how to prevent bullying in schools essay

Greater Good Science Center • Magazine • In Action • In Education

What Are the Best Ways to Prevent Bullying in Schools?

All 50 U.S. states require schools to have a bullying prevention policy.

But a policy, alone, is not enough. Despite the requirement, there’s been a slight uptick in all forms of bullying during the last three years. Bullying can look like experienced basketball players systematically intimidating novice players off the court, kids repeatedly stigmatizing immigrant classmates for their cultural differences, or a middle-school girl suddenly being insulted and excluded by her group of friends.

Bullying occurs everywhere, even in the highest-performing schools, and it is hurtful to everyone involved, from the targets of bullying to the witnesses—and even to bullies themselves. October is National Bullying Prevention Month, so it’s a good time to ask ourselves: What are the best practices for preventing bullying in schools? That’s a question I explored with my colleague Marc Brackett from the Yale Center for Emotional Intelligence, in a recent paper, Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning , that reviewed dozens of studies of real-world bullying prevention efforts.

As we discovered, not all approaches to bullying prevention are equally effective. Most bullying prevention programs focus on raising awareness of the problem and administering consequences. But programs that rely on punishment and zero tolerance have not been shown to be effective in the U.S.; and they often disproportionately target students of color. Programs like peer mediation that place responsibility on the children to work out conflicts can increase bullying. (Adult victims of abuse are never asked to “work it out” with their tormentor, and children have an additional legal right to protections due to their developmental status.) Bystander intervention, even among adults, only works for some people—extroverts, empaths, and people with higher social status and moral engagement. Many approaches that educators adopt have not been evaluated through research; instead, educators tend to select programs based on what their colleagues use.

We found two research-tested approaches that show the most promise for reducing bullying (along with other forms of aggression and conflict). They are a positive school climate, and social and emotional learning.

Building a positive school climate

School climate can be difficult to define, though possible to measure . It is the “felt sense” of being in a school, which can arise from a greeting, the way a problem is resolved, or how people work together; it is a school’s “heart and soul,” its “quality and character.” Schools with a positive climate foster healthy development, while a negative school climate is associated with higher rates of student bullying, aggression, victimization, and feeling unsafe.

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The elements of a positive climate may vary, but may often include norms about feelings and relationships, power and how it is expressed, and media consumption. Social norm engineering is a conscious process that builds a positive culture among student peers and school adults that becomes self-reinforcing. Like a healthy immune system, a positive school climate promotes optimal health and reduces the chances of dysfunction or disease.

Leadership is key to a positive climate. Is bullying minimized as a “normal rite of childhood,” or is it recognized as the harmful peer abuse that it is? Do leaders understand that uninterrupted, severe bullying can confer lifelong negative consequences on targets of bullies, bullies, and witnesses? Are school leaders committed to promoting all children’s positive psychological health, or do they over-rely on punishing misbehavior? Can they discern between typical developmental processes that need guidance versus bullying that needs assertive intervention? Are educators empathic to their students, and do they value children’s feelings?

Next, are teachers prepared to deal with bullying? Students consistently report that teachers miss most incidents of bullying and fail to help students when asked. A majority of teachers report that they feel unprepared to deal with classroom bullying. Some teachers bully students themselves , or show a lack of empathy toward children who are bullied. Teachers report that they receive little guidance in “classroom management,” and sometimes default to the disciplinary strategies they learned in their own families growing up.

However, reforming school climate should involve all stakeholders—students and parents, as well as the administrators and teachers—so a school’s specific issues can be addressed, and the flavor of local cultures retained. School climate assessments can be completed periodically to track the impact of improvements.

Advancing social and emotional learning

Social and emotional learning (SEL) is well known, and involves teaching skills of self-awareness, self-management, social awareness, responsible decision making, and relationships management. (Full disclosure: Brackett and I are affiliated with the SEL program RULER .)

Evidence-based SEL approaches have been shown to deliver cost-effective, solid results. Numerous meta-analyses , research reviews , and individual studies of hundreds of thousands of K-12 students show that SEL improves emotional well-being, self-regulation, classroom relationships, and kind and helpful behavior among students. It reduces a range of problems like anxiety, emotional distress, and depression; reduces disruptive behaviors like conflicts, aggression, bullying, anger, and hostile attribution bias; and it improves academic achievement, creativity, and leadership.

A 2012 study of 36 first-grade teachers showed that when teachers were more emotionally supportive of students, children were less aggressive and had greater behavioral self-control, compared to the use of behavior management, which did not improve student self-control. One 2018 meta-analysis showed that developing emotional competence was protective against becoming a victim of bullying; social competence and academic performance were protective against becoming a bully; and positive peer interactions were protective against becoming a bully-victim (one who has been bullied and bullies others). A series of longitudinal studies showed positive effects into midlife (e.g., fewer divorces, less unemployment) and even cross-generational effects of early SEL. Compared to a matched control group, the children of the adults who participated in the Perry Preschool Project had less criminal involvement and higher educational and employment achievement. A cost-benefit analysis of six SEL programs found them to be good investments, with $11 saved for every $1 spent.

Teachers also benefit from SEL. Those with emotional and social skills training have higher job satisfaction and less burnout, show more positive emotions toward their students, manage their classrooms better, and use more strategies that cultivate creativity, choice, and autonomy in their students. Teachers report that they want more SEL support to cultivate their own emotional and social skills, and to better understand their students’ feelings. But few teacher training programs focus on growing the teachers’ emotion regulation skills.

Bullying at different age levels

SEL approaches should be developmentally wise , since what is salient and possible for children changes at different ages.

For example, preschoolers are expelled from school at the highest rates of all, but the neurological hardware for their self-control is only just developing. Only then are the connections between the emotion circuitry and the more thinking regions of the prefrontal cortex beginning to be myelinated (insulated for faster connectivity), something that will take until the mid 20s to complete. An SEL program like PATHS or RULER that teaches young children language for feelings, and strategies for thinking before acting, can develop better self-regulation.

Sometimes, adults confuse normal developmental processes with bullying. For example, children begin to reorganize their friendships midway through elementary school, something that can naturally create hurt feelings and interpersonal conflict. It should not be misconstrued as bullying, though, which involves intentional, repeated aggression within an imbalance of power. Normal development also includes experimenting with power, and these normal dynamics should be guided safely toward developing a healthy sense of agency, rather than a hurtful exertion of power over someone else.

Finally, the onset of puberty marks the beginning of heightened sensitivity to social relationships, an especially important time to cultivate skills for kinder, gentler relationships. Unfortunately, this is the period when bullying spikes the highest. And while some strategies work well for younger children (for example, advising them to “tell a trusted adult”), this option may fail with teens, and the breakpoint seems to be around the eighth grade. Older teens require approaches that are less didactic and leverage their need for autonomy, while affirming their values and search for meaning. Physiologically, the brain changes during puberty confer a second chance for recalibrating their stress regulation system. That opportunity should be constructively seized.

Approaches should also take into account individual differences between children. Even SEL programs can stumble here, over-relying on just one or two emotion regulation strategies, like breathing or mindfulness. But children vary in their temperaments, sensitivities, strengths, and vulnerabilities. The best SEL approaches guide students toward discovering strategies that work best for them—strategies that are emotion- and context-specific, personalized, and culturally responsive. This approach requires unconventional flexibility on the part of the educators.

And, finally, approaches work best if they are not standalone pedagogies or from kits that end up in the classroom closet at the end of the year. In order to be effective, skills should become fully embedded across the curricula and the entire day, in all settings, and implemented by all adults—in other words, infiltrating the ecosystem. Only approaches used and taught as intended are successful.

Schools can’t do this alone

Families matter, too. Bullying in schools sometimes arises from harsh parenting practices or sibling bullying at home.

Even parents’ workplaces matter. Adults experience bullying in their workplaces at about the same rate as children in schools, and it’s even found among teachers and in senior living communities . In other words, bullying is not just a childhood problem; it is a pervasive human problem. And children are not buffered from the wider social world—bullying of children who belong to groups targeted in the national political discourse has spiked on playgrounds nationwide.

Ultimately, we need a substantial shift in our mindsets about the importance of children and their feelings. Children are more likely to thrive when we nurture their humanity, and offer them language and strategies and values to help them identify, express, and, thus, regulate their feelings. When parents, teachers, and administrators gain new awareness into the complex roots of bullying and adopt new strategies for addressing it, schools can lead the way. The kids are counting on us.

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About the Author

Diana Divecha

Diana Divecha, Ph.D. , is a developmental psychologist, an assistant clinical professor at the Yale Child Study Center and Yale Center for Emotional Intelligence, and on the advisory board of the Greater Good Science Center. Her blog is developmentalscience.com .

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Essay on Bullying in Schools

School bullying can be defined as the situation in which one or more students (The Bullies) single out a child (victim) and intend in behavior intended to cause discomfort or harm the child. A bully will repeatedly target the same victim several times. Under all circumstances, bullies have an advantage over the victim as they possess more power. Compared to the victim, bullies usually have physically stronger with a large circle of friends or higher social standing. Bullying can inflict emotional distress, humiliation, and physical harm. More than 95% of learning institutions experience bullying globally. Bullying must be meet a specific rationale to be considered bullying. Such requirements include repetitiveness, recurrent imbalance of power, and provocation. Bullying can occur in schools, on campus, or the outskirts of school, but its setting must have been created within the school. Regardless of the position, all the stakeholders in a school context, such as parents, educators, children, and community members, are required to contribute to the prevention of bullying in schools. School bullying is increasingly becoming a social problem in modern society. Ideally, there are several types of school bullying attached to different causes. The effects of school bullying can be classified in psychological, economical, and academic dimensions.

Types of Bullying in Schools

The common types of bullying in a school setting include verbal, sexual, cyber, psychological, physical, and higher education bullying. Notably, victims in a learning context can experience bullying regardless of age. The aforementioned types of bullying are further classified as either direct or indirect bullying. Direct bullying is defined as an attack that is openly targeted to a victim. Direct bullying is either verbal or physical. Contrary, indirect bullying involves different forms of relational aggression that leads to social isolation through defaming one’s reputation and manipulating the conscience of others into falsehood. Indirect bullying is usually hard and subtle to detect in a school setting (Goodwin et al. 330). If undertaken by a group of bullies, direct and indirect bullying can be referred to as pack bullying. The different types of bullying can be defined either directly or indirectly relative to the implication to the victim.

Physical bullying occurs when there is unwanted physical contact between the victim and the bully. Physical contact can be hand to hand or tripping and throwing items at others that can cause physical harm. The second is emotional bullying. Emotional bullying can be defined as hurting others emotionally by negatively influencing their moods and psyche. The primary examples of emotional bullying include; belittling, spreading false information, and defamation. Verbal bullying can be defined as the usage of slanderous language or statements causing emotional distress to other people. Examples of verbal bullying include harassing, mocking, teasing, and threatening to cause harm. Finally, Cyberbullying is attached to the evolution of the internet and computers. The use of computers in bullying at schoolyards is on the surge. In most instances, schools experience difficulties in controlling cyberbullying as experiences are beyond the school fraternity.

The other common types of school bullying are sexual bullying and higher education bullying. Sexual bullying is either non-physical or physical, grounded on the gender or sexuality of the victim. In most instances, sexual bullying is undertaken by the male gender. The United States department of education reports an average of 60% of expulsions and suspensions from learning institutions attached to sexual bullying (Goodwin et al. 328). In most instances, the young ones are frames into tricks to share their nudes, after which there are forced to fulfill specific sexual demands at the expense of exposure. Higher education bullying occurs at the campus or college level. Around 95% of students have reported having been bullied at the college level. Higher education bullying results in depression and suicide in most cases.

Measures to Control Bullying

The main approaches in controlling bullying in school settings include the implementation of educative programs, creating a positive school climate, engaging parents, encouraging open communication and punishments. These techniques, however, vary depending on the learning level and the prevalence of bullying in the particular period. Education programs involve creating awareness to parents, students, and teachers regarding what constitutes bullying. Educative programs are instrumental in creating insight into the harmful nature of whichever kind of bullying. All the stakeholders within the school fraternity are enrolled in sessions of creating awareness on the signs of bullying and the most appropriate intervention criteria. The most common ways in educating on bullying include role-play, identification and reporting discussions, and other approaches to decline being involved in bullying. Nickerson(19) argued that educative programs are 62% effective in curbing the prevalence of bullying in learning institutions.

Secondly, schools can help in the prevention of bullying by promoting a positive school climate. Schools with a positive climate are presumed to have a healthy development, while the negative school climate results in a surge in bullying cases, unsafe feelings, victimization, and aggression. While the elements of positive school culture vary from norms relative to power, relationships, and feelings, it’s evident that a positive climate is a product of a conscious process that becomes self-reinforcing (Goodwin et al. 330). The main determinants of a positive climate include leadership and integrity in learning institutions. Therefore, the ability to have cognitive leaders is an advantage of coping with bullying in schools.

Third, schools should engage parents. Parents spend most of their time with children at the primary level. While there are many stakeholders involved in the lives of the children, parents play an essential role in understanding their behavior. Engaging parents in bullying scenarios means initiating communication on the progress of the children in terms of behavior and performance. Integration between parents and teachers is essential in providing consistent approaches that help yield a more productive and appropriate behavior (Nickerson 22). Parents can help their children recognize while being bullied by others. However, the approach is not viable in urban schools as parents experience difficulties establishing trust with schools.

Finally, schools should initiate open communication techniques. Open communication is essential in building rapport. Having open communication means that students can disclose their problems to teachers. Open communication helps the teachers gain more insight into existing bullies in the school (Nickerson 20). For instance, classroom meetings in grade 4 will enable teachers to obtain crucial information in enacting more controls to curb bullying in schools. Teachers are expected to listen carefully during the class meetings to avoid inflicting fear on the learners. Students should be assured of confidentiality and privacy of the information obtained as any disclosure might attract further bullying.

Effects of School Bullying 

The effect of school bullying can be categorized in psychological and academic dimensions. Bullying results in poor performance in school. More than 70% of learners subjected to bullying ends up recording a decline in academic performance. The results are more severe at a young age. Bullying would result in fading of interest and participation of learners in school activities as it results in unexplained injuries linked to affecting concentration (Menesini and Christina 246). The impact of bullying on educational performance is increasingly becoming imminent. Bullying installs fear in learners from attending school regularly, thus affecting their consistency and concentration in class. Based on this explanation, it’s evident that bullied students will experience difficulties in achieving their academic goals. Moreover, bullying is linked with an unsafe learning environment that creates a negative climate of fear and insecurities and the perception that teachers do not care about the welfare of learners, thus decline in quality of education.

