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What Are the Different Types of Bullying?

Bullying can come in many different forms

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6 Types of Bullying

• Mental Health Effects

When you think of bullying, the physically and verbally aggressive behavior that school children endure from their peers might be what immediately springs to mind. However, it's important to recognize that bully can come in many different forms. Just because it doesn't involve physical or verbal aggression doesn't mean that it doesn't count as bullying. In fact, there are actually six different kinds of bullying: physical, verbal, relational, cyber, sexual, and prejudicial.

These types of bullying often overlap. Bullies frequently use more than one form to abuse a victim. Moreover, bullying isn't limited to kids and teenagers. Adults can also be guilty of bullying, too.

At a Glance

Bullying is a common problem among school-age kids, but it can affect anyone of any age. This intentional aggressive behavior is often about intimidation and control, and it can range from overt acts of violence to more subtle forms of emotional intimidation. Being able to recognize the different forms that bullying can take, including physical, verbal, relational, cyber, sexual, and prejudicial, is important. It can take a heavy toll on victims, so spotting the signs and taking action is crucial.

What Exactly Is Bullying?

Bullying is defined as any intentional, repeated aggressive behavior directed by a perpetrator against a target in the same age group.

One of the most noteworthy components of bullying is an imbalance of power between the bully and the victim.

Sometimes, the power imbalance is obvious when, for example, a bigger, stronger kid bullies a weaker, smaller kid or when a group of people bullies a single individual. However, sometimes the power imbalance is more difficult to discern because it involves less obvious factors, such as differences in popularity, intelligence, or ability, or knowledge of the information the victim finds embarrassing.

Bullying falls into six categories, some of which are more obvious than others. They include:

• Physical bullying
• Verbal bullying
• Relational bullying

Cyberbullying

• Sexual bullying
• Prejudicial bullying

Physical Bullying

Physical bullying is the most obvious type of bullying and what many people think of when they imagine this kind of aggression .

Physical bullying involves any assault on a person's body, including hitting, kicking, tripping, or pushing. It can also extend to inappropriate hand gestures or stealing or breaking a victims' belongings.

Physical bullying is perpetrated by an individual or group of individuals who are bigger or stronger than the individual being targeted.

If a physical altercation happens between two people of similar size and strength, it's not considered physical bullying.

Studies have shown that boys are more likely to be involved in physical bullying than girls. For example, research has found that boys are more likely to be both the perpetrators and victims of physical bullying.

Some research suggests that such differences stem from gender differences in socialization. Boys are socialized to use direct aggression, whereas girls are socialized to express aggression indirectly.

Verbal Bullying

Verbal bullying involves using spoken or written words to insult or intimidate a victim. It includes name-calling, teasing, and even threats.

One study found that verbal bullying was the most common form of bullying. Boys experienced this type of bullying at a slightly higher rate than girls, and most were bullied by their own friends.

Verbal bullying isn't always easy to recognize because it often takes place when authority figures aren't around. Moreover, a bully can pass it off as good-natured ribbing between friends. As a result, it can be difficult for the victim to prove. Therefore, this form of bullying can become a long-term source of stress and anxiety.

Relational Bullying

Relational bullying, which is also referred to as relational aggression or social bullying, involves actions intended to harm a victim's reputation or relationships. It can include embarrassing the victim in public, spreading rumors, purposely leaving them out of social situations, or ostracizing them from a group.

Unlike more overt types of bullying, it is especially sly and insidious because it involves social manipulation.

Relational bullying is often associated with so-called "mean girls." However, while research has shown girls are more often the victims of relational bullying than boys, both boys are more likely to be perpetrators of this type of bullying.

On the other hand, studies suggest that girls who engage in relational bullying have worse adjustment problems , including issues maintaining fulfilling and positive relationships.

Relational bullying can lead to isolation , loneliness , depression, and social anxiety. Unfortunately, research indicates that teachers, school counselors, and other educational staff tend to feel relational bullying is less serious and have less empathy for victims of relational bullying than victims of physical and verbal bullying.

