bully in school essay

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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Bullying in School Essay

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Introduction

Historical roots of bullying, research and statistical reports on bullying in schools.

Bullying can be defined as aggressive behavior that takes into account unwanted and negative actions toward another person or group of people. It is a situation whereby people repeatedly and intentionally use actions or words against others with an aim of causing distress and risks to them. Bullying is mostly evident when there is an imbalance of power among individuals.

For instance, powerful or influential people are said to practice or bully other learners (Olweus, 1993, p. 20). In addition to this, those in power tend to bully others with an aim of making them feel less powerful. Bullying is totally different from conflict though it has been evident that some people bully others because of conflict. The purpose of this study is to explore bullying as it applies in the learning institutions such as schools (Olweus, 1993, p. 45).

There are three different types of bullying namely face-to-face bullying, covert bullying and cyber bullying. Despite their differences, the results are the same that is distress and pain to the people being bullied. Face-to-face bullying is an interesting area of study because it clearly demonstrates bullying in school (Espelage & Swearer 2004, p. 71).

Students tend to think that bullying is harmless by considering it as a part of life or growth for juniors to experience. In contrary, bullying is harmful because it can result to physical harm, loneliness, insecurity and unhappiness to students being bullied. Face-to-face bullying involves actions such as kicking or punching, insulting and name-calling (Smith, Pepler &Rigby, 2004, p. 57).

Students consider bullying as a school culture even though it is contrary to the school rules and regulations of schools. From historical point of view, bullying is often associated with senior students who perceive themselves as being more powerful than juniors.

In regard to this, new comers or first year students are the victim of bullying (McGrath, 2006, p. 23). It has been noted that bullying gains its historical roots from the discipline of the school. This is to mean that the origin of bullying could be traced back to the history of the school based on the aspect of discipline.

In schools whereby discipline is lacking, there are high levels of bullying among students because there are no active rules that can hinder them from bullying each other (Van- Krieken, Habibis, Smith, et al, 2010, p. 34). However, it was further noted that students bully each other because they have been bullied before meaning that they bully others as way of revenge of what happened to them (Rigby, 2007, p. 61).

Through a review of several researches conducted in the U.S. based on bullying in public school it was evident that eighty percent (80%) of public school experience some incidence of bullying among the students for instance, public schools with students of different or varying races such as the black American and the whites (Rigby, 2007, p. 36). In such schools, segregation of students by race is highly witness with white students bullying black American students because of ethnicity background (Beane, 2010, p. 25).

Nearly in every school there is a certain level of bullying because bullying is perceived as a school culture whereby students nickname each other, insult, and punch or kick each other. Statistically, in every 100 fresher’s, at least twenty percent are bullied by senior students. Second year students are said to practice bullying more often than any other students because they tend to think that first years are powerless students in school.

The research findings indicated that schools with high levels of bullying experiences low levels of academic performance among the students. For instance, according to Beane (2010), 90% of bullied students attain poor grades in school because their concentration is interfered with by bullies (Beane, 2010, p. 43).

Bullying in schools is highly associated with the level of discipline practiced in schools meaning that schools with low levels of disciplines provides fertile grounds for aggressive behaviors leading to incidences of bullying. As mentioned within the context of the study, bullying is applicable in every public school in varying levels of implications.

Africa- American students are prone to bullying by the whites students in America public schools. Bullying can only be eliminated if discipline is given a place to play in school but it is quite difficult to clear or do away with bullying in its totality because it is perceived by students as a school culture.

Beane, A. L. (2010). Bullying prevention for schools: A step-by-step guide to implementing a successful anti-bullying program. New Jersey, NJ: John Wiley and Sons.

Espelage, L. D. & Swearer, M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention . New York, NY: Routledge.

McGrath, M. J. (2006). School bullying: Tools for avoiding harm and liability . London: Corwin Press.

Olweus, D. (1993). Bullying at school: What we know and what we can do . New York, NY: Wiley-Blackwell.

Rigby, K. (2007). Bullying in schools and what to do about it: Revised and updated . London: Aust Council for Ed Research.

Rigby, K. (2010). Bullying interventions in schools: Six basic approaches . London: Aust Council for Ed Research.

