simple essay about bullying in school

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 Essay for Students and Children

500+ words essay on bullying.

Bullying refers to aggressive behavior so as to dominate the other person. It refers to the coercion of power over others so that one individual can dominate others. It is an act that is not one time, instead, it keeps on repeating over frequent intervals.  The person(s) who bullies others can be termed as bullies, who make fun of others due to several reasons. Bullying is a result of someone’s perception of the imbalance of power.

Types of bullying :

There can be various types of bullying, like:

• Physical bullying:  When the bullies try to physically hurt or torture someone, or even touch someone without his/her consent can be termed as physical bullying .
• Verbal bullying:  It is when a person taunts or teases the other person.
• Psychological bullying:  When a person or group of persons gossip about another person or exclude them from being part of the group, can be termed as psychological bullying.
• Cyber bullying:  When bullies make use of social media to insult or hurt someone. They may make comments bad and degrading comments on the person at the public forum and hence make the other person feel embarrassed. Bullies may also post personal information, pictures or videos on social media to deteriorate some one’s public image.

Read Essay on Cyber Bullying

Bullying can happen at any stage of life, such as school bullying, College bullying, Workplace bullying, Public Place bullying, etc. Many times not only the other persons but the family members or parents also unknowingly bully an individual by making constant discouraging remarks. Hence the victim gradually starts losing his/her self-esteem, and may also suffer from psychological disorders.

A UNESCO report says that 32% of students are bullied at schools worldwide. In our country as well, bullying is becoming quite common. Instead, bullying is becoming a major problem worldwide. It has been noted that physical bullying is prevalent amongst boys and psychological bullying is prevalent amongst girls.

Prevention strategies:

In the case of school bullying, parents and teachers can play an important role. They should try and notice the early symptoms of children/students such as behavioral change, lack of self-esteem, concentration deficit, etc. Early recognition of symptoms, prompt action and timely counseling can reduce the after-effects of bullying on the victim.

Get the huge list of more than 500 Essay Topics and Ideas

Anti-bullying laws :

One should be aware of the anti-bullying laws in India. Awareness about such laws may also create discouragement to the act of bullying amongst children and youngsters. Some information about anti-bullying laws is as follows:

• Laws in School: To put a notice on the notice board that if any student is found bullying other students then he/she can be rusticated. A committee should be formed which can have representatives from school, parents, legal, etc.
• Laws in Colleges: The government of India, in order to prevent ragging , has created guideline called “UGC regulations on curbing the menace of ragging in Higher Education Institutions,2009”.
• Cyber Bullying Laws: The victim can file a complaint under the Indian Penal Code .

Conclusion:

It is the duty of the parents to constantly preach their children about not bullying anyone and that it is wrong. Hence, if we, as a society need to grow and develop then we have to collectively work towards discouraging the act of bullying and hence make our children feel secure.

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Home — Essay Samples — Social Issues — Bullying — School Bullies: Unmasking the Causes, Effects, and Solutions

School Bullies: Unmasking The Causes, Effects, and Solutions

• Categories: Bullying Youth Violence

About this sample

Words: 706 |

Published: Sep 7, 2023

Words: 706 | Pages: 2 | 4 min read

Table of contents

The causes of school bullying, the effects of school bullying, addressing school bullying: potential solutions, the role of cyberbullying, conclusion: a collective responsibility.

• Family Environment: Some bullies come from dysfunctional or abusive households, where they may witness aggressive behavior or experience neglect, leading to a lack of empathy and poor coping mechanisms.
• Peer Influence: Bullying can be perpetuated by peer groups or friends who encourage or reinforce aggressive behavior, creating a culture of harassment within school settings.
• Low Self-Esteem: Some bullies engage in aggressive behavior as a means of boosting their self-esteem or compensating for feelings of insecurity or inadequacy.
• Power Imbalance: Bullying often occurs in situations where there is a perceived power imbalance, such as differences in physical strength, popularity, or social status.
• Media and Technology: Exposure to violent media, cyberbullying through online platforms, and social media can contribute to the normalization of aggressive behavior among young people.
• Psychological Impact: Victims of bullying often experience anxiety, depression, low self-esteem, and an increased risk of developing mental health issues that can persist into adulthood.
• Academic Consequences: Bullying can disrupt a student's ability to concentrate, leading to a decline in academic performance and a reduced enthusiasm for learning.
• Physical Health: Bullying can lead to physical health problems, such as headaches, stomachaches, and sleep disturbances, due to the stress and anxiety it induces.
• Social Isolation: Victims of bullying may withdraw from social activities, resulting in feelings of isolation and a diminished sense of belonging.
• Long-Term Effects: The effects of bullying can persist into adulthood, impacting relationships, career prospects, and overall quality of life.
• Educational Programs: Schools can implement anti-bullying programs that promote empathy, conflict resolution skills, and respect for diversity, fostering a culture of inclusivity.
• Teacher Training: Educators should receive training on recognizing and addressing bullying behavior, creating safe and supportive classroom environments.
• Parental Involvement: Parents can play a crucial role by monitoring their children's online activities, fostering open communication, and actively addressing any signs of bullying.
• Peer Support: Encouraging students to act as allies and report instances of bullying can help create a supportive network within schools.
• Legal Frameworks: Policymakers can enact and enforce anti-bullying legislation, ensuring that schools take appropriate measures to prevent and respond to bullying incidents.
• Mental Health Support: Schools should offer access to counseling services for both victims and perpetrators of bullying to address underlying emotional and psychological issues.
• Digital Literacy Education: Schools should educate students about responsible online behavior, digital etiquette, and the consequences of cyberbullying.
• Reporting Mechanisms: Establish clear channels for reporting cyberbullying incidents and ensure swift and appropriate responses.
• Parental Involvement: Parents should actively engage with their children's online activities, promote responsible internet use, and be vigilant about signs of cyberbullying.
• Platform Responsibility: Social media platforms should enforce anti-cyberbullying policies, respond to user reports, and take steps to prevent online harassment.