This may be because the severity of relational bullying is more challenging to detect. Physical and verbal bullying results in disciplinary action toward the perpetrator around 50% of the time, whereas this response only happens 10% of the time with relational bullying

Cyberbullying is bullying that happens via electronic devices like computers, smart phones, and tablets. It can take place over text messages, social media, apps, or online forums and involves posting or sending harmful content, including messages and photos, and sharing personal information that causes humiliation.

Research by the Cyberbullying Research Center shows that 15% of 9- to 12-year-olds and 37% of 13- to 17-year-olds have experienced cyberbullying at some point in their lives.

In-person bullying is still more prevalent than cyberbullying but cyberbullying is a growing problem. Not only are perpetrators of cyberbullying less likely to be caught, but the online nature of cyberbullying can also be especially damaging to victims.

People have their devices on them all day, every day, so if they're being cyberbullied, they never get a break, even in their homes.

Similarly, targets of cyberbullying may be constantly reminded of the online bullying they've endured because, even if they block the cyberbully, others may see and share the evidence.

Sexual Bullying

Sexual bullying is online or in-person bullying that involves sexual comments or actions, including sexual jokes and name-calling, crude gestures, spreading sexual rumors, sending sexual photos or videos, and touching or grabbing someone without permission.

Sexual bullying and harassment are remarkably widespread. A 2019 study found that 81% of women and 43% of men experienced sexual harassment or assault at some point in their lifetime.

Meanwhile, sexting, sending or receiving sexually explicit messages or images between electronic devices, is becoming increasingly common.

Research shows that among kids between the ages of 11 and 17, 15% of them sent sexts and 27% received sexts; the prevalence of the behavior increases as adolescents age.

When sexts are sent without consent, such as when private nude photos or videos of an individual are widely shared among a peer group, it can lead to sexual bullying and even sexual assault .

Prejudicial Bullying

Prejudicial bullying involves online or in-person bullying based on the target's race, ethnicity, religion, or sexual orientation . It is based on stereotypes and is often a result of the belief that some people deserve to be treated with less respect than others.

Though prejudicial bullying has been studied less than other types of bullying, research indicates that ethnic and sexual minorities are more likely to be bullied than their peers.

However, ethnic minorities that attend more ethnically diverse schools experience less bullying than those in schools that are more ethnically homogenous.

How Common Is Bullying?

Bullying is widespread and can negatively impact both bullying victims and the bullies themselves. A 2019 survey by the Centers for Disease Control and Prevention (CDC) found that 19.5% of ninth through twelfth graders were bullied on school property in the 12 months prior to completing the questionnaire.

Moreover, a study by the World Health Organization (WHO) conducted in 2013 and 2014 in 42 countries in Europe and North America found that, on average, 14% of 11-year-old boys and 11% of 11-year-old girls were bullied at least twice in the previous two to three months.

Mental Health Effects of Bullying

People who are bullied can experience a plethora of short- and long-term problems , including depression and anxiety, social withdrawal , substance abuse, difficulties at school or work such as underachieving and poor attendance, and even suicide .

In addition, children who are targets of bullying may become victims or perpetrators of violence later in life. Meanwhile, those who bully others are more likely to get into fights and vandalize property, abuse drugs and alcohol, have criminal convictions in adulthood , and abuse their romantic partners and children .

Even people who simply observe bullying can experience issues, including mental health difficulties and increased substance use.

Bullying can have lasting mental health effects, which is why it's so important to recognize it and address it as soon as possible. While physical and verbal bullying are the most recognizable forms, other types are also common and often occur together. Relational, cyber, sexual, and prejudicial bullying are other types of bullying that are sometimes less readily apparent (but just as damaging).

If you are having suicidal thoughts, contact the National Suicide Prevention Lifeline at 988 for support and assistance from a trained counselor. If you or a loved one are in immediate danger, call 911.

For more mental health resources, see our National Helpline Database .

Krešić Ćorić M, Kaštelan A. Bullying through the Internet - Cyberbullying .  Psychiatr Danub . 2020;32(Suppl 2):269-272.

Arseneault L. Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: implications for policy and practice .  Journal of Child Psychology and Psychiatry . 2018;59(4):405-421. doi:10.1111/jcpp.12841

StopBullying.gov. What is bullying ?