Smith, P., Pepler, D.J &Rigby, K. (2004). Bullying in schools: How successful can interventions be? Cambridge: Cambridge University Press.

Van- Krieken, R., Habibis, D., Smith, P., et al (2010). Sociology. 4 Edn. Sydney: Pearson Education.

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Essay on Bullying

Here we have shared the Essay on Bullying in detail so you can use it in your exam or assignment of 150, 300, 500, or 1000 words.

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Essay on Bullying in 150 words

Essay on bullying in 250-300 words, essay on bullying in 500-1000 words.

Bullying is a serious issue that affects individuals of all ages, particularly in schools and online platforms. It involves repeated aggressive behavior aimed at causing harm, imbalance of power, and psychological distress to the victim. Bullying can take various forms, such as physical, verbal, or relational aggression.

The consequences of bullying are significant and long-lasting. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, depression, anxiety, and even suicidal ideation. Bullying also creates an unhealthy and hostile environment, impacting the overall well-being of individuals and hindering their ability to thrive and learn.

To combat bullying, it is crucial to raise awareness, promote empathy, and foster a culture of respect and inclusivity. Schools and communities should implement anti-bullying policies and provide support systems for both victims and perpetrators. Education on the effects of bullying and the importance of kindness and empathy can help prevent and address this issue effectively. It is everyone’s responsibility to stand up against bullying and create a safe and nurturing environment for all individuals.

Bullying is a harmful and pervasive issue that involves repeated aggressive behavior aimed at causing harm, distress, and power imbalance. It manifests in various forms such as physical, verbal, or relational aggression, primarily affecting individuals in schools.

The consequences of bullying are significant and far-reaching. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, anxiety, depression, and, in extreme cases, suicidal ideation. Bullying not only impacts individual victims but also creates an unhealthy environment that hampers overall well-being and learning.

To combat bullying effectively, awareness and prevention strategies are essential. Raising awareness about the nature and consequences of bullying among students, teachers, parents, and communities is crucial. Implementing comprehensive anti-bullying policies in schools, defining bullying, establishing reporting mechanisms, and imposing appropriate consequences for perpetrators is necessary. Fostering a culture of respect, empathy, and inclusivity can prevent bullying and create a safer environment.

Support systems should be in place for both victims and bullies. Victims need access to counseling and resources to cope with the effects of bullying. Intervention programs and counseling can help bullies develop empathy, address underlying issues, and learn alternative behaviors.

Collaboration between schools, parents, and communities is vital. Open communication, encouraging reporting, and proactive measures are necessary to create a positive and safe environment.

In conclusion, bullying is a harmful issue with severe consequences for individuals and communities. By raising awareness, implementing policies, fostering a culture of respect and empathy, and providing support, we can combat bullying effectively. Together, we can create a society where bullying is not tolerated, and individuals can thrive in safe and inclusive environments.

Title: Bullying – The Menace That Demands Immediate Attention

Introduction :

Bullying is a persistent and alarming issue that plagues individuals across various environments, with schools being a common breeding ground for such behavior. This essay aims to explore the definition and types of bullying, its detrimental effects on victims, the underlying causes, the role of bystanders, and the strategies required to effectively address and prevent bullying.

I. Definition and Types of Bullying

Bullying is a form of repeated and intentional aggression characterized by a power imbalance, where the bully seeks to cause harm, distress, and domination over the victim. It can take various forms, including physical aggression, verbal abuse, relational manipulation, and cyberbullying.

II. Detrimental Effects of Bullying

Bullying has severe consequences for the mental, emotional, and social well-being of victims. It can lead to decreased self-esteem, anxiety, depression, academic decline, school avoidance, and in extreme cases, suicidal ideation or attempts. The long-lasting effects of bullying extend beyond the immediate victim, creating a hostile and unhealthy environment for all individuals involved.

III. Underlying Causes of Bullying

Several factors contribute to the development of bullying behavior. These may include family dynamics, exposure to aggression or violence, a desire for power and control, low empathy levels, and a lack of appropriate social skills. Additionally, societal factors such as media influence and cultural norms may indirectly support or perpetuate bullying behavior.