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Defining school bullying and its implications on education, teachers and learners

Contributing to UNESCO’s work on fostering safe learning environments , which addresses many different forms of violence, the UNESCO Chair on Bullying and Cyberbullying, in collaboration with the World Anti-Bullying Forum (WABF), led an international working group to create a more holistic and inclusive definition of school bullying. Professor James O’Higgins Norman, UNESCO Chair on Bullying and Cyberbullying, shares his insights on this work.

Why revisit the definition of bullying?

Many current anti-bullying programmes in schools are rooted in early definitions characterizing bullying as an “unwanted aggressive behavior that is repeated over time and involves an imbalance of power or strength”. While this was groundbreaking at the time and advanced the work of researchers, policy makers, educators and others, evolving perspectives have deepened our understanding of bullying.

Research shows that progress in reducing school bullying has been slow, with only a 19% decrease in perpetration and a 15% drop in the rate of learners facing bullying. This means we must reassess our understanding and approaches to bullying, especially in our increasingly complex world, where both in-person and online bullying intertwine with personal and societal issues.

How are you revisiting the definition of bullying?

As a UNESCO Chair, my role involves facilitating interdisciplinary research and dialogue, and working towards a more holistic approach to bullying. Our recommendation for a ‘whole-education’ approach to tackle bullying recognizes individual, contextual, and societal dimensions.

With support from UNESCO and the WABF, I facilitated the working group to revisit the definition of bullying, consulting scholars, policymakers and practitioners worldwide. We gathered feedback from a diverse group and have conducted wide consultations. This working group was launched following the recommendations by a Scientific Committee on preventing and addressing school bullying and cyberbullying, convened by UNESCO and the French Ministry of Education, Youth and Sports.

What would a revised definition mean for education policymakers and practitioners, for school communities and learners?

The proposed definition promotes a holistic and inclusion-driven approach to tackling bullying and violence in schools and in online spaces. 

Crafting a more inclusive definition has the potential to break down academic and professional barriers, encouraging cooperation between sectors, and among scholars, policymakers, educators, and learners. It provides a solid foundation to better understand bullying particularly regarding those most marginalized due to appearance, ethnicity, gender, social class, or sexuality, among others. Bullying is a complex issue tied to individual, contextual, and structural factors, making collaboration essential.

Together, we can deepen our understanding and address not only the behavior but also the underlying systems and ideologies supporting bullying.

What is your vision for this improved definition of school bullying?

My vision aligns with United Nations Sustainable Development Goal 4, on education, in that our work on bullying, and all other forms of school violence, is aimed at ensuring an inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. 

What message do you have for teachers and learners?

To teachers and school staff: Do not accept bullying as normal. Create a safe classroom environment by setting clear expectations for kindness and respect, remain vigilant for signs of bullying, stay informed about effective prevention strategies, and promptly address any incidents. Implement a robust anti-bullying policy. Under the idea of a ‘whole-education’ approach, collaborate with colleagues and parents, incorporate empathy and anti-bullying content into the curriculum, and use collaborative learning methods.

To learners: Report bullying, be confident in recognizing and responding to it, and encourage bystander intervention. You have the power to stop bullying.

New definition and what’s next?

The working group presented its proposed revised definition of school bullying at the WABF held in October 2023. The proposed definition reads:

School bullying is a damaging social process that is characterized by an imbalance of power driven by social (societal) and institutional norms. It is often repeated and manifests as unwanted interpersonal behaviour among students or school personnel that causes physical, social, and emotional harm to the targeted individuals or groups, and the wider school community.

This new inclusive definition of school bullying was largely welcomed by delegates at the Forum. The UNESCO Chair and WABF hope that this revised definition will contribute to opening a new chapter in the global conversation on the nature of and responses to bullying and cyberbullying. 

For UNESCO, the new definition of bullying reflects our approach and work to ensure that schools are safe and supportive learning environments. This means that to end all forms of school violence, including bullying, we must understand that these behaviours do not happen in isolation, that there are different drivers of violence, and that a ‘whole-education’ approach is needed. 

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Need to write an expository essay about bullying?

Bullying is a problem that affects millions of people around the world, particularly in schools. It can be incredibly damaging for both victims and perpetrators, leaving lasting physical, mental and emotional scars.

Writing an expository essay about this important issue is a good way to spread awareness and cope with its effects. But what if you don't know where to start?

Don't worry! This blog will help you out!

In this blog, you’ll learn about expository essays, how to write them, and some tips for making a successful essay.

So let's get started!

Tough Essay Due? Hire Tough Writers!

• 1. What is an Expository Essay About Bullying?
• 2. Expository Essay Examples on Bullying
• 3. Steps to Write the Best Expository Essay
• 4. Expository Essay Topics About Bullying
• 5. Tips for Writing an Expository Essay About Bullying

What is an Expository Essay About Bullying?