Armitage R. Bullying in children: impact on child health .  BMJ Paediatr Open . 2021;5(1):e000939. doi:10.1136/bmjpo-2020-000939

Elmahdy M, Maashi NA, Hakami SO, et al. Prevalence of bullying and its association with health-related quality of life among adolescents in Jazan: A cross-sectional study .  Cureus . 2022;14(8):e28522. doi:10.7759/cureus.28522

Orpinas P, McNicholas C, Nahapetyan L. Gender differences in trajectories of relational aggression perpetration and victimization from middle to high school .  Aggress Behav . 2015;41(5):401-412. doi:10.1002/ab.21563

Centifanti LCM, Fanti KA, Thomson ND, Demetriou V, Anastassiou-Hadjicharalambous X. Types of relational aggression in girls are differentiated by callous-unemotional traits, peers and parental overcontrol .  Behavioral Sciences . 2015;5(4):518-536. doi:10.3390/bs5040518

Cook EE, Nickerson AB, Werth JM, Allen KP. Service providers’ perceptions of and responses to bullying of individuals with disabilities . J Intellect Disabil . 2017;21(4):277-296. doi:10.1177/1744629516650127

Kumar VL, Goldstein MA. Cyberbullying and adolescents .  Curr Pediatr Rep . 2020;8(3):86-92. doi:10.1007/s40124-020-00217-6

Cyberbullying Research Center. Tween Cyberbullying in 2020 .

Cyberbullying Research Center. 2019 Cyberbullying Data .

Graber D. Raising Humans in a Digital World: Helping Kids Build a Healthy Relationship with Technology . HarperCollins Leadership; 2019.

Stop Street Harassment. National studies .

Madigan S, Ly A, Rash CL, Van Ouytsel J, Temple JR. Prevalence of multiple forms of sexting behavior among youth: A systematic review and meta-analysis .  JAMA Pediatr . 2018;172(4):327-335. doi:10.1001/jamapediatrics.2017.5314

Menesini E, Salmivalli C. Bullying in schools: The state of knowledge and effective interventions .  Psychology, Health & Medicine . 2017;22(sup1):240-253. doi: 10.1080/13548506.2017.1279740

Centers for Disease Control and Prevention. YRBSS | Youth Risk Behavior Surveillance System | Data | Adolescent and School Health . Cdc.gov. 2019.

World Health Organization. Health Behaviour In School-Aged Children (HBSC) .

StopBullying.gov. Effects of Bullying .

By Cynthia Vinney, PhD Cynthia Vinney, PhD is an expert in media psychology and a published scholar whose work has been published in peer-reviewed psychology journals.

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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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Home ➔ Free Essay Examples ➔ Bullying Essay

Bullying Essay – Writing Guide

A bullying essay is a piece of writing that explores the issue of bullying, its causes, effects, and possible solutions. Bullying is a widespread problem that affects people of all ages, genders, and backgrounds. It is a form of aggressive behavior that can be physical, verbal, or psychological, and is often repeated over time. Bullying can significantly impact the mental and emotional well-being of those affected, leading to anxiety, depression, low self-esteem, and even suicide.

A bullying essay is an assignment that students can be required to write at all education levels. The problem of bullying is pervasive in schools and has many facets that must be addressed with equal consideration. That’s why there are many things you can write about in your essay on bullying. Read on to see a short essay example on this topic with a few comments and some topics you can use as examples for this assignment.

The bullying paper example below is divided into three core elements: introduction, body, and conclusion. Each part is followed by a short analysis of that part.

Bullying Essay Example (with commentaries)

Topic: The Three Major Effects of Bullying in Schools

Type: Informative Essay

Introduction

Bullying in schools has remained constant from decade to decade. Bullying is terrible for children in schools and can have various detrimental effects. According to the Centers for Disease Control and the Department of Education, bullying comprises three core elements: unwanted aggressive behavior, observed or perceived power imbalance, and repetition or high likelihood of repetition. It is alarming that almost 20% of students aged 12 to 18 experience bullying nationwide. School bullying can adversely affect kids, including health conditions, learning problems, low self-esteem, and mental health issues.

Introduction analysis:

The introduction oof this essay provides background information on bullying. Then, the writer uses statistics from credible sources as an attention hook, which is one of the good ways to start an essay. And it ends with a thesis statement that states the three main aspects that will be discussed in the essay. However, it lacks a proper transition between the hook and the thesis statement.