IV. The Role of Bystanders

Bystanders play a significant role in the bullying dynamic. They can either reinforce the bully’s behavior by passively observing or actively participating, or they can intervene and support the victim. Creating a culture where bystanders feel empowered to speak up against bullying and report incidents is crucial in addressing this issue.

V. Strategies to Address and Prevent Bullying

A. awareness and education, b. establishing clear policies and consequences, c. encouraging reporting and support, d. empathy and social-emotional learning, e. involving the community.

Raising awareness about the detrimental effects of bullying and its various forms is essential. Educational institutions should implement comprehensive anti-bullying programs that educate students, teachers, and parents about the signs of bullying, its impact, and the importance of intervention.

Schools should have well-defined anti-bullying policies that outline the definition of bullying, reporting procedures, and consequences for perpetrators. These policies should be communicated effectively to all stakeholders to create a safe and inclusive environment.

Creating a safe reporting system where victims and witnesses feel comfortable reporting incidents is crucial. Offering support and counseling services for victims, as well as intervention programs for bullies, helps address the underlying issues and promote behavioral change.

Integrating empathy and social-emotional learning programs into the curriculum can foster a culture of respect, kindness, and empathy. Teaching students how to manage emotions, develop healthy relationships, and resolve conflicts peacefully can prevent bullying behavior.

Engaging parents, community members, and local organizations in anti-bullying initiatives fosters a collective effort in addressing this issue. Collaboration between schools, families, and communities is essential to create a comprehensive and sustained approach to bullying prevention.

Conclusion :

Bullying is a deeply concerning issue that inflicts significant harm on individuals and communities. By raising awareness, implementing clear policies, fostering empathy, involving bystanders, and providing support, we can effectively address and prevent bullying. It is our collective responsibility to create safe and inclusive environments where every individual can thrive without fear of aggression or harm. Through concerted efforts, we can eradicate bullying and cultivate a society built on respect, empathy, and equality.

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Consequences of Bullying in Schools

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Published: Mar 16, 2024

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Mental health impact, social development impact, physical consequences.

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Bullying: Problems and Solutions, Essay Example

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In recent years bullying has received greater attention in America’s schools, though the issue of bullying is hardly a new one. While many people might consider bullying to be a matter involving physical intimidation and even physical violence, the range of behaviors that comprise bullying are much broader, and include psychological as well as physical intimidation and actions. According to Long and Alexander (2010), bullying “has been defined as hostile actions, recurring over time that is deliberately destructive and occurs without provocation.” Long and Alexander go on to describe bullying as “a subtype of violent behavior,” driving home the point that the emotional impact of bullying is a form of violence even if no actual physical contact is involved. Bullying behaviors are not restricted to schools; they’re also found ion homes and other social settings, and even in the workplace among adults. From a statistical standpoint, however, bullying is especially pervasive among students of middle-school age (Long & Alexander), and as such it is of significant concern to administrators, teachers, and parents. The following paper examines some of the issues and problems associated with school bullying, as well as several possible solutions.

While bullying is associated with a number of problems for victims and those whose role it is to protect them, perhaps the most significant problem involving bullying is simply recognizing it. There are a number of reasons why bullying often goes unnoticed; among these is that many of the behaviors that constitute bullying often take place less overtly than some of the most blatant acts of physical intimidation or violence. Identifying is inherently subjective, and those who are tasked with identifying it and reporting it will not always see bullying when it occurs (Brank, Hoetger& Hazen, 2012). What might look like harmless teasing to one person might appear to be a clear case of bullying to another. Many forms of bullying fall under the heading of indirect or “relational” bullying, including gossip and rumor, social exclusion, and other social behaviors that can be difficult to identify as bullying (Long & Alexander). Another related problem is that even when some teachers or administrators are aware of bullying, they choose not to intervene. According to one study, 71% of teachers simply ignore most instances of bullying (Schroeder, 1999). Before any effective solutions can be found to bullying it is first necessary for teachers, administrators and parents to know how to identify it and to take it seriously.

