experiencing school violence. The article proposes the solution of social work intervention in building 

a safe and friendly environment to minimize the negative coping strategies of students at schools 

Keywords 

social work, school violence, student, Vietnam, behaviors, social factors 

 

1. Introduction 

The happen of violence in school climate had been documented that it will increase students’ fears, 

create negative emotion on students, affect student’s desire and ability to learn, reduce their trust and 

expectations on the school (Eisenbraun, 2007; Scheckner et al., 2002), damage the students confidence 

(Schreck et al., 2003), causes higher symptoms of depression, anxiety and lower self-esteem among 

students (Raskauskas, 2010) and impact of students’ and teachers’ social, physical and psychological 



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wellbeing (Roffey, 2012). 

School violence may occur for diverse reasons such as substance abuse, personality problems, 

dysfunctional families, violent media or even legal systems. There are risky factors that contribute to 

the rise of school violence including social (such as poverty), familial (such as negative parental model), 

school-related (such as low student participation, lack of social activities, unfair practices and teacher 

attitudes) and individual (such as developmental difficulties, antisocial behaviour, academic failure, not 

adapting to school) (Morrison & Furlong, 1994). Other risk factors related to school management and 

some teacher characteristics, such as lack of subject knowledge and communication skills, aggressive 

leadership styles, unfair practices, inability to manage student behaviour or not supporting student 

development (Finley, 2008; Mertoglu, 2015).  

School violence has been associated with poor social, emotional, psychological, and academic 

outcomes for students directly involved in violence, as well as bystanders of violent episodes at school 

(Nabuzoka et al., 2009; Rivers et al., 2009; Swearer et al., 2010). 

Students employ various cognitive and behavioral strategies to feel safe from school violence at school. 

Pellegrini and Bartini (2000) point out that students purposely congregate in specific groups to protect 

themselves from bullying by others (Pellegrini & Bartini, 2000). Students modify their behavior to 

conform with their peers and to avoid being bullied by them (Burns et al., 2008). Coping strategies of 

students experiencing school violence include cognitive problem-solving skills and emotion-focused 

skills (Tenenbaum et al., 2011).  

Lazarus (2006) defined coping as an individual’s efforts to manage environmental stress and the 

resulting emotions. The ability to cope with the stressors of life is essential in fostering psychological 

and emotional well-being (Lazarus, 2006). Folkman and Lazarus (1980) developed a scale called the 

Ways of Coping Checklist, which used eight categories to examine coping strategies: confrontive 

coping, taking aggressive action to change a situation; distancing, detaching oneself from the situation 

and minimizing its importance; self-controlling, regulating one's feelings and emotions; seeking social 

support, discussing the problem with somebody else and receiving emotional and informational support; 

accepting responsibility, recognizing how one contributed to the problem and attempting to make a 

change; escape-avoidance, thoughts and behaviors to escape and avoid the problem; planful problem 

solving, analysing the problem in order to resolve it; and positive reappraisal, thinking positively about 

the situation (Folkman & Lazarus, 1988; Nuttman-Shwartz & Dekel, 2009). 

Coping could also be divided into two orientations aimed at addressing stress: approach and avoidance 

(Roth & Cohen, 1986). Approach coping strategies involved focusing on the threatening stimulus and 

addressing the threat directly. Avoidance strategies involved staying away from the stressor and 

escaping the threatening stimuli (Roth & Cohen, 1986). Causey and Dubow developed a Self-Report 

Coping Measure based on the approach-avoidance model that consisted of five subscales: social 

support seeking, distancing, problem solving, internalizing, and externalizing (Causey & Dubow, 



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2012). 

Previous studies have indicated that high-quality social support and positive interpersonal relationships 

can work as a buffer to reduce the negative impact of a stressful situation. It is believed that strong peer 

support and positive teacher-student relationships may enhance feelings of security and coping ability, 

as well as reduce or even overcome the negative impact of school violence on self-esteem and 

depression (Cowie & Olafsson, 2000; Davidson & Demaray, 2007; Naylor & Cowie, 1999). 

Additionally, the roles of parents and families should also be valued in addressing and coping with 

school violence among students who are victims (de Oliveira et al., 2017). 

To date, empirical evidence regarding the relationship between peer support and student-teacher 

relationships and family relationship on the coping of school violence in Vietnamese is still limited. 

The present study explores how the quality of peer support and student teacher relationships and family 

relationships influences the coping strategies of students experiencing school violence in a Vietnamese 

cultural context. 