Body paragraphs

The first and one of the major negative effects of bullying in school is its ability to wreak havoc on a child’s health and well-being. Aside from physical injuries which may result from physical shoving or pushing, bullying can cause headaches, trouble sleeping, and stomach aches. The mind and body are connected; hence, any stressor to a child’s well-being can manifest as physical symptoms. Bullying may also aggravate pre-existing health conditions like skin, heart, and gastrointestinal diseases. The negative impact on a child’s health is one of the more obvious adverse effects of school bullying.

In addition to affecting the child’s physical health, bullying can cause learning struggles and delays in development. The academic impact on the child experiencing bullying can be overwhelming. Often, one of the first indicators that a child may be experiencing bullying is a sudden decline in grades or poor academic performance. Sometimes, kids are so caught up with how bullying makes them feel that they forget to study, don’t do their homework, or have difficulty paying attention in class and digesting the study material. Bullied children often make excuses to skip school, pretend to be sick, or lie to their parents about attending classes. Overall, the academic impact of bullying is one of the worst ones that must be considered when tackling the problem.

To make matters worse, besides negative physical health outcomes and unsatisfactory grades or a decline in academic achievement, kids who experience bullying in schools also suffer from poor self-esteem and mental health effects. For example, bullied kids tend to experience negative emotions such as social isolation, anger, loneliness, and more. In some cases with high school students, these negative emotions can lead to the misuse of drugs or alcohol. Bullying causes kids to feel poorly about themselves, increasing their risk for depression, anxiety, self-harm, or suicide. These effects can be short-term or long-lasting, even when bullying has ended.

Body analysis:

The body of the essay discusses the three main negative consequences of bullying mentioned in the thesis statement of this bullying essay. Each of these points is elaborated on with specific examples. The language used is clear and easy to understand. However, the essay does not flow smoothly from one point to the next and feels somewhat choppy as a result.

School bullying can have significant and detrimental negative effects on kids, including adverse health outcomes, inadequate academic performance, and mental struggles. Kids who are bullied are more likely to experience a manifestation of health conditions, which may become chronic. Bullying causes kids to be less likely to perform well academically and may cause them to skip class, thereby impacting their learning. Lastly, bullying causes kids to experience unhealthy emotions and poor self-esteem. Bullying is a chronic problem that we must continue to address in schools everywhere.

Conclusion analysis:

The essay’s conclusion restates the three main points of the body and reaffirms that bullying is a serious problem with far-reaching consequences. But, it feels somewhat abrupt and could be further developed at the very end, even though it is an informative piece.

97 Bullying Essay Examples – Here’s a PDF file with more examples of papers about bullying (by various authors). They vary in size and quality, so make sure to analyze them thoroughly.

What to Write About (Topics)

Below, you will find various ideas you can use to write an essay on bullying. The topics are divided by essay type as it will affect how you write and what you write about.

Expository essay : You can educate or inform your audience about bullying or define bullying from your unique perspective. Here are a few topic examples:

• Bullying in Primary and Secondary Schools
• How to Stand up to a Bully Effectively
• What Role Bystanders Play in Bullying Situations
• How to Support Someone Who is Being Bullied
• The Legal Repercussions of Bullying
• Existing Policies and Laws That Fight Bullying
• Best Ways to Handle Bullying for Educators
• How to Overcome the Consequences of Bullying
• Examples of Effective and Ineffective Anti-bullying Programs in Educational Institutions

Classification essay : You can explore and describe the types and subtypes of bullying. For example:

• Bullying in schools
• Workplace bullying
• Cyberbullying
• Bullying of children
• Bullying of teenagers
• Bullying of adults
• Verbal bullying
• Physical bullying
• Emotional bullying
• Racial bullying
• Religious bullying
• Cultural bullying
• Fat shaming

Problem-solution essay : You can explore and describe the possible solutions to bullying. Here are some topic examples for this bullying essay type:

• How schools can effectively address bullying
• The role of parents in preventing bullying
• How we can change the culture of bullying
• How we can support a bullying victim
• How to create a more positive school climate to prevent bullying