Another set of problems associated with bullying are the risk factors that correlate to becoming a potential victim of bullying.Being the victim of bullying is known to be associated with a number of serious risk factors. Studies have determined that there are some cognitive and emotional factors that are commonly seen in victims, which seems to indicate a causal relationship between the two (Brank et al.) These include such conditions as Asperger’s syndrome, a condition on the autism spectrum that undermines an individual’s capacity to understand social norms and respond with socially appropriate behaviors. Children with stronger peer and friend relationships are less likely to be targeted for bullying, though there may be an inverse relationship at work, with victims of bullying retreating from social relationships, thereby affirming the conditions of victim status (Brank et al.). External factors such as socioeconomic background and race are also correlated with bullying, especially when these factors place victims in a social minority at school.

The most serious problems associated with bullying are, of course, the effects on victims. Bullying victims suffer from a range of problems, including higher rates of emotional disturbances such as depression and anxiety (Long & Alexander). Victims of bullying are at a greater risk of committing suicide, using drugs and alcohol, and becoming detached from social settings such as school and family (Brank et al). Victims may develop overt physical symptoms predicated by the stress of victimization, and often report headaches, stomachaches, and other ailments (Collier, 2013). Bullying has clear and often serious effects on victims.

Solving the problem of bullying has no one-size-fits-all solution, and typically requires a multi-pronged approach. The first step towards addressing the issue of bullying is simply raising awareness among responsible adults about the seriousness of the problem. Teachers, administrators, and parents must be given the tools and information to identify bullying behaviors and to understand their negative consequences in order to be able to intervene appropriately. This requires more than just informal conversations, and must include appropriate programs that are provided in an adequate and complete fashion. Settings fort this might include seminars and forums for school officials and teachers, as well as parent-teacher conferences and other settings where parents can be given educational materials and information about available resources.

This educational information must be backed up by practical structures and interventions in schools, with clearly-defined anti-bullying policies and clearly-defined consequences for students who victimize other students (Long & Alexander). Students must also be properly informed about the seriousness of bullying and about the consequences for bullies who engage in inappropriate behavior.  Many states have passed anti-bullying legislation which makes bullying a legal matter, and such legislation generally includes significant punitive measures for bullies, including suspension, expulsion, and even incarceration (Duncan, 2011). While such rules and laws are helpful and appropriate, the best way to protect potential victims is for those responsible for supervising students to intervene as early as possible to minimize the damage of bullying.

Parents of bullying victims can also take steps to minimize the effects of bullying. This can include providing “insulating or protective factors” (Brank et al) to help the victim avoid contact with the bully and to provide positive emotional support. For victims who do not have strong social bonds, parents can help by involving their children in activities of interest or, in some cases, switching schools or finding alternatives to typical education. Victims of bullying may be helped by counseling, and schools should help provide information about the resources available to victims and their families.

While bullying is clearly a serious problem for many victims, it is also clear that bullying behaviors often go unnoticed or ignored by those who are in a position to intervene. Teachers and school officials must learn to identify the range of bullying behaviors and to take these behaviors seriously, while school officials must provide appropriate information for teachers and establish guidelines and policies for students related to anti-bullying measures. Parents must learn to spot the signs that indicate their child is being bullied, and take advantage of the resources and information available to protect and help their children. There is no single solution to stopping bullying, but by working together, parents and schools can help to reduce the problem.

Brank,, E., Hoetger, L., & Hazen, K. (2012). Bullying.  Annual Review Of Law And Social Science I , 8 (2132).

Long, T., Alexander, K. (2010). Bullying: Dilemmas, Definitions, And Solutions. (2010).  Contemporary Issues In Education Research ,  3 (2).

Collier, R. (2013). Bullying Symptoms.  CMAJ: Canadian Medical Association Journal ,  85 (16).

Duncan, S. (2011). Restorative Justice and Bullying: A Missing Solution in the Anti-Bullying Laws.  New England Journal On Criminal & Civil Confinement ,  327 (267).

Schroeder, K. (1999). Bullying.  The Education Digest ,  65 (4).

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Bullying and Its Effects

Bullying is a persistent and intentional attempt to hurt and humiliate someone. It can be expressed in various forms such as teasing, dissemination of rumors, and physical abuse. Bullying often occurs in front of other individuals. Justification and rationalization for insulting and abusive behavior towards people include differences in human demeanor, experience, personality, origin, gender, body language, sexuality, reputation, race, appearance, strength, class, and religion.