The current study explored children’s perceptions of how they cope with victimization using a 

semi-structured interview method, and three research questions were addressed: (1) What are negative 

strategies would students report use when coping with school violence (2) How are social factors 

( related to their chosen negative coping strategies? 

 

2. Method 

2.1 Participants 

A cross-sectional and descriptive research was developed based on the application of a structured 

questionnaire in a stratified random sample, consisting of 482 students from the sixth until the ninth 

grade of Vietnamese educational system at 02 state-owned public schools and 02 private schools in 

Hanoi. All four schools were contacted and invited to participate in the current study by the research 

team. 

2.2 Procedures 

Before data collection, school principals, homeroom teachers received consent letters from the authors. 

Students were also not surveyed if they confirmed orally that they did not want to participate. The 

researchers were introduced to the students by homeroom teachers who explained the purpose of the 

survey and several popular types of school violence including physical violence, psychological 

violence, sexual violence and others… It should be highlighted that students who indicated that they 

engaged in at least 3 types of school violence for three times or more (≥3) in the last 6 months were 

considered as victims of school violence. Based on that, we randomly identified 896 students and 

identified 482 students experiencing school violence as research criteria. The data were collected 

anonymously through the application of a self-report questionnaire. This tool was constructed to 

investigate social factors associated with school violence coping strategies. We collected data with a 



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questionnaire included 40 questions, subdivided in 03 parts: 1) Identification demographic factors; 2) 

Negative coping responses includes 20 items: negative thought (5 items); negative emotion (7 items) 

and negative action (8 items); 3) Social relationship factors related to their coping strategies such as 

peer relations (3 items), student- teacher relationship and school support (6 items), and family 

relationships (5 items). All items are scored on a 5-point Likert-type scale ranging from “1=Strongly 

disagree” to “5=Strongly disagree”. SPSS for Windows version 22 was used to analyse the data. 

Questionnaires were self-completed in classrooms from 25 to 30 mins. A member of the research team 

and a teacher supervised each class. At the end of the process, questionnaires were placed in envelopes 

and sealed to protect the confidentiality and to ensure standard administration procedures. 

This research received approval fromHanoi National University of Education Research Ethics 

Committee (HNUE-REC). 

2.3 Ethical considerations 

This research received approval fromHanoi National University of Education Research Ethics 

Committee (HNUE-REC). 

 

3. Result 

Table 1 presents demographic characteristics of students participating the study. Eligible participants 

were middle school students in Hanoi, Vietnam. As described below, we recruited 482 students 

including 47.72 % female (N=248) and 51.45 % male (N=230) and 1.24 % others (N=6). Specifically, 

we recruited participants from two stated-owned public schools (School A and C) and two private 

schools (school B and D). Only school A (N=117) located in the suburb area while three others 

including school B (N=125), School C (N=128) and School D (N=112) located in the inner city. 

Students are from 9th grade (N=108), 8th grade (N=129), 7th grade (N=138) and 8th grade (N=107). 

 

Table 1. Characteristics of Participating Schools and Participants 

Characteristic N=482 Percent (%) 

School A 117 24.90 

B 125 24.90 

C 128 25.73 

D 112 24.90 

Grade 9 108 24.90 

8 129 24.90 



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7 138 24.90 

6 107 25.73 

Gender Male 248 51.45 

Female 230 47.72 

Other 6 1.24 

 

Table 2 presents descriptive statistics (including mean, standard deviation, and correlation) of the latent 

variables in our theoretical model. The reported coping strategies of the respondents were categorized 

as shown in Table 1 together with the mean score of the respondents who stated each type. First, the 

results showed that all students being victims of school violence had negative coping strategies. The 

most popular coping strategies were having negative emotions (M=3.08), followed by negative thought 

(M=2.91) and negative behavior (M=2.70) (Table 1). Second, it can be seen that the three types of 

negative coping strategies (negative emotions, negative thought and negative thought) were positively 

correlated (r=.348 to .426, p<.001) with each other. 

 

Table 2. Descriptive Statistics of Negative Coping Strategies 

 

 
Mean SD 

Correlation 

1 2 3 

1. Negative thoughts 2.91 0.418 1 .351** .426** 

2. Negative emotions 3.08 0.623 .351** 1 .348** 

3. Negative behaviors 2.74 0.542 .426** .348** 1 

(** p<.001) 

 

Table 3 showed the manifestations coping thoughts with school violence among students. All items had 

the scores above the average, the most popular strategies was tolerance like “I see other students being 

treated like me, so I just let them do whatever they want” (M=2.94, SD=1.15) or I think no one can 

help me if I speak, so I just let others treat me badly (M=2.96, SD=0.84). 