What is an expository essay?

An expository essay is a type of essay that explains, describes, discusses, and informs about a specific topic.

An expository essay about bullying aims to explain or inform the reader about an aspect of bullying.

It typically involves research and data as well as personal experience and opinion. It requires clear language and logical structure in order to present a comprehensive view of the topic.

The goal is to present factual information in an organized way and allow the reader to draw their own conclusions.

Expository Essay Examples on Bullying

Reading bullying essay examples can be a great way to get some ideas and inspiration for your own work.

Here are a few good example essays you should check out before writing:

Short Expository Essay About Bullying

What is Bullying in School Essay Example

Essay About Bullying 500 words

Expository Essay on Cyberbullying

Expository Essay About Bullying in School

Want to read essay samples on other topics? Check out expository essay examples .

Steps to Write the Best Expository Essay

Writing a successful expository essay about bullying requires several steps.

Step 1: Select a Topic 

First, you should select a specific and manageable topic to research. For example, you might choose to write about bullies in high school or cyber bullied teenagers.

Note that your topic must be interesting, relevant, and specific. Moreover, you need to be sure that it has enough information available for research.

Step 2: Research and Gather Evidence

Second, you need to do your research and gather facts and evidence. Consider both primary and secondary sources such as newspapers, books, magazines, websites, interviews, and surveys.

While researching, take notes on the most important points so that they are easier to reference when writing your essay.

Step 3: Write an Outline

Before you start writing, create an expository essay outline . This will help you organize all the information and keep track of your ideas as you develop them further. 

A standard 5-paragraph structure should be enough, although more depending on the complexity of the topic is acceptable.

Step 4: Write the Essay

Now it 's time to put everything together and start writing. Start with an introduction that should grab the reader's attention and explain why this topic is important. 

Next, move on to the body of your essay, which will include several paragraphs discussing different aspects of bullying in detail. 

Finally, write a conclusion that summarizes the main points of your essay and provides closure.

Step 5: Edit and Proofread

A well-written essay should also be edited and proofread for any errors in grammar, spelling, or punctuation. 

Make sure to read it over several times and make adjustments as necessary. Revising your paper will help ensure that your paper is clear and thorough.

Expository Essay Topics About Bullying

If you’re looking for a few good expository essay topics about bullying, here are some ideas to get you started:

• The Different Forms of Bullying.
• The Psychological Impact of Bullying on Victims.
• The Connection Between Bullying and Mental Health.
• The Consequences of Bullying on Academic Performance.
• The Impact of Bullying on Self-Esteem and Self-Confidence.
• Strategies for Preventing Bullying in Schools.
• The Long-Term Effects of Bullying on Adult Life.
• The Influence of Parenting in Preventing Bullying Behavior.
• Bullying in the Workplace: A Growing Concern.
• Legal and Ethical Aspects of Bullying Prevention in Schools.

You can get an idea from expository essay topics on other topics as well.

Watch this video about what is bullying:

Tips for Writing an Expository Essay About Bullying

Expository writing can be difficult, but with a few tips, it doesn’t have to be. Here are some tips that you should consider when writing an expository essay about bullying: 

• Keep it organized

Writing an expository essay can be overwhelming if you don't keep your thoughts and information organized. Having an outline is a great way to make sure everything stays on track.

• Be specific 

A successful expository essay must be specific and provide enough detail for the reader to understand the topic. Avoid vague generalizations and stick to well-defined points.

• Use clear language 

Writing an expository essay requires strong communication skills, so be sure to use concise and straightforward language when making your points.

As the goal of an expository essay is to inform rather than persuade, it's important to have a neutral stance. Don't let your personal opinions or biases affect the way you present information.

• Be sympathetic

Bullying is a sensitive topic, so it's important to be sympathetic and understanding when discussing it. 

Empathize with people who have been affected by bullying and try to portray their experience accurately.

• Provide solutions 

An expository essay should not only provide facts but also offer potential solutions to the problem. Make sure to include ways that people can prevent or stop bullying.

To conclude the blog,

Writing an expository essay about bullying can be a challenging yet rewarding task. With the right preparation and research, you can create a thoughtful, informative piece that will inform readers about this important issue.

Unable to write your own essay due to some reason? Consider hiring a professional expository essay writing service .

Our online essay writing service ensures quality, originality, and timely delivery. We have experienced writers who are ready to write a custom essay according to your requirements.

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Bullying in Schools

How it works

• 1 Introduction
• 3 Conclusion
• 4 Reference List

Introduction

Bullying has negative influences on children, consequently, need to be prevented in schools. Bullying is usually described as intentional abuse or intimidation having an aspect of actual or perceived strength imbalance and repetition over time (Nickerson, 2019 stated in Shamsi, Andrades & Ashraf, 2019). Bullying can be detrimental to a child’s health and well-being (US. National Centre for Statistics, 2001). Children who are bullied can end up depressed and have low self-confidence and self-esteem (Williams, Forgas & Von Hippel, 2013). However, further bullying can result in self-harm and suicide (Kim & Leventhal, 2008).

A retrospective study showed that over 25000 children have been bullied during the school year (Egan & Perry, 1998, cited in Ribgy, 2003). Bullying has also resulted in absenteeism from school with 19% of boys and 25% of girls (Tritt & Duncan, 1997, noted in Rigby 2003).