Bullying causes pain, sorrow, and anxiety in schoolchildren and teenagers and influences their ability to enjoy various group activities. Offensive and violent behavior is accompanied by the threats of further abuse in case victims inform others about it. Similarly, schoolchildren and adolescents should know how to deal with various forms of abuse, so it is essential to teach them how to cope with bullying and report it when it takes place.

The Nature and Consequences of Bullying

Bullying is the use of force, coercion, and threats to startle, maltreat, and impose domination over other individuals in an aggressive manner. Abusive behavior has become commonplace, and it frequently occurs in modern society. It reflects the domination and imbalance of the social and physical power of bullies and their victims. Harassment, coercion, violence, and verbal threats are repeatedly directed towards the main target. Bullying usually results in loss of interest, decreased self-esteem, loneliness, self-harm, suicidal thoughts, and clinical depression. Callahan (2011) mentions that being a bullying victim not only negatively affects a person’s life but also influences his/her health condition, sometimes leading to irreversible consequences such as headache, panic attacks, high blood pressure, loss of appetite and insomnia. Moreover, a bullying victim experiences debilitating anxiety, loss of confidence, and physical pain. It is distressing to witness humiliating behavior and harassment. Teenagers and schoolchildren believe that their excessive sensitivity to bullying behavior can eventually lead to low self-esteem.

Types of Bullying

There are numerous types of bullying, namely physical, verbal, covert, and cyberbullying. According to McGrath (2007), physical bullying includes pushing, pinching, kicking, and hitting potential victims while verbal is based on verbal abuses, teasing, insult, homophobic remarks, and intimidation. It is quite difficult to recognize covert bullying since it is usually carried out behind the back of the bullied person, causing humiliation and harming his/her social reputation. Covert bullying encompasses spreading untrue rumors, lying, demonstrating unacceptable physical and facial gestures, and menacing looks. It also includes unkind mimicking, obscene embarrassing jokes, encouraging other individuals to exclude a victim, thus, influencing social rejection.

Cyberbullying includes covert or overt offensive behavior using various digital technologies, smartphones, computers, social media, and websites. It can take place in public or in a private setting at any time. Only a bully and his/her potential victim are aware of the place and time. Cyberbullying includes abusive videos, images, nasty gossips, hurtful posts and emails, deliberate exclusion or imitation of other people online. Additionally, emotional bullying is well known as relational aggression that brings distress (McGrath, 2007). Aggressors attack their victims because of their emotions. Emotional bullying is common in relationships between schoolchildren, teenagers, and adults. Emotional bullying involves the dissemination of rumors, excluding individuals from particular activities, refusing to talk to somebody and making unexpected and unpleasant statements that may hurt one’s feelings.

Violence at Schools

Many experts, specialists, teachers, parents, and tutors describe schools as the safest place, where children can get knowledge and make friends with their peers. However, according to Maliki, Asagwara, and Ibu (2009), recent violent and abusive cases at schools have contributed to the perception that educational establishments cannot be considered safe anymore. Violence and unacceptable behavior at school significantly affect youth, their adaptation, socialization, and academic performance. When considering the impact of this issue on adjustment and mental health, it is important to remember that violence is a chronic bullying of adolescents and a serious assault that can lead to a homicide. Schoolchildren can be strongly affected if somebody threatens them, or if they are involved in or witness a physical fight resulting in injuries.

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Bullying experience can cause anxiety and fear in youth, affecting their perception of security and the ability to learn and acquire knowledge. In this instance, the very essence of what it means to go to the educational establishment is broken. School bullying is probably the most common type of abusive behavior. In the real world, it is verbal, emotional, and physical. In many cases, aggressors have several targets to bully, and they are physically bigger in comparison to their victims. Students and children, who witness violent, offensive and unacceptable behavior can avoid interference or taunt the victims, in order to avoid becoming the next target of the instigators (Maliki, Asagwara, & Ibu, 2009).