Cause and effect essay : You can explore and describe the effects of bullying or the causes that lead to bullying. Below are several topic samples:

• How bullying leads to school violence
• How bullying can lead students to suicidal thoughts
• The long-term effects of being bullied
• How bullying affects the academic performance of students
• The psychological consequences of bullying

Persuasive essay : You can try to take a stance on bullying and persuade the readers to take action. Such a bullying essay could be written on the following topics:

• School shootings: why do school shootings happen, and how can we prevent them?
• Repeated verbal abuse: how does repeated verbal abuse affect bullying victims, and what can be done to stop it?
• Family members: should family members be held responsible for bullying?
• Bystanders: what role do bystanders play in bullying, and how can we encourage them to take action?
• Social media: how does social media contribute to bullying, and what can be done to stop it?

Argumentative essay : You can argue your point of view on bullying or any of its aspects in an argumentative paper. Topic examples:

• What causes people to bully others?
• Can we end school bullying for sure?
• Should people who bully others be punished?
• Is there a difference between boys and girls who bully?
• Is there a link between bullying and poor mental health?

Narrative essay : You can tell your personal story related to bullying (if you have one) or a story of someone you know. Topic examples might include the following:

• How I studied bullying behavior for my project
• How spreading rumors ruined my middle-school life
• How other countries I have been to deal with school bullying
• Why I changed schools five times and don’t have many friends
• How it can get to you even through text messages

Bullying is a serious and growing problem affecting individuals, their families, and communities. It is a complex subject to broach and talk about because it provides little comfort to parents, but it should be discussed to implement strategies to mitigate bullying and its effects. And while it is true that some young people will likely “grow out of” being bullied, it’s also true that some never stop being bullied.

In conclusion, this essay guide on bullying has provided a comprehensive overview of the issue and its impact on individuals. It is a problem that affects individuals of all ages, backgrounds, and walks of life. By working together and taking action, we can help create a world where everyone feels safe, valued, and respected, and where bullying has no place. If you are writing an essay on this topic, this guide can serve as a valuable resource to help you better understand the issue and develop practical solutions to address it. Remember, if you or someone you know is being bullied, speaking out and seeking help is important.

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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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Essay on Bullying

Essay generator.

Bullying is a pervasive issue that affects individuals of all ages, backgrounds, and walks of life. It is a problem that transcends geographical boundaries and has profound emotional, psychological, and even physical consequences on its victims. In recent years, the global community has recognized the urgency of addressing this issue and has taken significant steps to combat bullying. This essay aims to provide students with a comprehensive understanding of bullying, its various forms, the reasons behind it, its consequences, and strategies to prevent and address it.

Bullying can be defined as a deliberate and repeated aggressive behavior that is intended to harm, intimidate, or exert control over another person. This harmful behavior can manifest in various forms, including physical, verbal, relational, and cyberbullying.

Types of Bullying

• Physical Bullying : Physical bullying involves direct physical harm or the threat of harm to the victim. This can include hitting, pushing, kicking, or any other form of physical aggression.
• Verbal Bullying : Verbal bullying includes using words or language to hurt, humiliate, or belittle another person. It can take the form of name-calling, insults, taunts, or spreading rumors.
• Relational Bullying : Relational bullying, also known as social bullying, aims to damage a person’s reputation or social standing. It involves manipulating social relationships, spreading gossip, or excluding someone from a group.
• Cyberbullying : With the rise of technology, cyberbullying has become a significant concern. It involves using electronic devices and social media to harass, threaten, or embarrass others. This form of bullying can have severe consequences due to its widespread nature.

Reasons Behind Bullying

Understanding the motivations behind bullying is crucial for addressing the issue effectively. Some common reasons include:

• Power and Control : Bullies often seek power and control over their victims, using intimidation to feel superior.
• Insecurity: Some bullies may suffer from low self-esteem and use bullying as a way to boost their own confidence.
• Peer Pressure : Individuals may engage in bullying due to pressure from peers or a desire to fit in with a certain group.
• Lack of Empathy: A lack of empathy or understanding for the feelings of others can lead to bullying behavior.

