Ethnobullying in the educational environment: systematizing concepts and countermeasures

The purpose of the study to systematize fragmented scholarly understandings of the phenomenon of ethnobullying, propose a working definition, and develop a substantiated prevention model. The article examines sociocultural, psychological, and institutional factors contributing to the prevalence of ethnobullying in Russian schools. The scientific novelty lies in integrating three analytical levels and offering the first working definition of ethnobullying — as a form of systematic aggression motivated by perceived ethnic, cultural, or religious “difference”. Key determinants of the phenomenon were identified: language barriers, ethnic heterogeneity in classrooms, stereotypes, teachers’ lack of preparedness, and the absence of school-wide violence prevention policies. Drawing on empirical data and regional practices, a multilevel intervention model was developed, encompassing diagnostics, restorative practices, intercultural competence development, and institutional reforms.