Anti-Bullying Legislation

Numerous organizations have been established, and comprehensive legislation has been passed to protect individuals, including schoolchildren from different types of bullying. Generally, one should inform the authorities, tutors, families, friends, and teachers if he/she finds himself/herself in an abusive and violent situation. Timely notification will help to prevent repeat incidents in the future. Bullying among children at schools is quite an old phenomenon that continues to exist today. No one can be safe from it. Numerous literary works, studies, and researches have been dedicated to the issue of bullying, underscoring the fact that schoolchildren are frequently attacked and harassed by their peers.

Many adults have personally experienced it during their own school years. Human awareness of bullying and offensive behavior has recently increased. Dhar (2013) describes bullying as a multifaceted form of maltreatment that takes place in various social environments throughout the world. Intimidation as a subtle method of compulsion underlies bullying. The culture of bullying develops in any scope, in which human beings interact with each other including teachers, peers, neighbors, and family.

Because of the rising concerns and controversies, many U.S. states have passed anti-bullying laws that prohibit bullying behavior at schools and workplaces. Historically, violent and insulting behavior among youth and schoolchildren in the educational establishments has not been the topic of discussion that causes significant public interest. The majority of adults regard the experience of being bullied as a rite during the teenage years.

However, in the last years, attention to bullying among children at schools has drastically increased among mentors, society, communities, and policymakers. Recent researches have demonstrated that nearly 30 percent of the U.S. schoolchildren are directly involved in violent behavior within the semester (“Children who bully,” n. d.). The dramatic shootings that took place at several educational establishments in the late 1990s and numerous reports that youth feels threatened because of their peers’ bullying and aggression motivated the officials to develop necessary comprehensive laws that will properly address unacceptable behaviors among adolescents.

The Subjects of Bullying

Bullying affects individuals of all races, orientations, and ages in different ways. It highly influences people who bully, persons who are bullied, and human beings who witness aggressive behavior. Since offensive conduct has negative consequences including mental health issues, suicidal thoughts, or attempts to commit suicide, use of narcotic and psychoactive substances, and alcohol abuse, it is vital to talk to youth and determine whether offensive behavior such as bullying causes significant concerns. Schoolchildren can be outgoing and aggressive bullies, who manipulate those around them in a subtle and deceptive manner (Maliki, Asagwara, & Ibu, 2009).

For example, girls and boys anonymously spread nasty rumors in order to see what happens next. The majority of perpetrators have common features. They have no empathy towards people around and a sense of caring for others. These individuals are usually focused on themselves. Every bully likes to dominate, despite possessing poor skills and social judgment. Nowadays, most of them act in such a way because they were bullied in the past, or have a bullying family member. In reality, every juvenile perpetrator has various personality disorders, which function as an obstacle to recognizing feelings and emotions inherent to all human beings such as empathy, guilt, repentance, and compassion. Undoubtedly, bullies need professional help from social workers, psychologists, and mental health specialists.

When bullying is considered commonplace in schools, the whole environment is affected. Moreover, the schoolchildren experience side effects the most. In the course of time, they become disrespectful and insecure, and they are afraid to go to school. It can lead to serious problems in their behavior. It becomes difficult for every student to take advantage of education, and build a significant knowledge base. Schoolchildren believe that nobody will help them to resolve the bullying issue (McGrath, 2007). Many individuals, who have been bullied in the educational institutions, prefer not to go to colleges because of the fear that misconduct will continue. Throughout adulthood, they may also experience bullying at work, in a relationship or family.

The school environment continues to exert pressure on adolescents, encouraging them to keep calm and quiet, when they witness injustice and prejudice, in order to maintain a close friendship with their peers. Teens often feel isolated, when they publicly stand up for each other in the case of aggression and bullying behavior. Therefore, they try to ignore the situation and not to interfere. It is not easy for adolescents, who are bullied, to make friends since their peers will perceive and treat them negatively if the classmates frequently tease them.

Effects of Bullying

Young people, who are bullied, are more likely to experience loss of interest in various activities, change of sleeping and eating habits, health and physical issues, depression, stress, sadness, and loneliness (Meyer, Dietrich, & Schwartz, 2008). Unfortunately, these challenges may continue to exist in adult life. In addition, teenagers, who are bullied, usually experience low academic performance since they are not interested in education. They miss classes and eventually drop out of colleges since bullying lowers their ability to gain knowledge and succeed in life.