Dealing With Bullying (for Teens)

Bullying is a distressing and challenging issue that many teenagers face at some point in their lives. It can take various forms, such as physical, verbal, relational, or cyberbullying, and can have lasting emotional and psychological effects. If you or someone you know is dealing with bullying, here are some important steps and strategies to consider:

• Recognize It: The first step in dealing with bullying is recognizing it. Understand that bullying can be subtle, and it’s not always easy to identify. It’s crucial to distinguish between a conflict or disagreement and genuine bullying behavior.
• Talk About It: Don’t keep your feelings or experiences bottled up. Talk to someone you trust, whether it’s a friend, family member, teacher, or counselor. Sharing your experiences can provide emotional support and guidance.
• Keep Records: Document instances of bullying, including dates, times, locations, and the people involved. This documentation can be valuable if you decide to report the bullying to school authorities or law enforcement.
• Avoid Retaliation: While it’s natural to feel angry and want to retaliate, avoid responding to the bully with aggression. Retaliation can escalate the situation and lead to more harm. Focus on seeking help and support instead.
• Seek Adult Help: Talk to a trusted adult about the bullying. They can provide guidance, help you report the issue to school officials or authorities if necessary, and ensure your safety.
• Use Technology Wisely: In the case of cyberbullying, protect your online presence by adjusting privacy settings, blocking the bully, and avoiding engaging in any further online conflicts.
• Know Your Rights: Familiarize yourself with your school’s anti-bullying policies and your legal rights. Schools are required to take bullying seriously and take appropriate actions to address it.
• Report It: If the bullying continues or escalates, report it to school authorities and, if necessary, to local law enforcement. Provide them with your documentation and any evidence you have.
• Stay Safe Online: Be cautious with your online presence, and avoid sharing personal information or engaging in online conflicts. Report cyberbullying to the platform or social media site administrators.

Consequences of Bullying

Bullying has profound and lasting consequences on both the victim and the bully. These consequences include:

• Emotional and Psychological Effects: Victims often experience anxiety, depression, low self-esteem, and in severe cases, suicidal thoughts. Bullies may develop a pattern of aggressive behavior that persists into adulthood.
• Academic Impact: Bullying can disrupt a student’s ability to concentrate, leading to poor academic performance and school avoidance.
• Health Consequences: Both victims and bullies may experience physical health problems, such as headaches, stomachaches, and sleep disturbances.
• Long-term Effects: The effects of bullying can extend into adulthood, impacting relationships, mental health, and overall quality of life.

Prevention and Intervention Strategies

Efforts to combat bullying should involve a combination of prevention and intervention strategies:

• Awareness Programs: Schools and communities can implement awareness programs that educate students about the consequences of bullying and promote empathy and kindness.
• Open Communication: Encourage open communication between students, parents, and educators, creating a safe space for reporting bullying incidents.
• Strict Anti-Bullying Policies: Schools should have clear anti-bullying policies with consequences for those who engage in bullying behavior.
• Support Systems: Provide support and counseling for both victims and bullies to address their emotional and psychological needs.
• Cyberbullying Prevention: Promote responsible internet usage and educate students about the dangers of cyberbullying.

Bullying is a complex and deeply rooted issue that affects countless individuals around the world. Students participating in essay writing competitions must understand the different forms of bullying, its causes, and the devastating consequences it can have on individuals and society as a whole. By fostering empathy, promoting open communication, and implementing effective prevention and intervention strategies, we can work towards a world where bullying is a thing of the past, and all individuals can thrive in a safe and respectful environment.

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Essay on Bullying

Silent Screams, Behind Smiles

In the vast tapestry of human interaction, a sinister thread often weaves its way through the lives of many – bullying. Imagine a quiet school hallway echoing with laughter, seemingly carefree conversations, and the shuffling of feet. Yet, beneath the surface, a shadowy realm exists where individuals, young and old, find themselves trapped in a web of repeated aggression and intentional harm. Bullying, a pervasive and insidious force, extends its reach across verbal taunts, physical confrontations, and the silent, relentless harassment of the digital age. Join us on a journey to unmask the shadows, understand the nuances of bullying, and pave the way for a collective effort to combat this pervasive issue.