Bullying is an emerging serious problem in schools worldwide resulting in physical and mental health problems in children (Shamsi, Andrades & Ashraf, 2019). The, types of bullying include physical bullying, verbal bullying and cyberbullying (Lien, Green, Welander-Vath & Bjertness, 2009, cited in Shamsi, Andares & Ashraf, 2019) and the incidence of bullying varies from groups to places. Bullying is firstly common in early childhood years and continues to top in the secondary school years (Gini & Pozzoli, 2009, cited in Shamsi, Andares & Ashraf, 2019). The incidence of bullying is common on the way to and from school, lunch breaks and locations such as playgrounds, cafeterias, toilets, hallways and even in the presence of teachers in classrooms.

The most frequent occurrence of bullying is outside the schools, which is 65.4%, whereas 32% occurs in school canteens, 25.5% happens in classrooms and 11.8% takes place in toilets (Konstantina & Dimitrus, 2010, cited in Shamsi, Andares & Ashraf, 2019). Bullying in the course of early childhood years can moreover persist into teen years and leave lifelong scars. Bullying can also lead to issues such as bed-wetting, stomach-ache, headache, low self-esteem and depression. Feelings of depression is the most common outcome for bullying, which 73.9% are reported, alongside with 69.6% of headaches, 68% of low self-esteem and 24.8% of suicidal thoughts (Shetgiri, 2013, cited in Shamsi, Andares & Ashraf, 2019).

Bullying in schools is consequently being recognized as an essential public health problem worldwide. Bullying is increasingly posing enormous challenges to the educational system inflicting a negative impact on academic performance, student health and well-being and safety (Lai, Ye & Chang, 2008, cited Shamsi, Andares & Ashraf, 2019). Therefore, teachers must continue to be at the frontline to deal with behavioural problem in children. This means that they must have considerable expertise of dynamics of school bullying for correct identification, intervention and prevention of such incidents. Research shows, that teachers’ ability to identify bullies and victims is influenced by means of the age of students, frequency of contacts with students, the nature or type of bullying behaviour, knowledge and understanding of the degree of bullying and their responsiveness towards children (Maunder, Harrop & Tattersall, 2010, cited in Shamsi, Andares & Ashraf, 2019).

Teachers should, therefore, be considered as useful resources in encouraging school and community-based healthcare providers to screen for health-related risk factors in victims of bullying (Konstantina & Dimitrus, 2010, cited in Shamsi, Andares & Ashraf, 2019). Regarding the definition of bullying 81% of teachers were able to answer correctly, which 84.3% of physical bullying was reported, alongside with 30.1% verbal bullying and 32% cyberbullying. They are placed in a position to recognize bullying early on and liaise with the healthcare providers for timely intervention. Healthcare providers help screen for physical and psychiatric illnesses, counsel families, and be convincing advocates for bullying in schools (Stephens, Cook-Fasano & Sibbalucca, 2018, cited Shamsi, Andares & Ashraf, 2019).

A range of meta-analyses exist that synthesise the findings of a significant number of evaluations of anti-bullying interventions. These meta-analyses include evaluations from a range of countries, and in both primary and high schools. They point out that anti-bullying interventions can be effective at reducing bullying in schools, although the findings are mixed. A number of clear themes emerge from the research that point out what types of strategies are likely to have the strongest effect on reducing and stopping bullying in schools. Evidence suggests that successful anti-bullying interventions: take a holistic, whole-school approach, include educational content that supports students to develop social and emotional competencies, and learn appropriate ways to respond to bullying behaviours, provide support and professional development to teachers and other school staff on how best to maintain a positive school climate, ensure systematic program implementation and evaluation.

The strategies that schools take to counter bullying can be classified as either ‘preventative’ or ‘responsive’. Preventative strategies aim to stop bullying from happening in the first place, whilst responsive strategies are the steps taken to resolve the problem after bullying has occurred. The two strategies are not completely distinct: responsive strategies also aim, for example, to prevent bullying behaviours from taking place again in future. Nonetheless, the two types of strategies are discussed one by one here for the sake of clarity.

In order to be effective, however, school anti-bullying policies need to be sufficiently comprehensive. A number of content analyses of schools’ anti-bullying policies suggest that there are gaps in many policies (Marsh, McGee, Hemphill & Williams 2011; Smith, Smith. Osborn & Samara 2008)

There are 9 points that school anti-bullying policies must address: whole-school, collaboratively developed policies, plans and structures for supporting safety and wellbeing, clear procedures that enable staff, parents, carers and students to document confidentially any incidents or situations of child maltreatment, harassment, aggression, violence or bullying, clearly communicated strategies for staff to follow when responding to incidents of student harm from child maltreatment, harassment, aggression, violence, bullying or misuse of technology, agreements for responsible use of technology by staff and students, regular risk assessments of the physical school environment (including off-campus and outside school hours related activities), leading to the development of effective risk-management plans, established and well-understood protocols about appropriate and inappropriate adult-to-student contact and interactions within the school context, effective strategies for record keeping and communication between appropriate staff about safety and well-being issues, a representative group responsible for overseeing the school’s safety and wellbeing initiatives, protocols for the introduction of casual staff, new staff and new students and families into the school’s safety and wellbeing policies and procedures (Australian Government Department of Education and Training 2016).

