Bullying in Schools

Although bullying is sometimes seen as “a part of growing up” or “kids being kids,” imagine the kid who is picked on every day, whether physically, socially, or through cyber-bullying. Think about Rebecca Sedwick, the 12-year-old who committed suicide in Florida following a year of bullying at the hands of two young girls. To Rebecca, the bullying was so serious and distressing that she took her own life.

Or consider the 8-year-old boy who writes to Santa Claus about his twin sister bullied over her weight: "Dear Santa ... I wanted a (remote control) car and helicopter, but I don't want that anymore. Kids at school are still picking on my sister and it’s not fair … I prayed that they will stop, and she needs your help."

Bullying is a prevalent form of youth violence, particularly in school settings. As illustrated in the examples above, it is defined by aggressive behavior (i.e., behavior that is intentional and mean) that occurs repeatedly over time and within the context of a power imbalance. Although both are harmful to youth, there is an important distinction between bullying and aggression — if there is an occasional conflict or fighting between two children of equal strength, size, and social status, this is aggression, but not bullying.

Most school-aged children are exposed to bullying in some form due to the unequal balance of power and influence that is so common in youth relationships and peer groups. Research shows that bullying increases in late childhood and peaks in early adolescence, specifically during middle school and typically takes place in unstructured school settings such as the cafeteria, hallways, and playground during recess.

Students need school to be a positive climate where they feel safe. This reduces their own stress and potential aggression, allowing them to focus on the learning necessary for them to be successful in their lives.

Fortunately, there are actions that students and school staff can take to prevent bullying in schools and to create a more positive school climate. The culture of school violence cannot be impacted by only working with bullies and victims alone. It takes consistent and united action by everyone — students, school staff, administrators, and parents.

Bullying Definitions

To better understand how positive efforts can be made, it is important to understand the various types of bullying:

  • Physical: Related to dominance and is the most prevalent form of aggression and bullying among boys (as compared to relational). Behaviors can include hitting, kicking, and threatening violence.
  • Relational: Involves the manipulation of social standing or reputations and is the most prevalent form of aggression and bullying among girls (as compared to physical). Behaviors can include starting rumors and social exclusion.
  • Cyber: Involves using electronics to harm others. This type of bullying can be especially harmful because the perpetrators are more difficult to identify, it can more quickly and impulsively be spread to larger audiences, and the physical evidence of the bullying cannot be easily erased from cyberspace. Victims of cyber bullying are often also victims of traditional off-line bullying.

Regardless of the type of bullying, there are several key roles that typically participate in the behavior.

  • The bully has a power advantage as compared to the victim, whether the bully is physically stronger, more popular, and/or more socially influential.
  • The bystanders, or other peers that witness the bullying event, play a particularly important and perhaps underrated role in bullying.

Click here to learn more about relational aggression (non-physical bullying), how schools can create a positive climate for students, and bullying targeting specific youth such as LGBT and obese children.

Facts and Statistics About Bullying

  • 29 percent of youth report they were bullied within the past year.
  • 80 percent of youth are bystanders to bullying.
  • In a 2010 study, 20 percent of girls and 25 percent of boys said they were bullied, bullied others, or both in the last month.
  • In the same study, 90 percent of third to fifth grade students said they felt sorry for students who are bullied, but sympathy often does not translate into action.
  • A 2009 study estimated that at least 20.8% of youth in the US were physically bullied, 53.6% were verbally bullied, 51.4% were socially bullied, and 13.6% were cyber bullied at least once over a two-month period.

  • Victims of cyber bullying often do not report their victimization and are eight times more likely to carry a weapon to school.
  • A 2011 study showed that bullying at age 14 predicted violent convictions between ages 15 and 20, self-reported violence at age 15 to 18, low job status at age 18, and drug use at 27 to 32 years of age.
  • Research conducted with 7,261 students (ages 13 to 21) in 2009 found that 84.6 percent of LGBT students reported being verbally harassed, 40.1 percent reported being physically harassed and 18.8 percent reported being physically assaulted at school in the past year because of their sexual orientation.

Recommended Reading and Resources

Partner for Prevention (P4P)

Multimedia Bullying Prevention Program

Positive Behavioral Intervention and Support

Centers for Disease Control and Prevention (CDC)

Student Bullying: Overview of Research, Federal Initiatives, and Legal Issues (Congressional Research Service)

Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and the New Realities of Girl World

'Masterminds and Wingmen': Preparing your son for the pitfalls of a boy's world

Social Aggression Among Girls

Collaborative for Academic, Social, and Emotional Learning (CASEL)

StopBullying.gov

Family Acceptance Project

Advocates for Youth- GLBTQ Issues

Gay, Lesbian, and Straight Education Network (GLSEN): National Reports and Briefs

Research Articles

Leff SS, Waasdorp TE, Paskewich BS, Gullan RL, Jawad AF, MacEvoy JP, Feinberg BE, Power TJ. The Preventing Relational Aggression in Schools Everyday Program: A Preliminary Evaluation of Acceptability and Impact. School Psychology Review, 2010, Volume 39, No. 4, pp. 569-587.

Leff SS, Costigan T, Power TJ. Using Participatory Research to Develop a Playground-based Prevention Program. Journal of School Psychology. 42 (2004), 3-21.

Leff SS, Gullan RL, Paskewich BS, Abdul-Kabir S, Jawad AF, Grossman M, Munro MA, Power TJ. An Initial Evaluation of a Culturally Adapted Social Problem-solving and Relational Aggression Prevention Program for Urban African-American Relationally Aggressive Girls. Journal of Prevention & Intervention in the Community, 37:260-274, 2009.