Secondly, bullying is associated with psychological problems. While bullying to individuals helps them enhance their personality and perceptions as they grow, it’s presumed that bullying can risk an individual developing an antisocial personality disorder linked to committing crimes. Bullying leads to depression, anxiety, and psychosomatic symptoms, which often leads to alcohol and substance abuse by the victims at a later stage in their lives. It’s argued that victims of depression feel free and open to share their experience with others, unlike in bullying, where the victims would choose to shy talking about the feeling in fear of being bullied again. In the short run, bystanders of the bullying experience may develop the fear, guiltiness, and sadness, and if the experience persists, they might get psychologically drained (Sampson). Therefore, the victims of bullying experiences struggle with insomnia, suicidal thoughts, health problems, and depression. Bullying does affect not only the students but also their classmates and family. Feeling powerless, parents and immediate family members might fall victim to depression and emotional distress. Some parents would invest more time in protecting their children, thus affecting them psychologically and economically.

Causes of Bullying

There are numerous causes of school bullying attached to religion, socioeconomic status, race, and gender. Understanding the reasons why students chose to bully their classmates is significant to teachers in combating bullying. The National Center for Educational Statistics report established that 25% of Blacks, 22% of Caucasians, 17% of Hispanics, and 9% of Asian students were bullied in 2017 (Divecha). Some of the students that bully others have higher levels of courage and confidence and can respond aggressively if threatened by the behavior. Students at the college level get bullied on sexual matters. For instance, the subscribers to LGBTQA sexual orientation get bullied based on their decision as gay or lesbians. Moreover, bullying in schools is caused by other factors attached to families. Students from abuse and divorced families are likely to bully others due to jealousy, anger, and despair.

From the above discussion, it’s evident that school bullying in whichever capacity is detrimental to human dignity. School bullying is increasingly becoming a social problem in modern society. Ideally, there are several types of school bullying attached to different causes. The effects of school bullying can be classified in psychological, economical, and academic dimensions. The primary forms of school form such as verbal, sexual, cyber, psychological, physical, and higher education bullying are categorized into direct and indirect bullying. The intervention strategies to curb bullying should involve all the stakeholders, such as parents, teachers, and students. The main approaches in controlling bullying in school settings include implementing educative programs, creating a positive school climate, engaging parents, and encouraging open communication and punishments.

Works Cited

Divecha, Diana. “What Are the Best Ways to Prevent Bullying in Schools?”  Greater Good , https://greatergood.berkeley.edu/article/item/what_are_the_best_ways_to_prevent_bullyi ng_in_schools

Sampson, Rana. “Center for Problem-Oriented Policing.” Arizona State University,  https://popcenter.asu.edu/content/bullying-schools-0

Menesini, Ersilia, and Christina Salmivalli. “Bullying in schools: the state of knowledge and effective interventions.”  Psychology, health & medicine  22.sup1 (2017): 240-253.

Goodwin, John, et al. “Bullying in schools: an evaluation of the use of drama in bullying prevention.” Journal of Creativity in Mental Health 14.3 (2019): 329-342.

Nickerson, Amanda B. “Preventing and intervening with bullying in schools: A framework for evidence- based practice.”  School Mental Health  11.1 (2019): 15-28.

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How parents, teachers, and kids can take action to prevent bullying

Preventing and stopping bullying involves a commitment to creating a safe environment where children can thrive, socially and academically, without being afraid.

• Schools and Classrooms

Introduction

Bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. It is a repeated behavior and can be physical, verbal, or relational. While boys may bully others using more physical means, girls often bully others by social exclusion. Bullying has been part of school, and even workplaces, for years. More recently, though, technology and social media have created a new venue for bullying that has expanded its reach. Cyberbullying is bullying that happens online and via cell phones. Websites like YouTube, Instagram, and Snapchat allow kids to send hurtful, ongoing messages to other children 24 hours a day. Some sites, such as Instagram, allow messages to be left anonymously.

Preventing and stopping bullying involves a commitment to creating a safe environment where children can thrive, socially and academically, without being afraid. APA recommends that teachers, parents, and students take the following actions to address bullying.

Teachers and school administrators

Be knowledgeable and observant, involve students and parents.

Students and parents need to be a part of the solution and involved in safety teams and antibullying task forces. Students can inform adults about what is really going on and also teach adults about new technologies that kids are using to bully. Parents, teachers, and school administrators can help students engage in positive behavior and teach them skills so that they know how to intervene when bullying occurs. Older students can serve as mentors and inform younger students about safe practices on the internet.

Set positive expectations about behavior for students and adults

Schools and classrooms must offer students a safe learning environment. Teachers and coaches need to explicitly remind students that bullying is not accepted in school and such behaviors will have consequences. Creating an antibullying document and having both the student and the parents/guardians sign and return it to the school office helps students understand the seriousness of bullying. Also, for students who have a hard time adjusting or finding friends, teachers and administrators can facilitate friendships or provide “jobs” for the student to do during lunch and recess so that children do not feel isolated or in danger of becoming targets for bullying.

Parents of kids being bullied

Observe your child for signs they might be being bullied, teach your child how to handle being bullied, set boundaries with technology.

Educate your children and yourself about cyberbullying and teach your children not to respond or forward threatening emails. “Friend” your child on Facebook and other social media platforms and set up proper filters on your child’s computer. Make the family computer the only computer for children, and have it in a public place in the home where it is visible and can be monitored. If you decide to give your child a cell phone think carefully before allowing them to have a camera option. Let them know you will be monitoring their text messages. As a parent, you can insist that phones are stored in a public area, such as the kitchen, by a certain time at night to eliminate nighttime bullying and inappropriate messaging. Parents should report bullying to the school, and follow up with a letter that is copied to the school superintendent if their initial inquiry receives no response.

Parents should report all threatening messages to the police and should document any text messages, emails, or posts on websites.

Parents of kids engaged in bullying

Stop bullying before it starts.

Educate your children about bullying. It is possible that your child is having trouble reading social signs and does not know what they are doing is hurtful. Remind your child that bullying others can have legal consequences.

Make your home “bully free”

Children learn behavior through their parents. Being exposed to aggressive behavior or an overly strict environment at home makes kids more prone to bully at school. Parents/caregivers should model positive examples for your child in your relationships with other people and with them.

Look for self esteem issues

Children with low self-esteem often bully to feel better about themselves. Even children who seem popular and well-liked can have mean tendencies. Mean behavior should be addressed by parents and disciplined.

Report bullying and cyberbullying

It is important for students to report any bullying to a parent or an adult they trust. Often kids don’t report cyberbullying because they fear their parents will take away their phone or computer. Parents will support their child’s reports of bullying and not take away their phones as a consequence. It is important for kids to remember that bullying is wrong and should be handled by an adult.

Don’t bully back

It may be difficult to not bully back, but as the saying goes, two wrongs don’t make a right. Try not to show anger or tears. Either calmly tell the bully to stop bullying or simply walk away.

Avoid being alone

Whenever possible, avoid situations where there are no other students or teachers. Try to go to the bathroom with a friend or eat lunch in a group. When riding the bus, sit near the front. If you know a student who likes to bully others is in an area where you normally walk to lunch or class, try to use alternative hallway routes.

Remember, report bullying of yourself or other students to your teacher, coach, principal, and/or parent.

Students who experience bullying may feel overwhelmed, depressed, or anxious. If your child or student is having trouble at school or with friends as a result of bullying, a mental health professional, such as a psychologist, can help your child develop resilience and confidence. This will enable your child to be more successful both socially and academically.

Additional resources

• Net Cetera: Chatting with kids about being online
• Stop Bullying Now Campaign
• APA Q and A with Dr. Susan Swearer
• Bullying Research Network

Special thanks to Rosalind Dorlen, PsyD, independent practice, New Jersey Elaine Ducharme, PhD, independent practice, Connecticut Susan M. Swearer, PhD, associate professor of school psychology and licensed psychologist; codirector, Nebraska Internship Consortium in Professional Psychology; and secretary, APA Division 16 (School Psychology)

Recommended Reading

• Cyberbullying: What is it and how can you stop it?
• Stop office bullying

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How to Prevent Bullying

Parents, school staff, and other caring adults have a role to play in preventing bullying. They can: 

• Help kids understand bullying. Talk about what bullying is and how to stand up to it safely. Tell kids bullying is unacceptable. Make sure kids know how to get help.
• Keep the lines of communication open . Check in with kids often. Listen to them. Know their friends, ask about school, and understand their concerns.
• Encourage kids to do what they love. Special activities, interests, and hobbies can boost confidence, help kids make friends, and protect them from bullying behavior.
• Model how to treat others with kindness and respect.

Help Kids Understand Bullying

Kids who know  what bullying is can better identify it. They can talk about bullying if it happens to them or others. Kids need to know ways to safely stand up to bullying and how to get help.

• Encourage kids to speak to a trusted adult if they are bullied or see others being bullied. The adult can give comfort, support, and advice, even if they can’t solve the problem directly. Encourage the child to  report bullying  if it happens.
• Talk about  how to stand up to kids who bully . Give tips, like using humor and saying “stop” directly and confidently. Talk about what to do if those actions don’t work, like walking away
• Talk about strategies for staying safe, such as staying near adults or groups of other kids.
• Urge them to help kids who are bullied  by showing kindness or getting help.
• Watch the short webisodes and discuss them - PDF with kids.

Keep the Lines of Communication Open

Research tells us that children really do look to parents and caregivers for advice and help on tough decisions. Sometimes spending 15 minutes a day talking can reassure kids that they can talk to their parents if they have a problem. Start conversations about daily life and feelings with questions like these:

• What was one good thing that happened today? Any bad things?
• What is lunch time like at your school? Who do you sit with? What do you talk about?
• What is it like to ride the school bus?
• What are you good at? What would do you like best about yourself?

Talking about bullyin g directly is an important step in understanding how the issue might be affecting kids. There are no right or wrong answers to these questions, but it is important to encourage kids to answer them honestly. Assure kids that they are not alone in addressing any problems that arise. Start conversations about bullying with questions like these:

• What does “bullying” mean to you?
• Describe what kids who bully are like. Why do you think people bully?
• Who are the adults you trust most when it comes to things like bullying?
• Have you ever felt scared to go to school because you were afraid of bullying? What ways have you tried to change it?
• What do you think parents can do to help stop bullying?
• Have you or your friends left other kids out on purpose? Do you think that was bullying? Why or why not?
• What do you usually do when you see bullying going on?
• Do you ever see kids at your school being bullied by other kids? How does it make you feel?
• Have you ever tried to help someone who is being bullied? What happened? What would you do if it happens again?

Get more ideas for talking with children - PDF about life and about bullying. If concerns come up,  be sure to respond .

There are simple ways that parents and caregivers can keep up-to-date with kids’ lives. 

• Read class newsletters and school flyers. Talk about them at home.
• Check the school website
• Go to school events
• Greet the bus driver
• Meet teachers and counselors at “Back to School” night or reach out by email
• Share phone numbers with other kids’ parents

Teachers and school staff also have a role to play. 

Encourage Kids to Do What They Love

Help kids take part in activities, interests, and hobbies they like. Kids can volunteer, play sports, sing in a chorus, or join a youth group or school club. These activities give kids a chance to have fun and meet others with the same interests. They can build confidence and friendships that help protect kids from bullying.

Model How to Treat Others with Kindness and Respect

Kids learn from adults’ actions. By treating others with kindness and respect, adults show the kids in their lives that there is no place for bullying. Even if it seems like they are not paying attention, kids are watching how adults manage stress and conflict, as well as how they treat their friends, colleagues, and families.

Preventing Bullying Through Science, Policy, and Practice (2016)

Chapter: 1 introduction, 1 introduction.

Bullying, long tolerated by many as a rite of passage into adulthood, is now recognized as a major and preventable public health problem, one that can have long-lasting consequences ( McDougall and Vaillancourt, 2015 ; Wolke and Lereya, 2015 ). Those consequences—for those who are bullied, for the perpetrators of bullying, and for witnesses who are present during a bullying event—include poor school performance, anxiety, depression, and future delinquent and aggressive behavior. Federal, state, and local governments have responded by adopting laws and implementing programs to prevent bullying and deal with its consequences. However, many of these responses have been undertaken with little attention to what is known about bullying and its effects. Even the definition of bullying varies among both researchers and lawmakers, though it generally includes physical and verbal behavior, behavior leading to social isolation, and behavior that uses digital communications technology (cyberbullying). This report adopts the term “bullying behavior,” which is frequently used in the research field, to cover all of these behaviors.

Bullying behavior is evident as early as preschool, although it peaks during the middle school years ( Currie et al., 2012 ; Vaillancourt et al., 2010 ). It can occur in diverse social settings, including classrooms, school gyms and cafeterias, on school buses, and online. Bullying behavior affects not only the children and youth who are bullied, who bully, and who are both bullied and bully others but also bystanders to bullying incidents. Given the myriad situations in which bullying can occur and the many people who may be involved, identifying effective prevention programs and policies is challenging, and it is unlikely that any one approach will be ap-

propriate in all situations. Commonly used bullying prevention approaches include policies regarding acceptable behavior in schools and behavioral interventions to promote positive cultural norms.

STUDY CHARGE

Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, a group of federal agencies and private foundations asked the National Academies of Sciences, Engineering, and Medicine to undertake a study of what is known and what needs to be known to further the field of preventing bullying behavior. The Committee on the Biological and Psychosocial Effects of Peer Victimization:

Lessons for Bullying Prevention was created to carry out this task under the Academies’ Board on Children, Youth, and Families and the Committee on Law and Justice. The study received financial support from the Centers for Disease Control and Prevention (CDC), the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the Health Resources and Services Administration, the Highmark Foundation, the National Institute of Justice, the Robert Wood Johnson Foundation, Semi J. and Ruth W. Begun Foundation, and the Substance Abuse and Mental Health Services Administration. The full statement of task for the committee is presented in Box 1-1 .

Although the committee acknowledges the importance of this topic as it pertains to all children in the United States and in U.S. territories, this report focuses on the 50 states and the District of Columbia. Also, while the committee acknowledges that bullying behavior occurs in the school

environment for youth in foster care, in juvenile justice facilities, and in other residential treatment facilities, this report does not address bullying behavior in those environments because it is beyond the study charge.

CONTEXT FOR THE STUDY

This section of the report highlights relevant work in the field and, later in the chapter under “The Committee’s Approach,” presents the conceptual framework and corresponding definitions of terms that the committee has adopted.

Historical Context

Bullying behavior was first characterized in the scientific literature as part of the childhood experience more than 100 years ago in “Teasing and Bullying,” published in the Pedagogical Seminary ( Burk, 1897 ). The author described bullying behavior, attempted to delineate causes and cures for the tormenting of others, and called for additional research ( Koo, 2007 ). Nearly a century later, Dan Olweus, a Swedish research professor of psychology in Norway, conducted an intensive study on bullying ( Olweus, 1978 ). The efforts of Olweus brought awareness to the issue and motivated other professionals to conduct their own research, thereby expanding and contributing to knowledge of bullying behavior. Since Olweus’s early work, research on bullying has steadily increased (see Farrington and Ttofi, 2009 ; Hymel and Swearer, 2015 ).

Over the past few decades, venues where bullying behavior occurs have expanded with the advent of the Internet, chat rooms, instant messaging, social media, and other forms of digital electronic communication. These modes of communication have provided a new communal avenue for bullying. While the media reports linking bullying to suicide suggest a causal relationship, the available research suggests that there are often multiple factors that contribute to a youth’s suicide-related ideology and behavior. Several studies, however, have demonstrated an association between bullying involvement and suicide-related ideology and behavior (see, e.g., Holt et al., 2015 ; Kim and Leventhal, 2008 ; Sourander, 2010 ; van Geel et al., 2014 ).