Bullying prevention is effective at reducing bullying in schools and other institutions. Bullying, especially physical can result in absenteeism from school, depression and eventually death. Intervention from pre-school years is designed to reduce bullying in all institutions. However, bullying prevention can be successful if anti-bullying packages are comprehensive. There is also evidence to suggest that bullying prevention aims to stop the occurrence of bullying in the first place. Importantly, the nine anti-bullying policies should be effective in either preventing or reducing bullying in institutions. Therefore, bullying be avoided in institutions, and comprehensive interventions are needed to prevent bullying from an early age.

Reference List

• Australian Government Department of Education and Training 2016, National Safe Schools Framework, Student Wellbeing Hub, viewed 23 May 2017, https://www.studentwellbeinghub.edu.au/ educators/nssf#/element/policies-and-procedures/characteristics.
• Centre for Education Statistics and Evaluation 2017, Anti-bullying interventions in schools – what works? Viewed 22 September 2019
• Egan, S. K., & Perry, D. G. (1998). Does low self-regard invite victimization? Developmental psychology, 34(2), 299.
• Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123(3), 1059-1065.
• Kim, Y. S., & Leventhal, B. (2008). Bullying and suicide. A review. International journal of adolescent medicine and health, 20(2), 133-154
• Konstantina, K. A. P. A. R. I., & Pilios-Dimitris, S. T. A. V. R. O. U. (2010). School traits as predictors of bullying and victimization among Greek middle school students. International Journal, 94.
• Lai, S. L., Ye, R., & Chang, K. P. (2008). Bullying in middle schools: An Asian-Pacific regional study. Asia Pacific Education Review, 9(4), 503-515.
• Lien, L., Green, K., Welander-Vath, A., & Bjertness, E. (2009). Mental and somatic complaints associated with school bullying 10th and 12th grade students from cross sectional studies in Oslo, Norway. Clinical Practise and Epidemiology in Mental Health, 5(6).
• Marsh, L., McGee, R., Hemphill, S. A., & Williams, S. (2011). Content analysis of school anti-bullying policies: a comparison between New Zealand and Victoria, Australia. Health promoting journal of Australia, 22(3), 172-177.
• Maunder, R. E., Harrop, A., & Tattersall, A. J. (2010). Pupil and staff perceptions of bullying in secondary schools: comparing behavioural definitions and their perceived seriousness. Educational research, 52(3), 263-282.
• Nickerson, A. B. (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School mental health, 11(1), 15-28.
• Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590.
• Shamsi, N. I., Andrades, M., & Ashraf, H. (2019). Bullying in school children: How much do teachers know? Journal of family medicine and primary care, 8(7), 2395.
• Shetgiri R. (2013). Bullying and victimization among children. Advances in pediatrics, 60(1), 33–51.
• Smith, P. K., Smith, C., Osborn, R., & Samara, M. (2008). A content analysis of school anti?bullying policies: progress and limitations. Educational Psychology in Practice, 24(1), 1-12
• Stephens MM, Cook-Fasano HT, Sibbaluca K. (2018). Childhood bullying. Implications for physicians. AmFam Physician.; 97(3): 187-92.
• Tritt, C., & Duncan, R. D. (1997). The Relationship Between Childhood Bullying and Young Adult Self?Esteem and Loneliness. The Journal of Humanistic Education and Development, 36(1), 35-44.
• U.S. National Center for Education Statistics. Student Reports of Bullying: Results From the 2001 School Crime Supplement to the National Crime Victimization Survey (PDF) (Report).
• Williams, K. D., Forgas, J. P., & Von Hippel, W. (2013). The social outcast: Ostracism, social exclusion, rejection, and bullying. Psychology Press.

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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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9 facts about bullying in the U.S.

Many U.S. children have experienced bullying, whether online or in person. This has prompted discussions about schools’ responsibility to curb student harassment , and some parents have turned to home-schooling or other measures to prevent bullying .

Here is a snapshot of what we know about U.S. kids’ experiences with bullying, taken from Pew Research Center surveys and federal data sources.

Pew Research Center conducted this analysis to understand U.S. children’s experiences with bullying, both online and in person. Findings are based on surveys conducted by the Center, as well as data from the Bureau of Justice Statistics, the National Center for Education Statistics and the Centers for Disease Control and Prevention. Additional information about each survey and its methodology can be found in the links in the text of this analysis.

Bullying is among parents’ top concerns for their children, according to a fall 2022 Center survey of parents with children under 18 . About a third (35%) of U.S. parents with children younger than 18 say they are extremely or very worried that their children might be bullied at some point. Another 39% are somewhat worried about this.

Of the eight concerns asked about in the survey, only one ranked higher for parents than bullying: Four-in-ten parents are extremely or very worried about their children struggling with anxiety or depression.

About half of U.S. teens (53%) say online harassment and online bullying are a major problem for people their age, according to a spring 2022 Center survey of teens ages 13 to 17 . Another 40% say it is a minor problem, and just 6% say it is not a problem.

Black and Hispanic teens, those from lower-income households and teen girls are more likely than those in other groups to view online harassment as a major problem.

Nearly half of U.S. teens have ever been cyberbullied, according the 2022 Center survey of teens . The survey asked teens whether they had ever experienced six types of cyberbullying. Overall, 46% say they have ever encountered at least one of these behaviors, while 28% have experienced multiple types.

The most common type of online bullying for teens in this age group is being called an offensive name (32% have experienced this). Roughly one-in-five teens have had false rumors spread about them online (22%) or were sent explicit images they didn’t ask for (17%).