 

 

 

 

 



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Table 3. Negative Coping Thought in Case of Experiencing School Violence 

Negative coping thoughts  Mean SD 

I see other students being treated like me, so I just let them do whatever they want 2.94 1.15 

I think no one can help me if I speak, so I just let others treat me badly. 2.96 0.84 

I am a helpless person. I am so weak that can not to protect myself 2.80 1.08 

It is someone who tried to talk bad behind my back 2.92 0.89 

I think that if anyone knows that I was being bullied, I will be upbraided and punished 2.93 0.95 

 

Table 4 showed the mean scores of emotional manifestations coping with school violence among 

students. Students sometimes use negative emotions (including two responses to “showing” and 

“avoiding” negative emotions such as anger, anxiety, fear, depression) as a coping strategy to school 

violence (M=3.08, SD=0.86). More students showed emotions (M=3.18) than avoided emotions 

(M=2.84). 

 

Table 4. Negative Coping Emotions in Case of Experiencing School Violence 

Negative coping emotions Mean SD 

I felt worried and fear every time my friends treat me violently 3.09 0.87 

I got angry with other students who have behaved me unfairly 3.30 0.85 

I felt depressed, sad and I did not want to do anything 3.15 0.84 

I felt worried because I'm afraid people will find out that I was being treated badly 

by other students 

3.15 0.78 

I got irrationally angry with other people around (friends, family members, 

teachers...) 

3.19 0.82 

I hide my anxiety, fear, insecurity or anger with my friends, relatives, and teachers 

because I don’t want people to know I was bullied 

2.91 0.97 

I pretend to be happy with everyone around me to hide my insecure feelings 2.78 0.91 

 



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In this survey, students also choose avoidance strategies in their coping behaviors, they “I avoid 

meeting, contacting with friends who have not treated me well” (M=3.10, SD=0.90), “I avoid or switch 

to another topic when someone asks me what I'm dealing with” (M=2.91, SD=0.97). Few students find 

smoking or drinking alcohol or self-harm activities “fasting, banging my head against the wall, hurting 

myself after being hurt by my friends” (M=2.37, SD=0.67). 

 

Table 5. Negative Coping Behaviours in Case of Being Bullied 

Negative coping behaviors Mean SD 

I avoid meeting, contacting with friends who have not treated me well 3.10 0.90 

My bruises, scratches, lost or damaged were hidden.  2.91 0.88 

I avoid or switch to another topic when someone asks me what I'm dealing 

with 

3.06 0.74 

I found solutions, and planned to retaliate against the person who treats me 

badly 

2.91 0.97 

I created another groups to fight against the one who treated me 2.88 1.02 

I obeyed all requests of friends so that they do not treat me badly 2.36 0.75 

I hurted myself like: fasting, banging my head against the wall, hurting 

myself after being hurt by my friends. 

2.37 0.67 

I used drugs, played violent games, and tried to win to get a sense of 

revenge against someone who treats me badly. 

2.36 0.72 

 

In this present study, results showed that there were three factors related to students coping strategies 

with school violence. Among them, peer relationship influenced most (M=3.68), then parents 

relationship (M=3.51) and related school factors (M=3.50). Table 6 showed social support factors (peer 

relationships, teacher-student relationship and school environment and family relationships) and 

negative coping strategies were negatively correlated (r=-0.41 to -0.52, p<0.01). 

 

 



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Table 6. Correlation Coefficient between the Support Factors and the Negative Coping Strategies 

Latent variables Negative 

thought 

Negative 

emotion 

Negative 

behavior 

Peer relationships -0.53 -0.52 -0.45 

Teacher-student relationship and school environment -0.46 -0.52 -0.41 

Family relationships -0.45 -0.48 -0.39 

(** p < 0.01) 

 

In terms of peer relationships, most students participating in this study all agreed that they had a quite 

positive friend relationship. Their friends are willing to share, encourage and help them any time they 

need. For example, "friends always care and listen to me anytime I meet difficulties" (M=3.73) “When 

having difficulties, I will share with friends” (M=3.66) “My friend immediately recognizes my feelings 

if I am unhappy or behave differently” (M=3.66). 