In 2013, the Health Resources and Services Administration of the U.S. Department of Health and Human Services requested that the Institute of Medicine 1 and the National Research Council convene an ad hoc planning committee to plan and conduct a 2-day public workshop to highlight relevant information and knowledge that could inform a multidisciplinary

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1 Prior to 2015, the National Academy of Medicine was known as the Institute of Medicine.

road map on next steps for the field of bullying prevention. Content areas that were explored during the April 2014 workshop included the identification of conceptual models and interventions that have proven effective in decreasing bullying and the antecedents to bullying while increasing protective factors that mitigate the negative health impact of bullying. The discussions highlighted the need for a better understanding of the effectiveness of program interventions in realistic settings; the importance of understanding what works for whom and under what circumstances, as well as the influence of different mediators (i.e., what accounts for associations between variables) and moderators (i.e., what affects the direction or strength of associations between variables) in bullying prevention efforts; and the need for coordination among agencies to prevent and respond to bullying. The workshop summary ( Institute of Medicine and National Research Council, 2014c ) informs this committee’s work.

Federal Efforts to Address Bullying and Related Topics

Currently, there is no comprehensive federal statute that explicitly prohibits bullying among children and adolescents, including cyberbullying. However, in the wake of the growing concerns surrounding the implications of bullying, several federal initiatives do address bullying among children and adolescents, and although some of them do not primarily focus on bullying, they permit some funds to be used for bullying prevention purposes.

The earliest federal initiative was in 1999, when three agencies collaborated to establish the Safe Schools/Healthy Students initiative in response to a series of deadly school shootings in the late 1990s. The program is administered by the U.S. Departments of Education, Health and Human Services, and Justice to prevent youth violence and promote the healthy development of youth. It is jointly funded by the Department of Education and by the Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration. The program has provided grantees with both the opportunity to benefit from collaboration and the tools to sustain it through deliberate planning, more cost-effective service delivery, and a broader funding base ( Substance Abuse and Mental Health Services Administration, 2015 ).

The next major effort was in 2010, when the Department of Education awarded $38.8 million in grants under the Safe and Supportive Schools (S3) Program to 11 states to support statewide measurement of conditions for learning and targeted programmatic interventions to improve conditions for learning, in order to help schools improve safety and reduce substance use. The S3 Program was administered by the Safe and Supportive Schools Group, which also administered the Safe and Drug-Free Schools and Communities Act State and Local Grants Program, authorized by the

1994 Elementary and Secondary Education Act. 2 It was one of several programs related to developing and maintaining safe, disciplined, and drug-free schools. In addition to the S3 grants program, the group administered a number of interagency agreements with a focus on (but not limited to) bullying, school recovery research, data collection, and drug and violence prevention activities ( U.S. Department of Education, 2015 ).

A collaborative effort among the U.S. Departments of Agriculture, Defense, Education, Health and Human Services, Interior, and Justice; the Federal Trade Commission; and the White House Initiative on Asian Americans and Pacific Islanders created the Federal Partners in Bullying Prevention (FPBP) Steering Committee. Led by the U.S. Department of Education, the FPBP works to coordinate policy, research, and communications on bullying topics. The FPBP Website provides extensive resources on bullying behavior, including information on what bullying is, its risk factors, its warning signs, and its effects. 3 The FPBP Steering Committee also plans to provide details on how to get help for those who have been bullied. It also was involved in creating the “Be More than a Bystander” Public Service Announcement campaign with the Ad Council to engage students in bullying prevention. To improve school climate and reduce rates of bullying nationwide, FPBP has sponsored four bullying prevention summits attended by education practitioners, policy makers, researchers, and federal officials.

In 2014, the National Institute of Justice—the scientific research arm of the U.S. Department of Justice—launched the Comprehensive School Safety Initiative with a congressional appropriation of $75 million. The funds are to be used for rigorous research to produce practical knowledge that can improve the safety of schools and students, including bullying prevention. The initiative is carried out through partnerships among researchers, educators, and other stakeholders, including law enforcement, behavioral and mental health professionals, courts, and other justice system professionals ( National Institute of Justice, 2015 ).

In 2015, the Every Student Succeeds Act was signed by President Obama, reauthorizing the 50-year-old Elementary and Secondary Education Act, which is committed to providing equal opportunities for all students. Although bullying is neither defined nor prohibited in this act, it is explicitly mentioned in regard to applicability of safe school funding, which it had not been in previous iterations of the Elementary and Secondary Education Act.

The above are examples of federal initiatives aimed at promoting the

2 The Safe and Drug-Free Schools and Communities Act was included as Title IV, Part A, of the 1994 Elementary and Secondary Education Act. See http://www.ojjdp.gov/pubs/gun_violence/sect08-i.html [October 2015].

3 For details, see http://www.stopbullying.gov/ [October 2015].

healthy development of youth, improving the safety of schools and students, and reducing rates of bullying behavior. There are several other federal initiatives that address student bullying directly or allow funds to be used for bullying prevention activities.

Definitional Context

The terms “bullying,” “harassment,” and “peer victimization” have been used in the scientific literature to refer to behavior that is aggressive, is carried out repeatedly and over time, and occurs in an interpersonal relationship where a power imbalance exists ( Eisenberg and Aalsma, 2005 ). Although some of these terms have been used interchangeably in the literature, peer victimization is targeted aggressive behavior of one child against another that causes physical, emotional, social, or psychological harm. While conflict and bullying among siblings are important in their own right ( Tanrikulu and Campbell, 2015 ), this area falls outside of the scope of the committee’s charge. Sibling conflict and aggression falls under the broader concept of interpersonal aggression, which includes dating violence, sexual assault, and sibling violence, in addition to bullying as defined for this report. Olweus (1993) noted that bullying, unlike other forms of peer victimization where the children involved are equally matched, involves a power imbalance between the perpetrator and the target, where the target has difficulty defending him or herself and feels helpless against the aggressor. This power imbalance is typically considered a defining feature of bullying, which distinguishes this particular form of aggression from other forms, and is typically repeated in multiple bullying incidents involving the same individuals over time ( Olweus, 1993 ).

Bullying and violence are subcategories of aggressive behavior that overlap ( Olweus, 1996 ). There are situations in which violence is used in the context of bullying. However, not all forms of bullying (e.g., rumor spreading) involve violent behavior. The committee also acknowledges that perspective about intentions can matter and that in many situations, there may be at least two plausible perceptions involved in the bullying behavior.

A number of factors may influence one’s perception of the term “bullying” ( Smith and Monks, 2008 ). Children and adolescents’ understanding of the term “bullying” may be subject to cultural interpretations or translations of the term ( Hopkins et al., 2013 ). Studies have also shown that influences on children’s understanding of bullying include the child’s experiences as he or she matures and whether the child witnesses the bullying behavior of others ( Hellström et al., 2015 ; Monks and Smith, 2006 ; Smith and Monks, 2008 ).

In 2010, the FPBP Steering Committee convened its first summit, which brought together more than 150 nonprofit and corporate leaders,

researchers, practitioners, parents, and youths to identify challenges in bullying prevention. Discussions at the summit revealed inconsistencies in the definition of bullying behavior and the need to create a uniform definition of bullying. Subsequently, a review of the 2011 CDC publication of assessment tools used to measure bullying among youth ( Hamburger et al., 2011 ) revealed inconsistent definitions of bullying and diverse measurement strategies. Those inconsistencies and diverse measurements make it difficult to compare the prevalence of bullying across studies ( Vivolo et al., 2011 ) and complicate the task of distinguishing bullying from other types of aggression between youths. A uniform definition can support the consistent tracking of bullying behavior over time, facilitate the comparison of bullying prevalence rates and associated risk and protective factors across different data collection systems, and enable the collection of comparable information on the performance of bullying intervention and prevention programs across contexts ( Gladden et al., 2014 ). The CDC and U.S. Department of Education collaborated on the creation of the following uniform definition of bullying (quoted in Gladden et al., 2014, p. 7 ):

Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm.

This report noted that the definition includes school-age individuals ages 5-18 and explicitly excludes sibling violence and violence that occurs in the context of a dating or intimate relationship ( Gladden et al., 2014 ). This definition also highlighted that there are direct and indirect modes of bullying, as well as different types of bullying. Direct bullying involves “aggressive behavior(s) that occur in the presence of the targeted youth”; indirect bullying includes “aggressive behavior(s) that are not directly communicated to the targeted youth” ( Gladden et al., 2014, p. 7 ). The direct forms of violence (e.g., sibling violence, teen dating violence, intimate partner violence) can include aggression that is physical, sexual, or psychological, but the context and uniquely dynamic nature of the relationship between the target and the perpetrator in which these acts occur is different from that of peer bullying. Examples of direct bullying include pushing, hitting, verbal taunting, or direct written communication. A common form of indirect bullying is spreading rumors. Four different types of bullying are commonly identified—physical, verbal, relational, and damage to property. Some observational studies have shown that the different forms of bullying that youths commonly experience may overlap ( Bradshaw et al., 2015 ;

Godleski et al., 2015 ). The four types of bullying are defined as follows ( Gladden et al., 2014 ):

• Physical bullying involves the use of physical force (e.g., shoving, hitting, spitting, pushing, and tripping).
• Verbal bullying involves oral or written communication that causes harm (e.g., taunting, name calling, offensive notes or hand gestures, verbal threats).
• Relational bullying is behavior “designed to harm the reputation and relationships of the targeted youth (e.g., social isolation, rumor spreading, posting derogatory comments or pictures online).”
• Damage to property is “theft, alteration, or damaging of the target youth’s property by the perpetrator to cause harm.”

In recent years, a new form of aggression or bullying has emerged, labeled “cyberbullying,” in which the aggression occurs through modern technological devices, specifically mobile phones or the Internet ( Slonje and Smith, 2008 ). Cyberbullying may take the form of mean or nasty messages or comments, rumor spreading through posts or creation of groups, and exclusion by groups of peers online.

While the CDC definition identifies bullying that occurs using technology as electronic bullying and views that as a context or location where bullying occurs, one of the major challenges in the field is how to conceptualize and define cyberbullying ( Tokunaga, 2010 ). The extent to which the CDC definition can be applied to cyberbullying is unclear, particularly with respect to several key concepts within the CDC definition. First, whether determination of an interaction as “wanted” or “unwanted” or whether communication was intended to be harmful can be challenging to assess in the absence of important in-person socioemotional cues (e.g., vocal tone, facial expressions). Second, assessing “repetition” is challenging in that a single harmful act on the Internet has the potential to be shared or viewed multiple times ( Sticca and Perren, 2013 ). Third, cyberbullying can involve a less powerful peer using technological tools to bully a peer who is perceived to have more power. In this manner, technology may provide the tools that create a power imbalance, in contrast to traditional bullying, which typically involves an existing power imbalance.

A study that used focus groups with college students to discuss whether the CDC definition applied to cyberbullying found that students were wary of applying the definition due to their perception that cyberbullying often involves less emphasis on aggression, intention, and repetition than other forms of bullying ( Kota et al., 2014 ). Many researchers have responded to this lack of conceptual and definitional clarity by creating their own measures to assess cyberbullying. It is noteworthy that very few of these

definitions and measures include the components of traditional bullying—i.e., repetition, power imbalance, and intent ( Berne et al., 2013 ). A more recent study argues that the term “cyberbullying” should be reserved for incidents that involve key aspects of bullying such as repetition and differential power ( Ybarra et al., 2014 ).

Although the formulation of a uniform definition of bullying appears to be a step in the right direction for the field of bullying prevention, there are some limitations of the CDC definition. For example, some researchers find the focus on school-age youth as well as the repeated nature of bullying to be rather limiting; similarly the exclusion of bullying in the context of sibling relationships or dating relationships may preclude full appreciation of the range of aggressive behaviors that may co-occur with or constitute bullying behavior. As noted above, other researchers have raised concerns about whether cyberbullying should be considered a particular form or mode under the broader heading of bullying as suggested in the CDC definition, or whether a separate defintion is needed. Furthermore, the measurement of bullying prevalence using such a definiton of bullying is rather complex and does not lend itself well to large-scale survey research. The CDC definition was intended to inform public health surveillance efforts, rather than to serve as a definition for policy. However, increased alignment between bullying definitions used by policy makers and researchers would greatly advance the field. Much of the extant research on bullying has not applied a consistent definition or one that aligns with the CDC definition. As a result of these and other challenges to the CDC definition, thus far there has been inconsistent adoption of this particular definition by researchers, practitioners, or policy makers; however, as the definition was created in 2014, less than 2 years is not a sufficient amount of time to assess whether it has been successfully adopted or will be in the future.

THE COMMITTEE’S APPROACH

This report builds on the April 2014 workshop, summarized in Building Capacity to Reduce Bullying: Workshop Summary ( Institute of Medicine and National Research Council, 2014c ). The committee’s work was accomplished over an 18-month period that began in October 2014, after the workshop was held and the formal summary of it had been released. The study committee members represented expertise in communication technology, criminology, developmental and clinical psychology, education, mental health, neurobiological development, pediatrics, public health, school administration, school district policy, and state law and policy. (See Appendix E for biographical sketches of the committee members and staff.) The committee met three times in person and conducted other meetings by teleconferences and electronic communication.

Information Gathering

The committee conducted an extensive review of the literature pertaining to peer victimization and bullying. In some instances, the committee drew upon the broader literature on aggression and violence. The review began with an English-language literature search of online databases, including ERIC, Google Scholar, Lexis Law Reviews Database, Medline, PubMed, Scopus, PsycInfo, and Web of Science, and was expanded as literature and resources from other countries were identified by committee members and project staff as relevant. The committee drew upon the early childhood literature since there is substantial evidence indicating that bullying involvement happens as early as preschool (see Vlachou et al., 2011 ). The committee also drew on the literature on late adolescence and looked at related areas of research such as maltreatment for insights into this emerging field.

The committee used a variety of sources to supplement its review of the literature. The committee held two public information-gathering sessions, one with the study sponsors and the second with experts on the neurobiology of bullying; bullying as a group phenomenon and the role of bystanders; the role of media in bullying prevention; and the intersection of social science, the law, and bullying and peer victimization. See Appendix A for the agendas for these two sessions. To explore different facets of bullying and give perspectives from the field, a subgroup of the committee and study staff also conducted a site visit to a northeastern city, where they convened four stakeholder groups comprised, respectively, of local practitioners, school personnel, private foundation representatives, and young adults. The site visit provided the committee with an opportunity for place-based learning about bullying prevention programs and best practices. Each focus group was transcribed and summarized thematically in accordance with this report’s chapter considerations. Themes related to the chapters are displayed throughout the report in boxes titled “Perspectives from the Field”; these boxes reflect responses synthesized from all four focus groups. See Appendix B for the site visit’s agenda and for summaries of the focus groups.