Teens also report they have experienced someone other than a parent constantly asking them where they are, what they’re doing or who they’re with (15%); being physically threatened (10%); or having explicit images of them shared without their consent (7%).

Older teen girls are especially likely to have experienced bullying online, the spring 2022 survey of teens shows. Some 54% of girls ages 15 to 17 have experienced at least one cyberbullying behavior asked about in the survey, compared with 44% of boys in the same age group and 41% of younger teens. In particular, older teen girls are more likely than the other groups to say they have been the target of false rumors and constant monitoring by someone other than a parent.

They are also more likely to think they have been harassed online because of their physical appearance: 21% of girls ages 15 to 17 say this, compared with about one-in-ten younger teen girls and teen boys.

White, Black and Hispanic teens have all encountered online bullying at some point, but some of their experiences differ, the spring 2022 teens survey found. For instance, 21% of Black teens say they’ve been targeted online because of their race or ethnicity, compared with 11% of Hispanic teens and 4% of White teens.

Hispanic teens are the most likely to say they’ve been constantly asked where they are, what they’re doing or who they’re with by someone other than a parent. And White teens are more likely than Black teens to say they’ve been targeted by false rumors.

The sample size for Asian American teens was not large enough to analyze separately.

During the 2019-2020 school year, around two-in-ten U.S. middle and high school students said they were bullied at school . That year, 22% of students ages 12 to 18 said this, with the largest shares saying the bullying occurred for one day only (32%) or for between three and 10 days (29%), according to the most recent available data from the Bureau of Justice Statistics (BJS) and the National Center for Education Statistics (NCES).

Certain groups of students were more likely to experience bullying at school. They include girls, middle schoolers (those in sixth, seventh or eighth grade), and students in rural areas.  

The most common types of at-school bullying for all students ages 12 to 18 were being made the subject of rumors (15%) and being made fun of, called names or insulted (14%).

The classroom was the most common location of bullying that occurred at school in 2019-2020, the BJS and NCES data shows. This was the case for 47% of students ages 12 to 18 who said they were bullied during that school year. Other frequently reported locations included hallways or stairwells (39%), the cafeteria (26%) and outside on school grounds (20%).

Fewer than half (46%) of middle and high schoolers who were bullied at school in 2019-2020 said they notified a teacher or another adult about it, according to the BJS and NCES data. Younger students were more likely to tell an adult at school. Around half or more of sixth, seventh and eighth graders said they did so, compared with 28% of 12th graders.

Students who reported more frequent bullying were also more likely to notify an adult at school. For instance, 60% of those who experienced bullying on more than 10 days during the school year told an adult, compared with 35% of those who experienced it on one day.

In 2021, high schoolers who are gay, lesbian or bisexual were about twice as likely as their heterosexual counterparts to say they’d been bullied, both at school and online, according to the Centers for Disease Control and Prevention . In the 12 months before the survey, 22% of high school students who identify as gay, lesbian or bisexual – and 21% of those who identify as questioning or some other way – said they were bullied on school property. That compares with 10% of heterosexual students. The data does not include findings for transgender students.

The trend is similar when it comes to electronic bullying through text or social media: 27% of high school students who identify as lesbian, gay or bisexual say they experienced this in the 12 months before the survey, as did 23% of those who identify as questioning or some other way. That compares with 11% of those who identify as heterosexual.

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Katherine Schaeffer is a research analyst at Pew Research Center

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Bullying in Schools: Essay Example

Essay about bullying in school: introduction, bullying in schools: essay main body, bullying in schools: essay conclusion.

Child bullying is a problem that has affected many young children and adolescents. It can be done physically or verbally. It may also take the form of cyberbullying in the case of those who use social networks (Kowalski & Limber, 2007) or threatening.

A child can be bullied by their mates, or they can be bullied by adults. In fact, there are parents who bully their own children. Bullying is an issue that is very important in the public health sector. This is based on the effects it has on children who are victimized. Therefore, as a practitioner in the field of Maternal and Child Health, it is important to address this issue with the seriousness that it deserves.

This problem needs to be addressed by all stakeholders ranging from the children’s parents, teachers, as well as the Maternal and Child Health practitioners. The importance of this issue in public health is underlined by the fact that bullying affects the psychology of children.

They have low self-esteem; they may become physically weak and may have poor social skills. The victims find it hard to relate with other children since they may have difficulties to stand for themselves. This is a problem that is likely to cause children to drop out of school, and the loss of self-esteem may persist into adulthood.

Bullying is a vice that has affected children, especially those that have attained school age. Mostly, it occurs in schools where children are bullied by their counterparts who may be stronger than them. It is estimated that about 20 to 30 percent of children are bullied, or are involved in bullying incidents (Public safety, 2011).

Over the last three decades, the issue of bullying has gained a lot of attention across the United States. This has been especially due to increased attention by the media on suicides and homicides, which are influenced by bullying (Dake, Price & Telljoham, 2003).

Bullying has a number of effects to the victimized children. The parents of these children can also be affected. It affects the future relations of the children. The child is likely to drop grades in school. The grades are likely to drop because the child may not be attentive in class. Instead, they spend a lot of time wondering about the bullies they receive from fellow children.

They wonder what they may have done wrong and what is likely to happen to them after classes. On the other hand, parents also keep wondering and worrying about their children. As a result, they may not even concentrate at their workplaces. In this case, parents are not sure of what might happen to their children. They are stressed up by those issues (Staff, 2011).