 

Table 7. Descriptive Statistic of Peer Relationships 

Peer relationships Mean SD 

Friends always care and listen to me anytime I meet difficulties 3.73 8.09 

When having difficulties, I will share with friends 4.98 6.85 

 

Regarding the relationship between students and teachers, the majority of students participating in this 

study agreed that they had a positive teacher-student relationship. They agreed that: “Teachers are 

always listening, sharing and willing to support me in solving difficulties at school” (M=3.55), “School 

has measurements to deal with violence and bullying occurring between students” (M=3.50), “Teacher 

treat every student the same” (M=3.43). With inverse statements like “I do not dare to share anything 

with teachers because I am afraid of them” (M=2.56), “teachers are very strict” (M=2.45). 

 

 

 

 

 

 

 



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Table 8. Descriptive Statistic of Teacher-student Relationships and School Environment 

Teacher-student relationships Mean SD 

Teachers are always listening, sharing and willing to support me in 

solving difficulties at school. 5.81 5.19 

When I have difficulties, I will ask teachers to support 4.77 5.19 

Teachers treat every student the same 
5.81 8.51 

I do not dare to share anything with teachers because I am afraid them 

* 24.48 27.39 

School has policies to prevent school violence 5.60 8.51 

Teachers are strict* 20.12 28.22 

Note. Statement with (*) have inverse meaning 

 

Results also indicated that students had support from their parents and family members. In particular, 

they agreed that “Parents always listen, share and support me when I have difficulties at school” 

(M=3.50), “My family members are willing to listen, share, sympathize and respect each other” 

(M=3.59), “When having difficulties at school, I will seek help from my parents” (M=3.49). With 

inverse statements like “My parents are so strict that I dare not actively speak out about my school 

difficulties” (M=2.57), “My parents are so busy that they do not have time to care about my friends” 

(M=2.45). 

 

Table 9. Descriptive Statistics of Family Relationships 

Family relationships Mean SD 

Parents always listen, share and support me when I have difficulties at 

school 
3.50 0.95 

When having difficulties at school, I will seek help from my parents 3.49 1.03 

My family members are willing to listen, share, sympathize and respect 

each other. 
3.59 0.89 

My parents are so busy that they do not have time to care about my 2.57 0.93 



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friends* 

My parents are so strict that I dare not actively speak out about my 

school difficulties* 
2.45 0.87 

Note. Statement with (*) have inverse meaning 

 

4. Discussion 

In this study, we aimed to investigate reported negative coping strategies used by students experiencing 

school violence. We also looked for interpersonal factors related to these strategies like peer 

relationships, teacher-student relationships and family relationships. 

Regarding the reported coping strategies, the results indicated that negative emotion was the most 

popular among middle-school students. The correlation between the negative coping strategies among 

students experiencing violence indicated that if students have negative thoughts, they would also have 

negative coping emotions and behaviors. Whereas, if students have positive thoughts when faced with 

school violence, they also have positive emotions and behaviors. 

In terms of coping strategies, when being bullied, most students endured and kept negative thinking 

about themselves. In particular, they often “let others treat them badly”, “let them do whatever they 

want to do” and even think that “someone talks bad behind my back” or “I am an useless person and 

not strong enough to protect myself”. They often deduce the problem rather than accept them. Both 

coping strategies in the long run do not help students solve their problems, but also make the problem 

more complicated and negatively affect the student's mental health. Emotions that they expressed 

including “I felt depressed, sad and I did not want to do anything” or “I got irrationally angry with 

other people around”. Besides, some students selected avoiding such as “I pretend to be happy with 

everyone around me to hide my insecure feelings”. “I hide my anxiety, fear, insecurity or anger with 

my friends, relatives, and teachers because I don’t want people to know I was bullied”. In this survey, 

students would also select avoidance as one behavior strategy to copy with school violence. Few 

students would look for smoking, drinking alcohol or taking revenge. 

The presence of peer support systems, teacher-student relationships and family support encourages 

students to cope with school violence positively. The results indicated that the more positive and 

supportive peer relationships, the more support and concern from teachers, the school and the student's 

family, the more positive the student’s response to negative actions reduction. 

In conclusion, the present study highlights that students need continuing intervention in coping with 

school violence effectively even where the participants come from schools with well-established 

systems of support and active whole school anti-bullying policies. There is an urgent need for school 

social work to identify those students who are victims and enable them to seek out the help that they 

need. 



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Acknowledgement 

The development of this study is under the financial support of the project “School social work in 

preventing school violence among middle school students”, Ministry of Education and Training, 

Vietnam, Code B2019-SPH-10. 

 

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