The committee also benefited from earlier reports by the National Academies of Sciences, Engineering, and Medicine through its Division of Behavioral and Social Sciences and Education and the Institute of Medicine, most notably:

• Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research ( Institute of Medicine, 1994 )
• Community Programs to Promote Youth Development ( National Research Council and Institute of Medicine, 2002 )
• Deadly Lessons: Understanding Lethal School Violence ( National Research Council and Institute of Medicine, 2003 )
• Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities ( National Research Council and Institute of Medicine, 2009 )
• The Science of Adolescent Risk-Taking: Workshop Report ( Institute of Medicine and National Research Council, 2011 )
• Communications and Technology for Violence Prevention: Workshop Summary ( Institute of Medicine and National Research Council, 2012 )
• Building Capacity to Reduce Bullying: Workshop Summary ( Institute of Medicine and National Research Council, 2014c )
• The Evidence for Violence Prevention across the Lifespan and Around the World: Workshop Summary ( Institute of Medicine and National Research Council, 2014a )
• Strategies for Scaling Effective Family-Focused Preventive Interventions to Promote Children’s Cognitive, Affective, and Behavioral Health: Workshop Summary ( Institute of Medicine and National Research Council, 2014b )
• Investing in the Health and Well-Being of Young Adults ( Institute of Medicine and National Research Council, 2015 )

Although these past reports and workshop summaries address various forms of violence and victimization, this report is the first consensus study by the National Academies of Sciences, Engineering, and Medicine on the state of the science on the biological and psychosocial consequences of bullying and the risk and protective factors that either increase or decrease bullying behavior and its consequences.

Terminology

Given the variable use of the terms “bullying” and “peer victimization” in both the research-based and practice-based literature, the committee chose to use the current CDC definition quoted above ( Gladden et al., 2014, p. 7 ). While the committee determined that this was the best definition to use, it acknowledges that this definition is not necessarily the most user-friendly definition for students and has the potential to cause problems for students reporting bullying. Not only does this definition provide detail on the common elements of bullying behavior but it also was developed with input from a panel of researchers and practitioners. The committee also followed the CDC in focusing primarily on individuals between the ages of 5 and 18. The committee recognizes that children’s development occurs on a continuum, and so while it relied primarily on the CDC defini-

tion, its work and this report acknowledge the importance of addressing bullying in both early childhood and emerging adulthood. For purposes of this report, the committee used the terms “early childhood” to refer to ages 1-4, “middle childhood” for ages 5 to 10, “early adolescence” for ages 11-14, “middle adolescence” for ages 15-17, and “late adolescence” for ages 18-21. This terminology and the associated age ranges are consistent with the Bright Futures and American Academy of Pediatrics definition of the stages of development. 4

A given instance of bullying behavior involves at least two unequal roles: one or more individuals who perpetrate the behavior (the perpetrator in this instance) and at least one individual who is bullied (the target in this instance). To avoid labeling and potentially further stigmatizing individuals with the terms “bully” and “victim,” which are sometimes viewed as traits of persons rather than role descriptions in a particular instance of behavior, the committee decided to use “individual who is bullied” to refer to the target of a bullying instance or pattern and “individual who bullies” to refer to the perpetrator of a bullying instance or pattern. Thus, “individual who is bullied and bullies others” can refer to one who is either perpetrating a bullying behavior or a target of bullying behavior, depending on the incident. This terminology is consistent with the approach used by the FPBP (see above). Also, bullying is a dynamic social interaction ( Espelage and Swearer, 2003 ) where individuals can play different roles in bullying interactions based on both individual and contextual factors.

The committee used “cyberbullying” to refer to bullying that takes place using technology or digital electronic means. “Digital electronic forms of contact” comprise a broad category that may include e-mail, blogs, social networking Websites, online games, chat rooms, forums, instant messaging, Skype, text messaging, and mobile phone pictures. The committee uses the term “traditional bullying” to refer to bullying behavior that is not cyberbullying (to aid in comparisons), recognizing that the term has been used at times in slightly different senses in the literature.

Where accurate reporting of study findings requires use of the above terms but with senses different from those specified here, the committee has noted the sense in which the source used the term. Similarly, accurate reporting has at times required use of terms such as “victimization” or “victim” that the committee has chosen to avoid in its own statements.

4 For details on these stages of adolescence, see https://brightfutures.aap.org/Bright%20Futures%20Documents/3-Promoting_Child_Development.pdf [October 2015].

ORGANIZATION OF THE REPORT

This report is organized into seven chapters. After this introductory chapter, Chapter 2 provides a broad overview of the scope of the problem.

Chapter 3 focuses on the conceptual frameworks for the study and the developmental trajectory of the child who is bullied, the child who bullies, and the child who is bullied and also bullies. It explores processes that can explain heterogeneity in bullying outcomes by focusing on contextual processes that moderate the effect of individual characteristics on bullying behavior.

Chapter 4 discusses the cyclical nature of bullying and the consequences of bullying behavior. It summarizes what is known about the psychosocial, physical health, neurobiological, academic-performance, and population-level consequences of bullying.

Chapter 5 provides an overview of the landscape in bullying prevention programming. This chapter describes in detail the context for preventive interventions and the specific actions that various stakeholders can take to achieve a coordinated response to bullying behavior. The chapter uses the Institute of Medicine’s multi-tiered framework ( National Research Council and Institute of Medicine, 2009 ) to present the different levels of approaches to preventing bullying behavior.

Chapter 6 reviews what is known about federal, state, and local laws and policies and their impact on bullying.

After a critical review of the relevant research and practice-based literatures, Chapter 7 discusses the committee conclusions and recommendations and provides a path forward for bullying prevention.

The report includes a number of appendixes. Appendix A includes meeting agendas of the committee’s public information-gathering meetings. Appendix B includes the agenda and summaries of the site visit. Appendix C includes summaries of bullying prevalence data from the national surveys discussed in Chapter 2 . Appendix D provides a list of selected federal resources on bullying for parents and teachers. Appendix E provides biographical sketches of the committee members and project staff.

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Vivolo, A.M., Holt, M.K., and Massetti, G.M. (2011). Individual and contextual factors for bullying and peer victimization: Implications for prevention. Journal of School Violence, 10 (2), 201-212.

Vlachou, M., Andreou, E., Botsoglou, K., and Didaskalou, E. (2011). Bully/victim problems among preschool children: A review of current research evidence. Educational Psychology Review, 23 (3), 329-358.

Wolke, D., and Lereya, S.T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100 (9), 879-885.

Ybarra, M.L., Espelage, D.L., and Mitchell, K.J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55 (2), 293-300.

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Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life.

Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication.

Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

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Dealing with Bullying in Schools

Elizabeth Nassem, & Chris Kyriacou. This essay has been published by the Fabian Society Education Group, on 3rd October 2020

Fabian Society Education Group Essay

This essay presents a succinct overview of bullying in schools and how it can be dealt with more effectively. The bullying of pupils by pupils in schools has been a concern for many years. In recent years a major effort has been made to reduce bullying in schools. All schools are now required to have a policy on how it deals with bullying, and evidence-based intervention programmes have been introduced to reduce bullying and to guide how cases of bullying are dealt with. However, bullying in schools is still widespread. In this essay we argue that the key reasons for this lie with it being so common that it is viewed as a normal state of affairs which often goes unchallenged by teachers and pupils. In addition, schools too readily use punishment or generic intervention strategies, and, in the context of the pressure on schools to focus on pupils’ academic attainment, schools are often not able to devote sufficient time and resources to providing high quality pastoral care. In order to tackle bullying in schools more effectively, more time needs to be given to listening to what pupils have to say about bullying in order to enable teachers and pupils to work together to develop more effective intervention strategies. Moreover, rather than using generic intervention strategies, a more effective approach would include the use of counselling and mentoring of persistent bullies by teachers, in order to enable schools to tailor the intervention strategy to the precise circumstances within which the bullying occurs. In addition, the school needs to create a school climate within which bullying is viewed as unacceptable and where pupils can act collectively to tackle it.

Both authors actively participate in the All-Party Parliamentary Group on Bullying, have published research on bullying in schools, and have conducted workshops to help schools deal with bullying.

The Prevalence of Bullying in Schools

It seems hard to believe that despite all the research on bullying in schools, the development of school policies, the inclusion of teaching sessions about bullying in the school’s personal and social education programme, and the implementation of a wide range of evidence-based intervention strategies, the bullying of pupils by pupils in schools remains a major problem (DfE, 2017). Moreover, with the marked increase in recent years of online abuse through social media (and so called ‘cyberbullying’), the problem has now got a whole lot worse (Kyriacou & Zuin, 2016).

Interventions to combat bullying have only had modest success (Katz, 2019), which indicates there is still much to learn about making interventions more effective (Smith, 2019). Bullying affects a wide range of children in schools, from those who experience it directly to those might be frightened of putting their hand up in class for fear of being ridiculed. But why, after all the effort to understand and deal with bullying in schools, does it remain such a profound and prevalent problem?

There are many reasons why this might be the case. However, one important reason is that bullying is a complex problem (Nassem, 2017), which permeates the whole of society, and which is generated and sustained by a host of different circumstances. A generalised approach to tackling bullying in schools often fails to take this complexity into account. It has become increasingly evident that tackling bullying needs to be tailored more closely to the specific circumstances in which it arises.

It is argued in this essay that the very ways in which bullying are usually dealt with in schools can even contribute to the problem of bullying. Alternative ways of addressing bullying are recommended, which focus on understanding and addressing the underlying reasons underpinning the bullying, whilst paying substantial attention to what pupils have to say about bullying (Nassem, 2019).

How is bullying dealt with in schools?

Bullying is often dealt with in schools by punishing children. This might be by telling children off, shouting at them, giving them a detention, making them miss their playtime and, in some secondary schools, placing children in isolation. However, this does not address the underlying reasons behind the bullying, neither does it teach children how to behave more respectfully. Often those who feel victimised also report that they are also punished, which means that many victims have felt targeted by both their peers and teachers when they are bullied.

In one recent case we are aware of, a pupil had attempted suicide by taking an overdose, which he said was because he was being bullied at school, whilst at the same time his parents were getting divorced. He was subsequently punished by the school by being placed in isolation for retaliating to the bullying he was experiencing, without the school addressing his social, emotional and mental health needs.

Traditional forms of punishing bullies in school can cause more anger in the punished child, which contributes to them taking their anger out on others, and increases their engagement in bullying.Placing bullies in detention rarely causes them to reflect on their behaviour; in fact, they usually feel unfairly accused and resentful. Being placed in isolation classrooms where they have to complete worksheets on their own and without assistance, often leads to frustration when they are unable to do the work and are not given any help.

Lack of Voice

Many schools do actively campaign against bullying. They might provide assemblies for children about bullying, but children have reported that these assemblies are usually led by teachers and many children are disengaged from the message. The plethora of anti-bullying posters on the walls in schools creates the impression that bullying is being taken seriously by schools. However, children often report that whilst they are aware of the messages highlighted by these posters, it has little effect on their thinking or behaviour.

A major contributor to bullying is the significant lack of voice for children in school (Thornberg & Delby, 2018) Despite attempts to harness the child’s voice in school, such as through having a student council, children are still not having a significant input into improving and developing their school culture, or contributing to how bullying is understood and dealt with.

One problem in school is a blame culture. On the one hand, pupils feel teachers are to blame for not doing more to stop bullying occurring in the first place or to deal with cases of bullying effectively when it does occur. On the other hand, teachers feel they are already doing a lot to deal with bullying but do not have the time, training or support, to do more, particularly when there is so much pressure of schools to focus on pupils’ attainment targets. As such, teachers can feel distressed by knowing that more needs to be done, but that dealing with specific cases effectively, particularly those which are complex and nuanced, are beyond what they can achieve. This frustration can lead to some teachers on occasion feeling unsympathetic towards the victim, and feeling the victim is partly to blame for being bullied.

Bullying is usually a pathologised term and ‘bullies’ and ‘victims’ are usually seen as a pathologised minority. Instead, the different severities and forms of widespread bullying that children engage in and experience need to be considered. Moreover, bullying has become ‘normalised’ is the sense that it occurs so often, it is not seen as something unusual, and, as such, most bullying behaviour goes unchallenged by both teachers and pupils. Furthermore, most research and interventions tend to focus on bullying between pupils and do not take into enough consideration how interactions between pupils and teachers might contribute to bullying relationships; for example, pupils who feel targeted by their teachers can become hostile towards their teachers. The normalisation of bullying behaviour is particularly evident in cases of cyberbullying, where the degree of abuse expressed online can be extremely excessive, and yet the bully often claims that the abuse they have expressed is not beyond the bounds of acceptability.

How should bullying be dealt with in schools?

Pupil voice.

Pupils are a particularly useful resource to help us understand their experiences of bullying. Teachers and pupils can work together to develop strategies to resolve children’s specific experiences of bullying. This is more helpful than developing a generic anti-bullying campaign which neglects children’s specific experiences of bullying. Teachers should have conversations with pupils to find out what experiences of bullying their pupils have, why pupils engage in bullying, how bullying is dealt with in their school, and how bullying should be dealt with in their school. It is also important to recognise that more sophisticated forms of bullying, such as ostracising vulnerable children (e.g. children with learning difficulties) can appear to be accepted by pupils and teachers.

We must bear in mind that bullies need help and support to understand why their bullying behaviour is unacceptable and how to develop strategies that will enable them to deal with the challenges they face in their lives in a socially acceptable manner. Schools too readily resort to punishment. Instead, bullies need to be given clear guidance on how to improve their behaviour and how to deal with others more respectfully. One very effective approach is the use of mentoring and counselling by teachers, who can gain the bully’s trust as someone who understands their circumstances and is able to guide them towards better behaviour.

A mentoring programme (Nassem, 2019) can be used, which includes a session-by-session guide on how to mentor pupils who persistently engage in bullying. Pupils can be mentored individually and/or in groups. Through mentoring, teachers can learn about the underlying reasons why the bully is engaging in bullying, and help the bully to address these issues and learn how to behave more respectfully. Role-play can be used to allow mentees to take on the perspective of the victim, and reflect on how the victim feels and might respond.

Other approaches, such as restorative justice, which involve bullies and victims having conversations with each other and exploring together how to repair the harm caused, may be useful, but often fail to adequately address the underlying problems behind the bullying. Furthermore, it has been found that it can be difficult for those individuals involved to seek agreement on how to move forwards and resolve the issues concerned with bullying.

We need to be aware that the school and classroom climate can have an effect on the amount of bullying that occurs within the school. If the school has an aggressive focus on meeting attainment targets, it can very easily under-resource the time being spent on pastoral care issues, and take a hostile attitude towards children who are interfering with the learning of other pupils and/or are likely to perform poorly in attainment tests. Indeed, there is an increasing tendency for schools to off-roll (viz. remove from the roll of the school) misbehaving and poorly-performing children, in order to make the school’s overall level of attainment look better than it really is. Persistent bullies are often included amongst those who are off-rolled. Instead of an aggressive focus on attainment, schools need to address their duty of care to all pupils, including bullies, and to do more to offer the pastoral care they need.