The field of Maternal and Child Health has an obligation to address issues and problems that affect children, mothers, as well as young people who have special needs. It also addresses the issues of families, which have children with special needs. Bullying is a problem that affects young children who attend school, their parents, as well as youths.

Therefore, as a practitioner in the field of Maternal and Child Health, one should be able to make a decision that can help in solving these problems. Stopping bullying helps in promoting the welfare of children and their parents. They are best positioned to set up programs, which help in addressing the special needs of children.

Therefore, since bullying is a special issue that affects children, practitioners should give it the attention that it deserves. Bullying affects the general health of children. It further affects their parents, especially mothers. This makes bullying an important issue in the field of Maternal and Child Health. Maternal and Child Health should have an obligation to prevent bullying and violence among children (Public safety, 2011).

Considering the effects that bullying has on children and their parents, it is imperative to develop policies that address the issue in depth. Anti-bullying policies should be developed and implemented in all areas where children are bullied, especially within schools.

Amid the increased awareness of the harmful effects associated with bullying, many schools have developed anti-bullying policies. The department of Maternal and Child Health should boost the development of these policies and contribute to making them effective. This is a great challenge for all practitioners in this field.

The policies that need to be implemented include the establishment of training programs. The programs established by the Maternal and Child Health practitioners are meant to train teachers on ways to handle children and help them stop the bullying behavior.

Furthermore, the adult needs to help children to stop bullying. Therefore, as a practitioner in the field of Maternal and Child Health, one needs to advise adults, including parents of children involved in bullying, on how they can handle the cases and help children stop the vice. Programs to train such adults on how to do this should be established (Public safety, 2011).

There should be programs organized to take place in schools by the Maternal and Child Health department. Here, the aim will be to offer guidance and counseling to students who are victims of bullying.

Such children are affected psychologically, and they need to be talked to so as to help them regain their self-esteem. It is important to note that bullying is a systematic problem and thus needs to be addressed systematically. The solution needs to be given time to take effect.

Dake, J.A., Price, J.H. & Telljoham, S.K. (2003). The Nature and Extent of Bullying at School. Journal of School Health , 73 ( 5 ): 173-180.

Kowalski, R.M. & Limber, S.P. (2007). Electronic Bullying Among Middle School Students. J ournal of Adolescent Health 41 : S22 – S30.

Public safety. (2011). First steps to stop bullying: Adults helping children aged 4 to 11.

Staff, H. (2011). Bullying .

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StudyCorgi. (2020, January 15). Bullying in Schools: Essay Example. https://studycorgi.com/childrens-bullying-in-school/

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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.

You can use this Essay on Bullying in any assignment or project whether you are in school (class 10th or 12th), college, or answer writing for competitive exams. 

Topics covered in this article.

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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The Issue of Bullying in the Schools Essay

Personal experience, forms, effects and recommendations of bullying, works cited.

This paper attempts to look at the issue of bullying in the schools. A personal story about how I was bullied when I was young is included. The paper looks at this issue by considering aspects like causes and forms of bullying as well as examples of bullying cases.

Since the number of bullying cases has been on the increase in schools, recommendations will be offered on the best thing to do when bullying cases are reported. Main ideas on the topic will be presented so that the issue can be presented in a comprehensive way (Smith, Pepler, and Rigby 56-60).

I grew up in south Bronx until I was thirteen years old when we moved to an Irish neighborhood. My brother and sister are half Irish and half Puerto Rican, unlike me; my whole family has a very fair skin. The first time I landed on this neighborhood, I was very delighted since unlike our previous home I could play outside the house.

I still recall what befell me the first time I went out to play; all the children in the neighborhood were white and the girls started harassing me by telling me that if I was hoping to live there I had to be white, they even spread baby powder on my face. We later become friends although some of their parents resented me because I was Spanish. The situation did not get any better since some children nicknamed me Goya bean: this made to hate Goya beans

When summer ended, I joined school and it so happened that I was the only Spanish girl in the whole school. Things did not go well here either since I picked fights frequently because other children teased me. At some point, it became a routine that I had to be involved in a fight everyday. The principle took the initiative of calling my mother to discuss the matter. When my mother came, she was told that I was a problematic child since I frequently fought with other children.

The board of directors claimed that with my stubborn nature I deserved to be taken to a special school where other problematic children studied. Since then, I was regarded as a problematic child. My mother was forced to transfer me to another school since I was expelled from my former school. I developed low self-esteem and I started taking drugs, soon afterwards I dropped out of school at sixth grade.

This victimization made me to start thinking of ways that I could change my way of life to show that I was still strong hence prove to my aggressors wrong. The events acted as a motivating factor for me to make a difference. Each time I feel like giving up my efforts of trying to be what I want to be, I look back and remember all the challenges that I have overcome in my life.

This makes me to realize that I have much more challenges to face and overcome; thus I become a stronger person. Every time I look back, I do not regret what I have gone through since it is through these chain of events that I have become what I am today.

One thing that I am proud of is that I managed to turn anger into motivation. Nevertheless, I must admit that these experiences left me with a scar since when one is a victim of bullying he or she is tempted to believe that something is wrong with them one asks questions like ‘why me?’ Bullying kills one’s self esteem and also makes one to feel isolated.