Callahan (2011) mentions that being a target of bullies not only influences human lives, but also affects health producing panic attacks, loss of appetite, considerable blood pressure, insomnia, and headache. Moreover, every victim experiences various diseases leading to dire consequences, anxiety, and a loss of confidence. A witness of bullying behavior is more likely to experience clinical depression, consume drugs and alcohol.

Schoolchildren, who bully their peers, are often involved in violent and dangerous activities in their adulthood, as well as experience serious abuses. They may also get into a fight, destroy someone’s property and engage in early sexual activity. As adults, they can demonstrate aggression towards their children, parents, and partners, as well as have criminal convictions and traffic incidents.

Mass media, as well as social media, often associates bullying behavior with suicide. Though young people, who are bullied, are at risk of suicide, intimidation cannot be considered the main cause of insulting behavior. Numerous challenges contributing to the high risk of suicide encompass home issues, depression, and trauma history. Meyer, Dietrich, and Schwartz (2008) mention that particular groups are more prone to self-destruction, namely, homosexual, bisexual, transgender, Alaskan Native, Asian American, and American Indian young people. It is important to remember that the risk can increase if high school children and students do not get adequate moral support from parents, peers, teachers, and educational institutions. In reality, bullying can have terrible consequences and make the situation even worse, if society will stay indifferent.

Mercilessness is probably the most painful aspect of violent behavior. Individuals can witness deplorable scenes of name-calling and teasing every day. If the bullying continues to take place in schools and other places, youth can be put in a state of anxiety and fear. It will be difficult to overcome and deal with it alone. For adolescents, an ideal way finally to resolve the issue of bullying is to share their concerns with trusted adults, including parents and tutors (Meyer, Dietrich, & Schwartz, 2008). However, this approach highly depends on the situation. The Necessity to Report Bullying

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If bullying brings danger and causes physical harm, it is vital to inform about it immediately since the majority of schoolchildren have died because of unreported cases of stalking, violent attacks, and ongoing threats. In many situations, a victim of repeated bullying cannot control his/her emotions and thinks about revenge. The situation, in this case, becomes unsafe for everyone. Parents, teachers, and coaches, who have power and control, can help to find a perfect way to solve serious bullying issues, and eventually prevent them in the future.

If individuals are involved in the bullying situation that can lead to violence and negative consequences, it is important to ask for assistance and not to deal with it alone. If a person has friends and colleagues, who are the potential victims of bullying, it is necessary to spend time together doing favorite things. It is also vital to return home with a group of friends and classmates and stick close to peers during the bullying situation (McGrath, 2007).

Young people have to deal with their emotions in various life situations. The school environment should never encourage bullying behavior, and continue to work on radical changes that will help high school students. The school personnel should constantly observe stairwells and courtyards, where bullies disturb and harass students. Bullying often occurs in the presence of peers as violators want to demonstrate strength, feel the power, and gain recognition. Enlisting help and support of friends is a perfect way to eliminate aggressive and offensive culture in schools.

Developing an anti-violence program is another way to cope with bullying. If high schools or colleges have not initiated it yet, it is better to introduce one immediately. National Education Association (2014) points to the fact that healthcare specialists can help to manage bullying behavior by contributing to various community programs. Moreover, parents’ support and professional assistance enhance awareness of misconduct among teens and promote mutual respect in various spheres.

Bullying is a big challenge for millions of high school students despite their race and class. Some individuals regard it as an adequate behavior that reflects the transition to adulthood. However, it is not true. High school students and other young people will always be involved in conflicts and clashes. Bullying as a deliberate act is accompanied by emotional, sexual, and physical abuse. In addition, the offensive behavior has long-term and irreversible effects on self-esteem and confidence of adolescents and their ability to adapt to the outside world. Bullying occurs when adults, including parents and teachers, who are influential and stronger than young bullies, are not present.

In the case, if radical measures are rejected, violent behavior will set the tone for deliberate aggressive attitude towards others for a lifetime. It is necessary to share concerns and thoughts since the consequences of bullying can strongly affect the lives of victims in the future. It is important to act immediately and effectively in order to resolve the bullying issue and overcome challenges that occur in life.

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