Another important aspect of the school and classroom climate is boredom. Boredom is one of the most common reasons why children engage in bullying. Boredom creates a sense of entrapment, emptiness and lack of control, to the point where a child can bully someone for entertainment to escape from their boredom. Providing learning experiences which can engage all children and which can enable all children to feel they are making progress, can have a marked impact on reducing the level of bullying in a school.

A System of Dialogue

To improve school practices which aim to address bullying, a ‘system of dialogue’ should be implemented whereby a nominated teacher has discussions with children who engage in problematic behaviour, to discuss, and reflect upon, how to improve school behavioural policies.; A ‘system of dialogue’ could be extended to include discussions with all children about the impact and effectiveness of school behavioural policies and how to improve these. Schools should also involve parents in these discussions, which aim to better understand pupil misbehaviour and how to deal with it effectively. To thoroughly address bullying, schools need to reflect on their own culture and pre-conceptions (Woolley, 2019) and seek to redress aspects of schooling which are perpetuating bullying. These areas include hierarchical practices such as streaming, where there is a top set and bottom set which contributes to a group of children who feel they are perceived by others as ‘thick’ and can come to see themselves as ‘thick’. Children placed in such a stigmatised position can become angry and take their anger out on others.

Replace Bullying with Positive Behaviours

In one case we are aware of, a popular child who persistently engaged in bullying told his mentor that he was reluctant to stop being aggressive to pupils and staff because he was concerned that he would lose his ‘mates’ He had their respect and he was afraid that if he were to stop engaging in bullying, he would lose their admiration and friendship. It is important to consider what positive behaviours pupils can develop to replace their bullying. If pupils stop bullying others, then they may experience a sense of loss, for example, in terms of friendship and their sense of connectedness to their peers. Pupils who previously engaged in bullying could be encouraged to gain status from their peers by encouraging their peers to refrain from bullying and help victimised children. It is also important to understand what sacrifices are at stake for children in terms of their family background. If children belong to a family who engage in criminal activity and aggressive behaviour then they may experience a sense of loss and alienation from their own family if they disengage from such activity. It is therefore important to teach children about how to behave better when the temptation to behave badly is being influenced by their peer and family circumstances and expectations.

Dealing with bullying is not a one-off annual event which can be showcased in anti-bullying week. Children need to be taught how to effectively exercise their agency, and how they can make informed choices on a daily basis, which can have a positive impact on their lives The mentoring sessions with children need to be provided over a period of several weeks, in order to establish the pupil’s trust in their mentor and for an honest dialogue to develop.

It is not unusual for bullies to be quite popular amongst the pupil community and to have many friends. Indeed, the bully can often be admired by other pupils because of their stature as a bully. This is a reflection of the way bullying has become normalised in schools. One key challenge facing schools is to create a culture amongst the pupil community that bullying is unacceptable. Personal and social education lessons and anti-bullying workshops, can help pupils who are aware of bullying and/or witness bullying in progress, to intervene in order to make clear to the bully that their behaviour is unacceptable and/or to give support and comfort to the victim of bullying. Doing so will then deprive the bully of the admiration they seek. Many pupils who witness bullying (so called ‘bystanders’) (Mazzonne, 2020) are reluctant to get involved in case they then become a victim of the bully’s attention. However, if schools can help bystanders to use intervention strategies, and to act as a mutually-supportive group in doing so, then effective intervention by bystanders can become ‘the new norm’.

Advisory Groups on Bullying

Advisory groups on bullying can be established in each school in which a panel of pupils and staff participate. Advisory groups will aim to understand children’s specific experiences of bullying and regularly reflect upon, discuss and debate how to effectively deal with children’s specific experiences of bullying. This will be particularly helpful for complex cases of bullying. For teachers to successfully prevent children from engaging in bullying, they need to set a good example by consistently interacting respectfully with pupils.

Schools need to consider what support teachers feel they need to address bullying between pupils, and to effectively perform their role in dealing with bullying. Such support should be incorporated into anti-bullying interventions and strategies. Finally, an expert on bullying schools should be appointed to each school, who will continually liaise with the school as and when advice and support is needed. This should be built into the school’s policy on safeguarding, to ensure that children are safe from the harm that bullying can cause.

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References:

• Department for Education. (2017). Preventing and tackling bullying: Advice for headteachers, staff and governing bodies London: Department for Education. 󠁰󠁧󠁷󠁨󠁨󠁤
• Katz, A. (2019). Evaluation of the implementation of an anti-bullying programme in schools. Presentation to a meeting of the All-Party Parliamentary Group on Bullying, House of Commons, London, U.K. 17th January 2019
• Kyriacou, C., & Zuin, A. (2016). Cyberbullying and moral disengagement: An analysis based on a social pedagogy of pastoral care in schools. Pastoral Care in Education, 34(1), 34-42
• Mazzonne, A. (2020). Bystanders to bullying: An introduction to the special issue. International Journal of Bullying Prevention
• Nassem, E.M. (2017). The complexity of children's involvement in school bullying. Journal of Children's Services, 12(4), 288-301
• Nassem, E. (2019). The teacher's guide to resolving school bullying: Evidence-based strategies and pupil-led interventions London: Jessica Kingsley.
• Ofsted. (2019). Ofsted’s new inspection arrangements to focus on curriculum, behaviour and development London: Ofsted. Press release published 14th May 2019
• Smith, P.K. (ed.). (2019). Making an impact on school bullying . Abingdon: Routledge.
• Thornberg, R., & Delby, H. (2018). How do secondary school students explain bullying? Educational Research , 61(2), 142-160
• Woolley, R. (2019). Towards an inclusive understanding of bullying. Identifying conceptions and practice in the primary school workforce. Educational Review , 71(6), 730-747

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• Bullying Problem in School Words: 651
• Reducing Bullying in Schools by Involving Stakeholders Words: 2607
• The Problem of Bullying in School Words: 2206
• The Social Problem of Bullying and the School System Words: 867
• Bullying and Laws in American Schools Words: 1116
• School Bullying: Causes and Effects Words: 858
• Bullying in Schools and Intervention Methods Words: 827
• Bullying in Schools: Essay Example Words: 904
• Bullying and School Drop Out Rate Relationship Analysis Words: 889
• Bullying at School and Impact on Mental Health Words: 2910
• Bullying in Schools: Addressing and Preventing Words: 2267
• The Issue of High School Bullying Words: 1143
• Bullying in School: The Negative Effects Words: 642
• School Bullying and Problems in Adult Life Words: 1480
• The Consequences of High School Bullying Words: 470
• Problem of Bullying Overview and Analysis Words: 1194
• Addressing Bullying in Elementary and Middle School Classrooms Words: 3023
• Bullying Behavior and Its Negative Effects on Children Words: 847
• Teenagers’ Contemporary Issues: Bullying at School Words: 654
• School Bullying and Legal Responsibility Words: 840
• Student Dropouts in Bully-Friendly Schools Words: 971
• School Bullying and Student’s Development Words: 624
• Bullying: A Serious Social Problem Words: 540
• Bullying and Methods of Solving This Problem Words: 635
• Anti Bullying Prevention Program Words: 1373

Prevention of Bullying in Schools

Introduction.

Peer victimization, also known as bullying, comprises commonly recurring, unsolicited, hostile behavior among school-aged children involving a real or perceived power imbalance. Bullying that takes place in educational settings is a relevant and critical global issue, and while it affects all children regardless of culture, ethnicity, gender, or race, some groups may experience various disparities and increased exposure to bullying. Parents, educational institutions, and government entities alike have recognized the harmful, long-term effects of bullying in all its forms. Although the scenarios and unique circumstances of affected students may vary, it is possible for institutions to take a number of general actions to prevent or deal with bullying.

Definition of Bullying

In the 1980s, prominent researchers on the topic of bullying in education developed a definition that scholars have since generally recognized. According to this definition, “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students” (Olweus & Limber, 2010, p. 124). These “negative actions” can vary significantly, ranging from physical contact to verbal abuse or emotional exclusion.

However, the key characteristics of bullying are that the behavior is intentional, repeated, and negative towards the victims who are the target of the bullying and who are also commonly helpless to defend themselves. Aggressive actions and even harm are likely to be an ongoing occurrence in an interpersonal relationship that suffers from a lack of “actual or perceived balance of power or strength” (Olweus & Limber, 2010, p. 125).

These traits are essential to defining the elements of bullying in the social behavior of children. Consistent and repeated negative behavior leads to bullying interactions and patterns, which this paper seeks to address.

Today’s educational institutions and entities actively recognize bullying as a behavior pattern that has severe implications but can also be prevented. The debate amongst educational scholars has focused on the impact of the school environment on bullying, including whether certain policies foster or buffer such behaviors amongst youth. Research has examined various factors ranging from budgets to class sizes and demographic distributions. Over the course of identifying the psychology and patterns behind bullying, scholars have studied broader constructs such as school policy, instructor attitudes, and peer interaction as indicators of potentially problematic behaviors (Swearer, Espelage, Vaillancourt & Hymel, 2010).

Cyberbullying

Developing technological capabilities and widening the availability of internet access have lent themselves to the rise of cyberbullying. The number of adolescents actively using internet-based services continues to rapidly increase; an estimated 66% of teens have access to the internet from the privacy of their bedrooms (Tokunaga, 2010). Cyberbullying is a general term that describes bullying behaviors, such as online harassment, that take place in the digital realm. This virtual form of bullying, which offers the possibility of anonymity, is unique in the protection it may potentially provide the bully. Furthermore, unlike the physical spheres of traditional bullying, cyberspace lacks the strict supervision of parents and teachers that may be present to some extent in real-world peer interactions.

Although popular media and tragic incidents have exposed the dangers and various issues related to adolescent interaction with the World Wide Web, the popularity of this technological communication medium continues to grow without adequate safety measures in place. Students face cyberstalking and public abuse that exerts negative psychological effects on their mental health (Tokunaga, 2010).

The discussion of cyberbullying is becoming ever more relevant as a significant portion of peer social interaction is transitioning online, hosted by various social media platforms. Schools lack online authority over children, highlighting the importance of anti-bullying strategies that will encourage positive behavior and establish social foundations in lieu of disciplinary punishment that cannot be enforced outside school hours.

Example of Bullying

Those affected by bullying are usually members of a group that is marginalized by some unique characteristic that makes them stand out. This will be analyzed more deeply later in the report, but it is vital to describe an example of the bullying process in a commonly affected group. As bullying is generating headlines with anecdotal evidence of extreme abuse and subsequent consequences, the negative impact on self-worth is growing, a reflection of humiliating experiences and students feeling unsafe.

One marginalized group, highly vulnerable to bullying, includes students with learning disabilities and autism, who have particular needs that peers, teachers, and communities should consider. Statistics indicate that 63% of victimized students are identified as having Autism Spectrum Disorder (ASD) and are bullied more often than students with other disabilities (Espelage & Swearer, 2008).

The nature of ASD creates social difficulties for students, hindering their understanding of the emotions, intentions, social cues, and nonliteral speech of their peers. Researchers are unclear as to whether ASD students perceive bullying as others do. Nevertheless, observation dictates that ASD students do experience higher rates of this negative behavior. Their difficulties in social interaction and communication may also hinder youth with ASD from reporting incidents.

In addition, issues affecting abstract thought and generalization can cause ASD students to inadequately relate the victimization experience to concrete examples. For this population, bullying can take unconventional forms including a less direct form than that typically established among developing adolescents (Zweers, Scholte & Didden, 2017).

However, ASD can also exert a positive role in a bullying situation. Male students with ASD are more likely than regular children to avoid bullying or interfere when witnessing such behavior towards others. This is likely due to the values instilled by special education that explicitly support prosocial behavior. However, assuming the role of defender or outsider may alternatively result from role distributions based on social difficulties. ASD students who adopt these roles may struggle with understanding how to act in bullying situations. Furthermore, ASD students requiring special education tend to be victimized more commonly than those in regular classrooms.

Emotional dysregulation and a lack of social understanding by ASD adolescents can act as a catalyst for misinterpreting the behavior cues of their normally developing counterparts (Zweers et al., 2017). This creates the paradox that ASD students are more likely to stand out and be subject to bullying if they are in special education, yet despite the heterogeneity of unique needs and difficulties that the students demonstrate, special education provides necessary vital support.

Effects of Victimisation

Bullying can have a range of consequences for both the victim and the bully. This negative interaction with peers leads to both short- and long-term effects. A large body of research has demonstrated that both the perpetrator and the victim suffer from adjustment difficulties affecting academic or professional success and the ability to form healthy social relationships as well as leading to psychological issues.

Findings showed that bullies exhibited aggressive behaviors, tendencies towards violence, hyperactivity, and externalization, many of which characteristics lead to delinquency in later years. Meanwhile, those experiencing victimization displayed instances of illness, truancy, school avoidance, fear, and anxiety as well as suicidal tendencies in the short term. In the long term, these students demonstrated low self-esteem, depression, and anxiety that affected academic performance and quality of life. Both groups showed suicidal ideation, worrisome for parents and educators (Swearer et al., 2010).

It should be noted that although evidence supports these findings, the nature of some of the connections between the act of bullying, victimization, and psychosocial consequences are unclear as to whether they are causative, correlated, or reflective aspects of bullying.

Psycho-Social Foundations of Bullying

Bullying occurs within complex frameworks of social relationships that are affected by individual, environmental, and comparative defining traits. Each can be influenced by economic, cultural, and political factors. Settings that demonstrate increased risks of school bullying often share similar characteristics. In terms of institutional parameters, findings have been inconsistent in determining how class and school size, sociodemographic distribution, and social inequality may correlate to bullying rates.

Moreover, various perspectives view these social characteristics in differing ways. For example, while income inequality was shown to result in instances of bullying in one study, poverty levels represented by average familial income was not found to be directly associated with peer victimization (Azeredo, Rinaldi, de Moraes, Levy & Menezes, 2015). Therefore, it can be argued that the socioeconomic foundations for bullying are based not on the possession of certain characteristics but rather on a significant difference between population groups present within an institutional setting.

Morality and human understanding of social relationships are based on social, cultural, and collective perceptions constructed as a result of individual interpretation and interactions with peers. Shared social expectations inherently guide behavior and actions.

Childhood sociology maintains that children construct and actively participate in unique peer cultures that appropriate information and social norms from adults and reconstruct them within the context of their own reality and interaction. The identity that each person forms are part of a social process, not a fixed aspect, which is built through interpersonal interactions. Most commonly, individuals visualize themselves from the perspective of others and evaluate potential reactions to any actions (Thornberg & Jungert, 2013).

Therefore, social constructs and categories are formed as part of a collective process, creating each person’s unique identity. Since research indicates that bullying affects victims that share a common characteristic of odd social constructs and identities – ‘not fitting in’ – how this characteristic correlates with peer victimization should be examined in terms of how socially constructed differences are used to justify bullying.