The victim may fear or feel ashamed to tell anyone since he or she may think that this has never happened to anyone else. It gives me joy to know that the issue of bullying is now a pubic affair since bullying stories were unheard of when I was growing up. It is also important to note that children are no longer afraid to report bullying cases.

Slavens and Kerrigan (23) see bullying as a term used to describe a pattern of behavior that is cruel and humiliating towards another person, he further notes that it can affect people of all walks of life and age.

Bullying can occur in two forms, verbal and physical. One can be bullied verbally when the bully attempts to verbally anger the victim by mocking them on purpose. Physical bullying occurs when the bully or aggressor forces physical contact with his or her victim, this may be in form of kicking or punching to the point that the victim becomes submissive.

Physical bullying is more serious as compared to verbal bullying since it can lead to serious injuries and sometimes death of the victim (Orpinas, Horne, 12-34). Bullies enjoy intimidating others to either gain fame or to satisfy their ego. Teenagers may bully others due to peer pressure since they may want to fit in a certain click. Factors that can lead to bullying include differences in physical and cultural characteristics; in addition, showing signs of inferiority can also be a major cause of bullying.

This vice has many effects on the victim. Since the bully has control over the victim, the victim can become stressed to the extent of becoming depressed. Most victims of bullying have low self esteem since they do not feel self-sufficient. The victim can also develop negative attitude towards the environment and the people around him.

Such a person may isolate him/her self from the rest of the world because of a feeling of inadequacy. School children who have been bullied may drop out of school or start taking drugs so as to seek consolation (Field, 211-250).

Teachers should be strict when dealing with bullies. Heavy punishment should be given to the aggressors so as to prevent them from repeating the act again and to also warn others not to repeat the same mistake in future. Victims of bullying should be encouraged to report to their seniors if they are bullied.

It is important for the teacher to diagnose any physical and psychological problems affecting the students. Schools and other institutions should set up advisory centers where students can be helped to overcome the aftermath of bullying. These centers should have friendly counselors so that students can feel free to discuss their problems with them (Slavens and Kerrigan, 12). The counselors should also be well trained so that they can offer professional help to the victims.

Bullying is the act of humiliating others either verbally of physically. A bully is the aggressor who undertakes bullying. Although bullying is common in schools, it can also occur in other settings such as the workplaces. It is important for the school administration to come up with ways of dealing with bullying cases such as punishing the bully heavily. People bully others for different reasons such as the need to feel superior. The vice bears negative impacts to the victim to the extent that it can be verbal.

Field, Tim. Bully in sight: how to predict, resist, challenge and combat workplace bullying: overcoming the silence and denial by which abuse thrives . New Jersey: Success Unlimited, 2000. pp. 211-250

Orpinas, Pamela, Horne, Arthur. Bullying prevention: creating a positive school climate and developing social competence . MI: University of Michigan, 2006. pp. 12-34

Slavens, Elaine and Kerrigan, Brooke. Bullying: deal with it before push comes to shove. Toronto: James Lorimer & Company, 2003. pp. 12-30

Smith, Peter, Pepler, Debra, and Rigby, Ken. Bullying in schools: how successful can interventions be? Ontario : Cambridge University Press, 2004. pp. 56-60

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IvyPanda. (2019, October 25). The Issue of Bullying in the Schools. https://ivypanda.com/essays/bullying/

"The Issue of Bullying in the Schools." IvyPanda , 25 Oct. 2019, ivypanda.com/essays/bullying/.

IvyPanda . (2019) 'The Issue of Bullying in the Schools'. 25 October.

IvyPanda . 2019. "The Issue of Bullying in the Schools." October 25, 2019. https://ivypanda.com/essays/bullying/.

1. IvyPanda . "The Issue of Bullying in the Schools." October 25, 2019. https://ivypanda.com/essays/bullying/.

Bibliography

IvyPanda . "The Issue of Bullying in the Schools." October 25, 2019. https://ivypanda.com/essays/bullying/.

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Short Essay on Bullying in English for Students

When someone or many people scare, abuse or dominate other person, it is called bullying. This can happen in school, office, street or at home. Such behaviour is a habit of some people and so they do it again and again. Bullying is very common for children in schools.

Bullying can be verbal in which children make fun of others, call them bad names, and spread rumours about them. It can be physical in which they hit others or destroy their things. It can also happen on a phone or computer when someone uses dirty language or send bad pictures or messages. Intentionally making someone feel alone is also bullying.

There are many reasons which lead to bullying. Sometimes children who bully are jealous of others. They cannot see anyone doing better than them and so they start bullying others. Some bully because they were bullied by someone else earlier. Such children try to take revenge by doing the same to others to feel powerful now. Others bully because they are not happy with themselves. They may have some physical or mental problem and they try to take out their anger by bullying others.

Bullying is growing a lot in our society nowadays. It affects students and people badly and many times it also affects their health. One loses confidence when one is bullied. The person starts being alone and stops talking to others. It affects his studies and his health. Some children start suffering from depression and they can also commit suicide.

Bullying is very harmful and there are many ways to prevent it. Parents and teachers should always try to be friendly with children. This makes them comfortable and they start sharing their feelings. They should also talk to the child who bullies others and know the reason. Parents should teach good manners and behaviours to their children. They must tell them that they should respect others and become friends with everyone.

What are the types of Bullying?

• Physical bullying
• Social Bullying
• Cyber Bullying
• Psychological Bullying

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