Anecdotal evidence suggests that in peer victimization situations, bullies often regard their actions as ordinary and rational, claiming that they are targeting the victim as a violator of socially acceptable norms. This sort of decision-making and peer interaction can be identified as stigma and labeling, defining an individual based on a characteristic while producing a perspective guided by social opinion. Therefore, a label that identifies someone as ‘abnormal’ essentially stigmatizes the individual as a violator of the socially accepted standards of a social or cultural group.

Stigma serves as the primary consequence of labeling, affecting the social relationships of the victim, and constructing the individual’s social identity at school (Thornberg & Jungert, 2013). This phenomenon provides power and support for the bully, allowing atrocious actions to become more socially acceptable as the initial labeling of the victim is psychologically seen as the result of a transgression. The bully dominates the social identity of the victim, and the latter’s negative reputation is spread within peer circles. Even those not actively participating in bullying will tend to avoid socializing with victims. Meanwhile, stigmatized individuals are trapped in a vicious cycle that makes it all but impossible to improve their social situation.

The conflict inherent to bullying is that victimization is both a consequence of adjustment difficulties as well as their cause. Researchers have generally accepted this fact and have traced the direction of effect through longitudinal studies.

For example, students with low self-esteem are at an increased risk for bullying, but the victimization itself impacts self-esteem levels for the remainder of the academic year and the likelihood of maladjustment in consequent semesters (Fox & Boulton, 2006). Similar trends impact ASD students who experience bullying. Their psychological and educational differences place them at risk of bullying, but they can also experience significant setbacks as a result of aggressive behaviors.

An additional psychosocial explanation for bullying behaviors may be related to familial relationships. Although no direct correlation has been identified, participants in bullying may become juvenile offenders. Steinberg, Blatt-Eisengart, and Cauffman (2006) attempted to draw a relationship between patterns of relations with parents and the consequent characterization of social competence and adjustment.

The researchers’ results proved similar in both poor, minority groups and affluent, mostly white communities. Authoritative parental styles are associated with psychological maturity, academic competence, and the ability to maintain emotional stability, common to individuals who are less prone to problematic behaviors. Meanwhile, neglectful and indulgent parental styles have been shown to lead to troublesome behavior and immaturity (Steinberg et al., 2006). Although most students fall somewhere between the two extremes, this suggests that both parental influences and institutional strategies can be used to control bullying and promote competence and maturity.

Thus, the socio-ecological framework appears the most appropriate approach in identifying psycho-social foundations of bullying. Adolescent behavior is strongly influenced by individual characteristics that are constructed within the contexts of schools, communities, and institutions. Social influences affect behavioral development over the years as a number of systems such as families, peers, schools, culture, and communities establish pre-established beliefs, perceptions, and standards in the mind of a child.

While further research is necessary, the socio-ecological framework seems to offer the most holistic perspective on the issue. Behavioral change in children is based on situational process-oriented contexts (Swearer et al., 2010). Therefore, positive peer influences or supportive institutional climates can have a significantly beneficial impact on deterring bullying as well as employing adequate school strategies.

School Strategies

Schools that implement rules and regulations against bullying, adopt anti-bullying attitudes, and actively intervene against violence demonstrate lower rates of peer victimization. Commonly, anti-bullying efforts in educational institutions include comprehensive programs administered to the general school population. The primary objective of these is to spread awareness about the negative effects of bullying, identify bullying behaviors, and offer strategies for peers and instructors to prevent negative interactions (Azeredo et al., 2015).

Although such programs demonstrate improvements in bullying rates in general, the effectiveness of prevention efforts is not always successful or consistent. The following subsections will explore various approaches and strategies that schools can implement in pursuing anti-bullying efforts.

Recognizing and Addressing Gateway Behaviours

As discussed, bullying takes varied shapes and forms, many of which may not be evident or may not directly violate school policy. This is particularly true in the early stages of child development and evolving bullying situations, wherein these can be termed as ‘gateway behaviors’. In such cases, although school rules that prevent bullying are being obeyed, actions demonstrate tendencies of social maladjustment and repeated negativity or hostility. Often these behaviors, consisting of mean comments or teasing, are performed without fear of punishment. Formal discipline cannot be applied in such cases, nor would it be appropriate or realistic (Englander, 2017).

However, on a consistent basis, gateway behaviors can easily transition to violent bullying. It is the goal of educators and schools to respond to such behaviors in a manner that ensures civilized and socially acceptable interaction amongst peers.

It is important to offer guidance to students who are demonstrating gateway behaviors. This can be done both collectively through class discussions and individually in the form of a personalized approach. However, it is vital to avoid drawing attention to the target or the target’s feelings in the discussion as well as to prevent the bully from shifting any responsibility to the victim. Instead, the approach should focus on emphasizing how such actions are toxic to the school and the community environment.

The primary lesson should highlight the impacts of socially cruel behaviors on the climate and relationships within the school, thus negatively affecting bullies themselves. It is critical that a bully should gain an understanding of the reasons why society and schools prohibit peer victimization as the outcome for both individuals and the broader community can be consequential (Englander, 2017). Although the gateway behavior approach does not rule out formal discipline, it offers a chance for early recognition and rehabilitation, particularly in younger students that may not benefit from strict punishment at first offense.

Fostering Positive Social Relationships and Peer Support

Interactionism implies that people behave in terms of collective action, fitting personal behaviors to match those of others. Bullying is a phenomenon based largely on fitting in; victimized children will desperately attempt to become accepted members of society to avoid the general situation in which misfits (those who express or communicate sentiments different from the societal status quo) are faced with exclusion or violence (Thornberg & Jungert, 2013).

Based on the socio-ecological model for bullying, research suggests that positive social relationships can offer significant benefits in terms of preventing bullying. For example, families can play a role in providing emotional support and helping individuals develop coping skills. With adequate training, parents can address concerns about bullying with children, communicating the consequences of this behavior, and becoming actively involved in a child’s life (Bradshaw, 2015).

Meanwhile, schools can emphasize traditional methods of bullying prevention by introducing aspects such as Social and Emotional Aspects of Learning (SEAL), which promote teaching emotional and social skills to students. Behaviors such as respect for others (particularly marginalized groups), empathy, cooperation, and coping are some of the many positive attitudes that can be taught to improve collective cohesiveness and harmony (Rigby, 2017).

The primary factors that put children at risk for bullying are maladjustment and poor social skills. Lack of social competency results in traits such as submissiveness and non-assertiveness. In combination, social risk factors such as lack of friendship or acceptance by peers act as potential catalysts for bullying. While research has not established a direct correlation between the number of friends and rates of bullying, the quality of friendships and social identity of peers have been identified as factors. Friends are able to provide an extensive range of social support behaviors that prevent bullying or provide comfort for the victim after it occurs. In bullying scenarios, friends have been observed to assume a defender’s role, using verbal and physical actions in an attempt to repel attack (Fox & Boulton, 2006).

Educational institutions have the ability to foster social groups – and potentially friendship – as a preventive measure for bullying. Both schools and parents can foster these friendships by offering group activities, play dates, participation in sports, and social interactions that will lead to cooperation. This strategy is particularly helpful in the early developmental years as primary school children are more open to social participation in activities necessary for forming close relationships (Bayer et al., 2018).

As a result, friendships formed in the early years are more likely to lead to healthy social relationships in the adolescent years when bullying becomes prevalent. Even when students are unable to maintain a friendship for an extended time, the experience of forming social relationships and cooperation will contribute to social adjustment and potentially lessen the risk of bullying.

Comprehensive Programs

School-wide anti-bullying programs have undergone a significant evolution as more information has become available regarding the psychology of bullying and decades of observation and experience have been systematically and competently integrated into school programs. The essential goals of an anti-bullying campaign are to increase awareness and prevent such behaviors through a combination of measures. These goals are best achieved by actively changing the school social environment, reducing opportunities for bullying, limiting the potential benefits of such behavior, and creating the sense of a tight-knit community for students and teachers.

One of the best-known approaches to school-wide bullying prevention is the Olweus Bullying Prevention Program (OBPP), based on four essential principles that adults in schools and homes should demonstrate. These include showing warmth and interest, establishing strict limits to negative behaviors, using consistent and non-hostile methods of punishment, and maintaining the role of authority and positive role models (Olweus & Limber, 2010). These principles are effectively implemented within specific interventions targeted at all levels ranging from the community and the school to individuals.

At the school level, the OBPP establishes a Bullying Prevention Coordinating Committee (BPCC) that implements staff training, evaluates levels of bullying in the institution, and develops tools to measure bullying rates and the effectiveness of interventions. The committee holds extensive authority, allowing the introduction of school policies, initiating staff meetings, and reforming the school’s supervisory and disciplinary systems.

They can also modify the curriculum and implement student-based programs that introduce anti-bullying initiatives. Furthermore, the committee can establish partnerships at the community level to ensure similar values are emphasized at after-school events as well as address individual student concerns and bullying situations (Olweus & Limber, 2010). As a program, the OBPP has been developed on the principle that bullying should not be a common experience for youth.

Research indicates that bullying decreases exponentially with comprehensive, school-wide efforts that target every aspect of the institution’s function while implementing anti-bullying measures. In order to reduce opportunities for bullying and increase rewards for building a strong community, significant effort is required on the part of staff and administrators. However, the cultural shift that emerges, as a result, provides long-term benefits for everyone (Olweus & Limber, 2010).

As discussed, bullying exerts prolonged social consequences for both bully and victim, impacting their well-being, health, and level of success. Therefore, favorable outcomes for school-wide programs can have a significant positive impact on society in terms of economic savings, public health, citizen satisfaction, and the general community consensus.

However, some comprehensive school-wide programs may suffer significant setbacks, failing to produce the desired effect. One limitation may be found in evidence-based support. Many interventions heavily rely on student questionnaires and self-reported measures that are potentially invalid and may represent unreliable indicators of bullying. The stigma surrounding bullying often leads to underreporting.

In addition, programs may not be developed properly under a focused and evidence-based theoretical framework to guide development, implementation, and evaluation. Another cause of failure is a lack of intervention aimed at the sociological and psychological causes of bullying, instead of introducing preventive or punitive measures. Finally, some programs are unable to reach students effectively, which can result from poor consideration of demographics, failing to incorporate radical factors such as race, disability, and sexual orientation into marginalized groups affected by bullying.

Also, programs aimed at the general population may fail to focus on the small group of students responsible for initiating bullying behaviors and who require prosocial behavior lessons (Swearer et al., 2010). These issues in school-wide programs should be considered and eliminated through a competent approach to program development. Comprehensive preparation and research can create a precedent to avoid such errors in the future.

School-wide programs should focus on influencing the school environment through a supportive response to victims. These children should be protected from harm at the same time the attempt is made to reduce the incidence of bullying. It is warranted to introduce secondary preventive efforts to increase competence and support from teachers and peers. As a result, victims will experience a favorable environment and be subject to less emotional distress (Juvonen, Schacter, Sainio & Salmivalli, 2016).

A primary objective of comprehensive programs, school administration, and government ministries should be to establish a safer learning environment for students, a vital characteristic for parents and students who see schooling as a necessary aspect of daily life and future development. Bullying poses a significant challenge to safety due to distorted social power dynamics. As a result, comprehensive school programs can address the issue through a multifaceted approach and reduce the occurrence of adverse incidents.

Public Health Approach

Research supports adopting the public health model as a recommended method to address bullying and behavioral issues amongst students. This three-tiered model is increasing in popularity in education, correctional facilities, and public health. In special education, the model is also known as the ‘response-to-intervention framework’. Following this approach, an intervention is introduced to the general population of a particular group or class.

If students do not respond to the tier 1 intervention, they progress to the next tier interventions, which are more intensive and targeted. While offering an entire range of psychological support, the process continues until symptoms or behavior patterns are resolved (Bradshaw, 2015). As mentioned, anti-bullying programs in schools that influence the educational environment, shift social norms, and introduce bystander pressure are universal in nature, aimed at the majority of students. Although potentially appropriate, this approach fails to target the participants in bullying, the perpetrator and the victim, individuals who may often be socially maladjusted or do not respond well to universal systems of support and intervention.

In a public health approach, next-tier intervention may introduce targeted means that focus on comprehensive social skills training, emotional regulation, and conflict resolution techniques. This is particularly beneficial for students at risk who may be involved in bullying. The final tier of intervention focuses on strong support programs and oversight for both bullies and victims who may demonstrate at-risk behavior for juvenile delinquency.

Such targeted interventions attempt to pinpoint mental and social health issues as part of preventive measures. If possible, the families of the children are involved, and a support system is created and tailored to the individual needs of students who exemplify negative bullying actions (Bradshaw, 2015). The three-tiered system should be developed into a coherent and intermittent framework that can be applied to various bullying situations and used to meet the correctional needs of youth that are not adequately responding to universal interventions.

School bullying is a systemic and relevant issue in modern-day education. This negative social phenomenon is growing and extending into new areas, such as cyberspace, and taking on new forms. Bullying can affect anyone, but certain groups, such as students with ASD, are marginalized and targeted due to their lack of social adaptivity. Psycho-social theories state that bullying is a complex issue, based on maladjustment and socio-ecological influences, and can be driven by a wide variety of factors.

Taking the available comprehensive research into account, schools should develop effective and multicomponent strategies to address bullying. Fostering positive social relationships and peer support through friendship can prevent incidents of bullying. Meanwhile, comprehensive programs and a public health approach are vital to introducing both institutional and individual-level interventions to deter peer victimization. In conclusion, the field requires extensive research on the long-term impacts of such strategies as well as their effectiveness on a large scale.

Azeredo, C. M., Rinaldi, A. E. M., de Moraes, C. L., Levy, R. B., & Menezes, P. R. (2015). School bullying: A systematic review of contextual-level risk factors in observational studies. Aggression and Violent Behavior, 22 , 65–76. Web.

Bayer, J. K., Mundy, L., Stokes, I., Hearps, S., Allen, N., & Patton, G. (2018). Bullying, mental health and friendship in Australian primary school children. Child and Adolescent Mental Health, 23 (4), 334-340. Web.

Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70 (4), 322–332. Web.

Englander, E. K. (2017). Understanding bullying behavior: What educators should know and can do . American Educator, 40 (4), 24-29. Web.

Espelage, D. L., & Swearer, S. M. (2008). Current perspectives on linking school bullying research to effective prevention strategies. School Violence and Primary Prevention, 11 , 335-353.

Fox, C. L., & Boulton, M. J. (2006). Friendship as a moderator of the relationship between social skills problems and peer victimisation. Aggressive Behavior, 32 (2), 110–121. Web.

Juvonen, J., Schacter, H. L., Sainio, M., & Salmivalli, C. (2016). Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects. Journal of Consulting and Clinical Psychology, 84 (4), 334–344. Web.

Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80 (1), 124–134. Web.

Rigby, K. (2017). School perspectives on bullying and preventative strategies: An exploratory study. Australian Journal of Education, 61 (1), 24–39. Web.

Steinberg, L., Blatt-Eisengart, I., & Cauffman, E. (2006). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful homes: A replication in a sample of serious juvenile offenders. Journal of Research on Adolescence, 16 (1), 47–58. Web.

Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Educational Researcher, 39 (1), 38–47. Web.

Thornberg, R., & Jungert, T. (2013). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40 (2), 99–108. Web.

Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimisation. Computers in Human Behavior, 26 (3), 277–287. Web.

Zweers I., Scholte R., & Didden R. (2017). Bullying among youth with autism spectrum disorders. In J. Leaf (ed.) Handbook of social skills and autism spectrum disorder. Autism and child psychopathology series (pp. 45-61). Cham, Switzerland: Springer.

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Argumentative Essay: Solution for Bullying

Bullying is a big problem for children and young people that go through it. It knocks their self-esteem and makes them lose their confidence, and can make them dread going to school each day. In extreme cases, young people can become suicidal as a result of bullying, while in other very serious cases, it can get out of hand and lead to the bully murdering their victim. It’s also a huge problem for parents and teachers, because stopping bullying is a hard task and they often don’t know the best ways to go about it. There are three key elements to stopping bullying: educating the bullies, imposing greater sanctions for the bullies, and protecting the victim.

The reason that bullies must be educated is that many of them are not aware of exactly how much they are hurting their victim. In serious cases, it is probably wholly deliberate, but even then, most bullies wouldn’t want their victim to become as suicidal as they have made them. Bullying can come in all sorts of forms and one that affects girls in particular is a group of so-called friends excluding them from everything. In cases like these, if the bullies understood that they had become bullies picking on a victim, they may think twice.

The second way to deal with the bullies is to punish them. This could be the only thing that works for incredibly nasty people, because they will only care when it begins to affect them. Bullying often isn’t taken seriously enough; for example, if you punched a person in the middle of the street you would probably be arrested, but if it happens in a case of bullying, the perpetrator might get a detention. It is important not to allow things to happen in school that they would never get away with out in the real world, and children and young people who don’t have boundaries and sanctions imposed as they grow up may not obey the law as adults.

The final main way to deal with bullying involves working with the victim. Victims of bullying need to know their self-worth so that they don’t just accept what’s happening to them, and need to be taught to be assertive without just being aggressive. They should also be taught that self-defence is allowed when necessary, and should not be punished for it, while it is very important that adults always listen to them and take their concerns very seriously.

All in all, there is no one single solution for bullying, but it’s not good enough to ignore it just because it’s hard to deal with. By using a combination of these three tactics, teachers should be able to stop bullying at school long before it gets out of hand.

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School Bullying: Causes and Police Prevention Essay

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Introduction

Bullying in schools, what the police can do to prevent bullying in schools, community policing strategies, reference list.

Bullying is a form of scurrilous treatment which mainly entails emotional, physical or verbal harassment directed towards people of certain levels, gender, race and religion just to mention but a few. It mainly occurs when there is imbalance in power such that those deemed to be on the lower physical or social levels are bullied by those in the higher levels of power and social status.

Bullying can occur in many contexts especially where human beings interact with each other such as in the work places, learning institutions, family, churches among others. It is however more prone in schools as compared to the other areas. When bullying occurs, it causes oppression to the affected parties thus affecting their social life and studies in the case of students.

This paper is therefore an analysis of the possible causes and ways of preventing instances of bullying in schools by the police. Past and present approaches of addressing the issue of bullying in schools will further be discussed.

The problem of bullying in schools has been a major problem for many school going children and individuals. This is mainly because those who have undergone it or have seen fellow students in that situation will always have the fear of being in the same environment with the bullies.

As a matter of fact, recent research has shown that the instances of bullying in schools have been on the rise. This has been caused by the absence of ethos making some of the students or rather the bullies to obtain aggressive behavior to bully others.

It is for this reason that there has been need for the intervention of the community and the government to address the issue of bullying schools lest the school environment becomes the worst place to be in.

The fact that bullying in schools is very detrimental to the growth and psychological effects of most school going children leading to instances of depression, low self-esteem and in some cases suicide makes it require immediate causes of action to prevent it.

If this vice is left untreated, the school bullies end up being the societal criminals. School bullying has been identified to result into other antisocial behaviors such as shop lifting, drug and alcohol addicts, vandalism just to mention but a few. It therefore because of this reason that the police force comes in to prevent this act before it develops into more serious crimes.

To begin with is the enactment of the School Bullying Prevention Act which states regulates the control and discipline of school children thus prohibiting them from any form of harassment, bullying or intimidation in the school environment. Through the guidance of this policy, the police are therefore in a position to act in accordance to its provisions thus making any offender punishable under the law.

The police force can prevent instances of bullying in schools by visiting the nearby schools to give them presentation on bullying. This way, the students will understand the effects and consequences of bullying thus shun away from this practice.

Through the establishment of a good relationship with the school, the police force will educate the students on violent prevention and how they can deal with cases of bullying. This is to make sure that the students that nave been bullied report the matter to the authorities without fear since they are well informed of the measures to be taken. Through this information, the rate of bullying in schools will be reduced since the bullies will be aware of the impacts they could face after such acts.

A major obligation of the police force is that of provision of safety in the society. Therefore, the police force can use this as one way of dealing with bullying in schools. This is such that they ensure the school’s environment is very safe by making routine visits to the surrounding.

This will reduce bullying instances as the bullies usually use the hidden or the not-open ground to bully others. Thus in the instance that they are ware of police making visits in the school compound, they will deter from doing such acts for the fear of being caught.

Last but not least, the school’s administration should have direct hotline link with the police forces to ensure immediate response in case of bullying.

The problem of bullying in schools is not for a few but for everyone in the society. This is because the school children will at one point in time be members or leaders of the society. Therefore the community is no exception when it comes to dealing with the issue of bullying in schools. There are various community policy strategies that are applicable in stopping bullying in schools some of which include the following;

• Involving professionals, parents, volunteers and the youth in the fight against bullying in school- This entails involving different groups and categories of people to advice and guide the children on bullying effects and impacts. These people could include the counselors who will have counseling sessions in schools to educate the children on how to deal with the problem of bullying for those addicted to it or on how to report it for the victims of bullying. Parents also play a great role by raising their children in a disciplined manner. All the aforementioned groups of people can again come together and form ‘stop bullying in schools’ campaign.
• Raising community awareness; since bullying is often difficult at most times to understand, the community can raise awareness and inform people of how they can predict and recognize bullying. This will be through educating them on the signs of bullying and the consequent measures be taken.
• Assessing the strength and needs of the community- This entails finding out how the society perceives the bullying vice and measures that have been put in place to deal with it. This way, one will be in a good position to know the requirements of the community in terms of the issue of bullying in schools.

From the above discussion, it can be clearly seen that bullying is a bone of contention for many people. Nevertheless, it is the responsibility of all ambers of the society to deal with the issue of bullying in schools and not to be left on the hands of the school administrators only. Despite the fact that bullying instances have been on the rise in the recent past, ideal measures have been put in place to deal with the issue unlike it was in the past years.

Carey, T. (2003) Improving the success of anti-bullying intervention programs: A tool for matching programs with purposes. International Journal of Reality Therapy, 23(2), 16-23

Whitted, K.and Dupper, D. (2005). Best Practices for Preventing or Reducing

Bullying in Schools. Children and Schools , Vol. 27, No. 3, July 2005, pp. 167-175(9).

• Problem of Social Exclusion in Education
• College's Response to Budget Issues Will Effect Students
• “Adolescents’ Perception of Bullying” by Frisen et al.
• Nature of Bullying
• The Issue of Bullying in the Schools
• Critique of the Argument: Is the Cost of A College A Bargain?
• Maintaining Safety in the Primary School: The Importance of Duty of Care for Students
• Duty of Care Policy Explained
• Current Educational Issues
• Most Popular Educational Issues and Points to Improve It
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IvyPanda. (2019, March 20). School Bullying: Causes and Police Prevention. https://ivypanda.com/essays/bullying-in-schools/

"School Bullying: Causes and Police Prevention." IvyPanda , 20 Mar. 2019, ivypanda.com/essays/bullying-in-schools/.

IvyPanda . (2019) 'School Bullying: Causes and Police Prevention'. 20 March.

IvyPanda . 2019. "School Bullying: Causes and Police Prevention." March 20, 2019. https://ivypanda.com/essays/bullying-in-schools/.

1. IvyPanda . "School Bullying: Causes and Police Prevention." March 20, 2019. https://ivypanda.com/essays/bullying-in-schools/.

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IvyPanda . "School Bullying: Causes and Police Prevention." March 20, 2019. https://ivypanda.com/essays/bullying-in-schools/.

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Essay on Anti Bullying

Students are often asked to write an essay on Anti Bullying in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Anti Bullying

What is bullying.

Bullying is when someone hurts or scares another person repeatedly. The person being bullied finds it hard to defend themselves. Bullying can be physical, verbal, or online. It can include hitting, name-calling, threatening, and spreading rumors.

Effects of Bullying

Bullying can hurt a person’s feelings and make them sad or scared. It can lead to low self-esteem and poor school performance. In severe cases, it can also cause depression or anxiety. The person being bullied may feel alone and unwanted.

Anti-Bullying

Anti-bullying means actions taken to stop bullying. This can include telling a trusted adult about the bullying or standing up for the person being bullied. Schools can also have anti-bullying programs to teach students about the harm caused by bullying.

Role of Students

Students play a crucial role in anti-bullying. They can support the person being bullied and include them in activities. They can also tell the bully to stop if it is safe to do so. Being kind and respectful to everyone can help prevent bullying.

Also check:

250 Words Essay on Anti Bullying

Bullying is a bad behavior where one person hurts or scares another person on purpose. The person being hurt may have a hard time defending themselves. This can happen many times or just once.

Why is Bullying Wrong?

Bullying is wrong because it hurts people. It can make a person feel sad, scared, or angry. It can also make them feel alone. This can lead to problems like low self-esteem, depression, or even thoughts of suicide.

The Importance of Anti-Bullying

Anti-bullying is about stopping this bad behavior. It is important because everyone deserves to feel safe and happy. Schools, parents, and kids can all play a role in stopping bullying.

What Schools Can Do

Schools can teach about the harm of bullying and how to stop it. They can also make rules against bullying and make sure to enforce them. Schools can also give support to kids who have been bullied.

What Parents Can Do

What kids can do.

Kids can stand up against bullying if they see it happening. They can also be a friend to someone who is being bullied. Most importantly, they should always tell an adult if they or someone else is being bullied.

Remember, bullying is never okay. Everyone has the right to feel safe and happy. Together, we can stop bullying.

500 Words Essay on Anti Bullying

Understanding bullying, why is anti-bullying important.

Anti-bullying is important because everyone deserves to feel safe and happy in school, in their neighborhood, or online. Bullying can make people feel lonely, unhappy, and scared. It can affect their concentration and lower their self-esteem. Sometimes it can make them feel so bad that they don’t want to go on living. That’s why we need to stop bullying.

Steps Towards Anti-Bullying

There are many steps we can take to stop bullying. First, we must understand that everyone is different and that’s okay. We should respect others’ differences and treat everyone kindly. If you see someone being bullied, it’s important to stand up for them. Tell a trusted adult about the bullying. Don’t just stand by and watch; it’s important to take action.

Role of Schools in Anti-Bullying

Role of parents in anti-bullying.

Parents too have a big role in stopping bullying. They can teach their children about the importance of respecting others. They should also encourage their children to talk about their feelings and any problems they may be having. If their child is being bullied, parents should take it seriously and take steps to stop it.

In conclusion, bullying is a serious problem that we need to stop. Everyone has the right to feel safe and happy. We all have a role to play in stopping bullying. By understanding, standing up against, and taking action to stop bullying, we can make our schools, neighborhoods, and online spaces safer and happier for everyone.

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Home / Essay Samples / Social Issues / Bullying / Combating Bullying in Schools: A Call to Action

Combating Bullying in Schools: A Call to Action

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Writing a Perfect Persuasive Essay About Bullying 

Bullying is a major issue that affects many children, teens, and adults in schools, workplaces, and other environments. 

Writing a persuasive essay about bullying can effectively raise awareness of the problem and find solutions.

Here are a few components of a persuasive essay that you should include:

• An Introduction 

Start your essay with an interesting introduction that explains the concept of bullying and its effects on those involved.

Provide evidence to support your argument using facts, statistics, and personal accounts to support your claims. 

Offer potential solutions to the problem of bullying. Focus on proposing effective solutions that can be implemented in schools and other environments where bullying is a common issue.

• Call to Action

Conclude your essay with a call to action for both victims and bystanders of bullying. Encourage them to stop it or report it when they witness it happening.

Here Is How You Can Write a Persuasive Essay About Bullying Introduction 

Writing an introduction to a persuasive essay about bullying can be challenging.

To start, it's important to understand the purpose of the introduction. It is to provide a brief overview of the topic and introduce your thesis statement. 

• Begin by providing a general overview of the topic of bullying.
• Introduce the main point of your essay: your thesis statement. 
• Create a hook for your introduction to draw readers into your topic and compel them to read further. 
• State why this issue is important and relevant, providing evidence from authoritative sources to support your claims. 
• Conclude your introduction with a summary of the main points you will make in the essay. 

How To Write Body Paragraphs In a Persuasive Essay About Bullying

Body paragraphs in a persuasive essay about bullying should focus on providing evidence to support the thesis statement. 

This can be done through various research methods such as interviews, surveys, and personal experiences. 

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Here are five ways to effectively write body paragraphs for a persuasive essay about bullying:

1. Utilize vivid tone and descriptive imagery

2. Present evidence - Provide facts, figures, and other evidence to support your argument. 

3. Discuss consequences: Explain how bullying hurts individuals, communities, and society. 

4. Make a call to action: Ask the reader to participate in anti-bullying initiatives or speak up when they witness bullying.

5. Offer solutions: Suggest ways to prevent bullying, such as implementing more school-wide programs or teaching students.

How To Write The Conclusion In a Persuasive Essay About Bullying

The conclusion of a persuasive essay about bullying should summarize the key arguments. 

It should provide a call to action for readers to take further steps in preventing or stopping bullying.

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Lastly, it is important to end on a positive note, reassuring readers that progress is possible.

Learn more about making perfect persuasive essay outlines in this amazing blog!

Examples of Persuasive Essay About Bullying

We have shared some practical examples of persuasive essays on bullying so that you can get inspired and start crafting your paper. 

Persuasive essay about bullying must stop

Short Example of Persuasive essay about bullying

Persuasive essay about bullying in school

Cyber Bullying Persuasive Essay

Bullying Persuasive Speech

Examples of Argumentative Essay About Bullying

These essay samples can give you a helpful look at how other students have approached this complex topic before. 

Argumentative Essay About Bullying Introduction, Body, Conclusion

Argumentative essay about bullying pdf

Check out this amazing blog by our expert writers on persuasive essay examples !

Interesting Persuasive Essay Topics About Bullying

Have a look at these inspiring topics. You might get motivation for your next persuasive essay. 

• Should Schools Implement Mandatory Training Programmes to Address Bullying?
• What Role Do Parents and Guardians Play in Preventing Bullying? 
• Is Online Harassment on the Rise and How Can We Stop it?
• How Effective Are Anti-Bullying Policies at Schools?
• Should Employers be Responsible for Preventing Bullying in the Workplace? 
• How Can We Make Schools a Safer Place to Help Students Avoid Bullying?
• Is Social Media Making Bullying Worse? 
• Are Laws and Regulations Regarding Cyberbullying Effective Enough?
• Should Teachers Be Held Accountable for Bullying in the Classroom?
• What Are Some of the Long-Term Effects of Bullying on Victims? 
• How Can We Encourage Bystanders to Speak Out Against Bullying? 
• Is Cyberbullying More Difficult for Parents and Schools to Stop Than Traditional Bullying? 
• Should Government Intervention be Required to Address the Bullying Crisis in Schools?
• How Can We Help Victims of Bullying Heal and Recover? 
• What Are Some Effective Ways to Prevent Bullying From Occurring?

Check out some more persuasive essay topics to get inspiration for your next essay.

In conclusion, consider all aspects of the issue when writing a persuasive essay on bullying. You should provide evidence to support your point of view and address any potential counterarguments. 

If you're struggling to write a persuasive essay on bullying, CollegeEssay.org's persuasive essay writing service is here for you.

Our experienced essay writer can help you create a well-researched, persuasive, and compelling essay.

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• 8 minutes read

Modified: 16 th Sep 2024

How to Protect Students from Cyberbullying in Schools

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The realm of bullying has transcended physical boundaries, manifesting in a pernicious form known as cyberbullying. As technology continues to permeate every aspect of our lives, educational institutions are grappling with this insidious phenomenon, which can have profound and lasting impacts on students’ well-being. This comprehensive guide delves into the intricacies of cyberbullying in schools, shedding light on its prevalence, unique characteristics, and the multifaceted strategies required to combat it effectively.

Understanding Online Bullying in Schools

Cyberbullying, a malicious act of intentionally inflicting harm or humiliation upon others through digital platforms, has become an increasingly prevalent issue within educational environments. Unlike traditional forms of bullying, cyberbullying can occur anytime, anywhere, and often anonymously, making it challenging to detect and address .

This pernicious behavior can manifest in various forms, including posting hurtful comments, spreading rumors, sharing embarrassing photos or videos, or even impersonating others online. The consequences of cyberbullying can be severe, ranging from emotional distress and social isolation to academic underperformance and, in extreme cases, self-harm or suicidal ideation.

Facts About Cyberbullying in Schools

The pervasiveness of cyberbullying in educational settings is alarming. According to the Cyberbullying Research Center , approximately 37% of students aged 12 to 17 in the United States have experienced cyberbullying at some point in their lives. Furthermore, nearly 25% of students reported encountering mean or hurtful comments online, while 22% faced the spread of malicious rumors in the digital realm.

These statistics underscore the urgency of addressing cyberbullying, as it can create a hostile and toxic environment that hinders students’ ability to learn and thrive.

Unique Characteristics of Cyberbullying

While all forms of bullying are detrimental, cyberbullying possesses distinct characteristics that exacerbate its impact. One of the most concerning aspects is its persistent nature, as students have constant access to technology, enabling bullying to occur around the clock, even within the supposed sanctuary of their homes.

Moreover, cyberbullying can be challenging to detect, as it often occurs covertly, away from the watchful eyes of adults. The anonymity afforded by digital platforms can embolden perpetrators, making them more brazen in their actions without fear of immediate consequences.

The potential for widespread dissemination is another alarming aspect of cyberbullying. With a single click, hurtful content can be shared with a vast audience, amplifying the harm and making it nearly impossible to contain or erase the digital footprint.

Examples of Cyberbullying in Schools with Cellphones

Cyberbullying can take various forms within educational settings, but most often they involve using cellphones. It is essential for educators, parents, and students to recognize these behaviors. Here are some common examples of cyberbullying in schools:

Social Media Harassment

Social media platforms have become breeding grounds for cyberbullying, where students may post hurtful comments, spread rumors, or share embarrassing photos or videos of their peers. This can lead to social isolation, emotional distress, and a hostile learning environment.

Online Impersonation

In some cases, cyberbullies may create fake social media accounts or online profiles to impersonate their targets, posting harmful or defamatory content in their name. This can damage the target’s reputation and lead to serious consequences, both online and offline.

Cyberstalking

Cyberstalking involves the use of technology to harass, intimidate, or threaten another individual repeatedly. This can include sending excessive messages, monitoring online activity, or making threats of physical harm, creating a climate of fear and anxiety for the target.

Exclusion from Online Groups or Chats

Cyberbullying can also involve intentionally excluding or isolating individuals from online groups, chats, or gaming communities. This form of social exclusion can be particularly damaging for students, as it can lead to feelings of loneliness, low self-esteem, and a sense of not belonging.

Sharing Sensitive or Explicit Content

In some cases, cyberbullies may share sensitive or explicit content, such as intimate photos or videos, without the consent of the individuals involved. This can lead to severe emotional trauma, reputational damage, and even legal consequences.

Addressing Cyberbullying in Schools: A Multifaceted Approach

Combating cyberbullying in educational settings requires a comprehensive and collaborative effort involving students, parents, educators, administrators, and the broader community. A multifaceted approach that encompasses prevention, intervention, and support is crucial to creating a safe and inclusive learning environment for all.

How to Prevent Cyberbullying in Schools and Cyberbullying Education in Schools

Proactive measures play a vital role in curbing cyberbullying before it takes root. Schools should prioritize digital citizenship education, teaching students about online etiquette, responsible technology use, and the consequences of cyberbullying. This can be achieved through dedicated curricula, assemblies, and workshops that foster empathy, respect, and ethical decision-making in the digital realm.

Additionally, schools can implement robust policies and procedures that clearly define cyberbullying, outline reporting mechanisms, and establish appropriate consequences for perpetrators. These policies should be regularly reviewed and updated to keep pace with the ever-evolving digital landscape.

Fostering a Positive School Culture

Cultivating a positive and inclusive school culture is paramount in addressing cyberbullying. Schools should promote values of kindness, respect, and empathy, encouraging students to be upstanders rather than bystanders when witnessing cyberbullying incidents.

Cyberbullying programs in schools, such as student ambassadors or mentorship programs, can empower students to take an active role in creating a supportive and inclusive environment. By fostering a sense of community and belonging, schools can nurture a culture that rejects cyberbullying and promotes digital responsibility.

Involving Parents and Guardians

Parental involvement is crucial in combating cyberbullying. Schools should actively engage parents and guardians, providing them with resources and guidance on monitoring their children’s online activities, recognizing signs of cyberbullying, and fostering open communication about digital safety.

Regular workshops, seminars, and informative materials can equip parents with the knowledge and tools necessary to support their children and collaborate effectively with educational institutions in addressing cyberbullying incidents.

Collaboration with Law Enforcement and Community Organizations

In severe cases of cyberbullying, involving law enforcement and community organizations may be necessary. Schools should establish clear protocols for reporting incidents that potentially violate local, state, or federal laws, such as stalking, harassment, or the distribution of explicit content.

Partnerships with community organizations, mental health professionals, and law enforcement agencies can provide valuable resources and expertise in addressing the legal, emotional, and psychological aspects of cyberbullying.

Implementing Effective Intervention Strategies

When cyberbullying incidents occur, swift and appropriate intervention is crucial. Schools should have well-defined protocols for investigating and documenting incidents, ensuring the safety and support of targeted students, and implementing disciplinary measures for perpetrators.

Restorative justice practices, such as mediation and conflict resolution, can be employed to foster understanding, accountability, and healing among all parties involved. Additionally, counseling and mental health support should be readily available to address the emotional and psychological impacts of cyberbullying.

Promoting Digital Literacy and Responsible Technology Use

Equipping students with digital literacy skills is essential in empowering them to navigate the online world responsibly and safely. Schools should incorporate digital citizenship education into their curricula, teaching students about online privacy, security, and the ethical use of technology.

By fostering a culture of responsible technology use, schools can proactively address cyberbullying and promote positive digital interactions among students.

Cyberbullying in Elementary Schools

While cyberbullying is often associated with older students, it can also occur in elementary school settings. As children gain access to technology at increasingly younger ages, the potential for cyberbullying increases.

In elementary schools, cyberbullying may manifest through text messages, online gaming platforms, or social media accounts accessed by younger siblings or family members. It is crucial for educators and parents to be vigilant and address cyberbullying promptly, as the emotional and psychological impacts can be particularly severe for younger children.

Cyberbullying in High Schools

High school students are often deeply immersed in the digital world, making them particularly vulnerable to cyberbullying. Social media platforms, messaging apps, and online forums can become breeding grounds for hurtful behavior, including the spread of rumors, sharing of explicit or compromising content, and cyberstalking.

Addressing cyberbullying in high schools requires a multifaceted approach that involves students, parents, educators, and community stakeholders. Fostering a positive school culture, implementing robust policies and procedures, and providing mental health support are essential components of an effective strategy.

How to Handle Cyberbullying in Schools

Schools play a pivotal role in addressing cyberbullying, as they are responsible for creating a safe and inclusive learning environment for all students. While cyberbullying may occur outside of school premises or after school hours, its impact can profoundly affect students’ academic performance, emotional well-being, and overall school experience.

By implementing comprehensive cyberbullying prevention and intervention strategies, schools can proactively address this issue and foster a culture of respect, empathy, and digital responsibility.

Strategies for Dealing with Cyberbullying in Schools

When cyberbullying incidents occur, schools must be equipped with effective strategies to address them promptly and appropriately. Here are some key strategies that educational institutions can implement:

Reporting and Documentation

Establishing clear reporting mechanisms and protocols for documenting cyberbullying incidents is crucial. Schools should provide multiple avenues for students, parents, and staff to report incidents, such as dedicated hotlines, online reporting forms, or designated staff members.

Thorough documentation, including screenshots, text messages, and witness statements, can provide valuable evidence and support in addressing the issue effectively.

Intervention and Disciplinary Measures

Schools should have a well-defined disciplinary policy that outlines appropriate consequences for cyberbullying behavior. This can include suspension, expulsion, or other disciplinary measures based on the severity of the incident.

However, it is essential to balance disciplinary actions with restorative practices, such as mediation and counseling, to foster accountability, healing, and long-term behavioral change.

Support and Counseling

The emotional and psychological impacts of cyberbullying can be severe, and schools must prioritize providing support and counseling services to affected students. This may include individual counseling, group therapy, or referrals to mental health professionals.

Additionally, schools should ensure that staff members, including counselors, social workers, and administrators, receive training on recognizing and responding to the signs of cyberbullying and its potential consequences.

Collaboration with Parents and Community

Addressing cyberbullying requires a collaborative effort involving parents, community organizations, and law enforcement agencies. Schools should establish open lines of communication with parents, providing them with resources and guidance on monitoring their children’s online activities and recognizing signs of cyberbullying.

Partnerships with community organizations and law enforcement can provide valuable support, resources, and expertise in addressing severe cases of cyberbullying that may involve legal implications.

Continuous Education and Awareness

Cyberbullying prevention and awareness should be an ongoing effort within educational institutions. Schools should regularly conduct educational campaigns, workshops, and assemblies to raise awareness about cyberbullying, its consequences, and strategies for prevention and intervention.

Incorporating digital citizenship education into the curriculum can also equip students with the knowledge and skills necessary to navigate the online world responsibly and ethically.

Educational Infographics

One of the best ways to foster awareness about cyberbullying in schools is using educational infographics about cyberbullying. If you are an educator or school administrator, these infographics can provide valuable sources of information for you. Moreover, you can use them in different forms such as educational posters to instruct your students.

For your convenience, we have gathered a series of cyberbullying infographics for schools that we invite you to download for free using the link below:

Download Free Cyberbullying Infographics for School

How Technology Can Help Schools

Technology can be a powerful ally for schools to t ackle different educational challenges . Trio Education , for example, offers schools a comprehensive solution to tackle cyberbullying effectively:

• Enhanced Online Safety: Trio’s secure browsing feature minimizes distractions and protects students from online threats, creating a safer digital environment.
• Device Management: Schools can pair and monitor devices, ensuring students’ online activities are supervised.
• Detailed Reports & Alerts: Administrators receive comprehensive reports on school events, allowing quick identification of potential cyberbullying incidents.
• In-App Messaging: This feature enables seamless communication within the school community, facilitating prompt responses to cyberbullying concerns.
• Parent Involvement: Trio Education allows schools to invite parents, providing them insights into their child’s digital activities and fostering a collaborative approach to cyberbullying prevention.

By leveraging these features, schools can create a safer online environment, improve communication, and boost overall productivity. Trio Education empowers educators to proactively address cyberbullying, ensuring students can focus on learning without fear of online harassment.

Experience the difference Trio Education can make in your school’s cyberbullying prevention efforts. Start your free demo today and take the first step towards a safer digital learning environment for your students.

Conclusion: How to Stop Cyberbullying in Schools

Addressing cyberbullying within educational settings is a complex and multifaceted challenge that requires a comprehensive and collaborative approach. By implementing proactive prevention strategies, fostering a positive school climate, providing mental health support, engaging with stakeholders, and staying informed about emerging trends and technologies, schools can create a safe and inclusive learning environment for all students. It is a collective responsibility to ensure that the digital realm remains a space for growth, learning, and positive interactions, free from the harmful impacts of cyberbullying.

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• September 16, 2024

Learn five essential steps to mitigate the dangers of the internet for students, including using filters and teaching digital literacy.

Discover how practicing good social media etiquette for students can help them build a positive online image.

This guide delves into the intricacies of cyberbullying in schools, shedding light on the multifaceted strategies required to combat it effectively.

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Home — Essay Samples — Social Issues — Bullying — Do Schools Do Enough To Prevent Bullying

Do Schools Do Enough to Prevent Bullying

• Categories: Bullying High School

About this sample

Words: 676 |

Published: Dec 16, 2021

Words: 676 | Page: 1 | 4 min read

Group of bullies, ducators of today, school environment, bullies, students, schools, teachers, physical violence, student, teacher

Works Cited

• Espelage, D. L., & Swearer, S. M. (2020). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 49(2), 164-177.
• Bradshaw, C. P., Waasdorp, T. E., Goldweber, A., & Johnson, S. L. (2021). It takes a village: Building community-based models to prevent bullying and promote positive youth development. Journal of Youth and Adolescence, 50(3), 507-523.
• Swearer, S. M., Turner, R. K., Givens, J. E., & Pollack, W. S. (2008). “You’re so gay!”: Do different forms of bullying matter for adolescent males?. School Psychology Review, 37(2), 160-173.
• Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell Publishers.
• Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (Eds.). (2010). Handbook of bullying in schools: An international perspective. Routledge.
• Mishna, F., Khoury-Kassabri, M., Gadalla, T., & Daciuk, J. (2012). Risk factors for involvement in cyber bullying: Victims, bullies and bully–victims. Children and Youth Services Review, 34(1), 63-70.
• Rigby, K. (2002). New perspectives on bullying. Jessica Kingsley Publishers.
• Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(4), 219-227.
• Wong, D. S., & Espelage, D. L. (2014). Bullying prevention in schools: A course for teachers. School Psychology International, 35(3), 253-268.
• Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. Routledge.

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