Types of Bullying

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Understanding these types is crucial for effective prevention and intervention efforts. Here are the primary categories:

• Verbal Bullying: It is the use of words to cause hurt, humiliation, or manipulation in others. This form of aggression can manifest in various ways, including name-calling, teasing, taunting, and spreading rumors. The impact of verbal bullying extends beyond the spoken moment, often causing emotional distress and eroding the victim’s self-esteem. Persistent verbal abuse can create a hostile environment, leaving lasting psychological scars on those targeted.
• Physical Bullying: It is the use of force or aggression to hurt another person’s body or property. This form of bullying includes actions like hitting, kicking, pushing, and any other physical acts that inflict pain or discomfort. The consequences of physical are not only immediate physical harm but also potential long-term emotional and psychological effects. Physical bullying’s visible nature makes it more apparent, but one should not underestimate its impact on the victim’s overall well-being.
• Cyberbullying: In the digital age, cyberbullying has emerged as a pervasive form of harassment. This bullying occurs through electronic devices and platforms like social media, messaging apps, or online forums. Cyberbullying may involve:
• Sending threatening messages.
• Spreading false information.
• Sharing embarrassing photos or videos.
• Excluding individuals from online communities.

The anonymity provided by the internet can intensify the harmful effects of cyberbullying, as perpetrators may feel encouraged to engage in behavior they might not consider in face-to-face interactions.

• Social Bullying (Relational Aggression): Social bullying, also known as relational aggression, focuses on damaging an individual’s social standing, relationships, or reputation. This form of bullying often involves manipulation, spreading rumors, social exclusion, or undermining relationships. Social bullying can be particularly insidious, as its effects may not be immediately apparent, but the long-term consequences on the victim’s social and emotional well-being can be profound. It is a subtle yet powerful means of asserting control and causing harm.
• Prejudicial Bullying: Individuals may direct prejudicial bullying towards others based on attributes such as color, ethnicity, gender, sexual orientation, or any other distinguishing characteristic. This form of bullying stems from prejudice and discriminatory attitudes, seeking to marginalize and intimidate individuals based on their perceived differences. Prejudicial bullying not only inflicts emotional and psychological harm but also contributes to a broader culture of discrimination and intolerance.

Causes of Bullying

1. social factors.

• Peer Pressure: Bullying can arise from the desire to conform to social norms within a particular group. Individuals may engage in aggressive behavior to gain acceptance or approval from their peers.

Example: A student might participate in teasing or exclusionary behavior to align with a dominant social group in their school.

• Group Dynamics: It often occurs within groups, where individuals may feel empowered to act aggressively when they are part of a larger collective. Group dynamics can amplify the negative behavior of individuals.

Example: A clique in a workplace may engage in gossiping or exclusionary practices, with each member contributing to the overall negative atmosphere.

2. Psychological Factors

• Low Self-esteem: Individuals with poor self-esteem may engage in bullying to compensate for their anxieties. Putting others down can provide a false sense of empowerment.

Example: A person who feels inadequate in certain areas may mock or belittle others to mask their feelings of inadequacy.

• Lack of Empathy: Empathy is crucial in understanding and respecting others’ feelings. It often involves a lack of empathy, where individuals disregard the emotional impact of their actions on the victims.

Example: A person making hurtful comments online may not fully grasp the emotional toll it takes on the recipient due to a lack of empathy.

3. Environmental Factors

• Family Influence: Family dynamics and upbringing can significantly influence bullying tendencies. A child exposed to aggressive behavior or inadequate conflict resolution skills at home may replicate these behaviors in other settings.

Example: A child witnessing aggressive behavior between family members may adopt similar behaviors when interacting with peers.

• School Culture: The overall atmosphere within a school, including the attitude of teachers and administrators and the prevalence of anti-bullying initiatives, can impact rates. A positive school culture discourages behavior.

Example: A school with strict anti-bullying policies and a supportive environment is likely to have lower instances of bullying compared to a school with a permissive or indifferent culture.

4. Cultural and Societal Factors

• Media Influence: Media, including television , movies, and online platforms, can contribute to the normalization of aggressive behavior. Exposure to violent or demeaning content may desensitize individuals to the impact of their actions.

Example: A person influenced by violent portrayals in media may mimic aggressive behavior, believing it to be acceptable or even commendable.

• Social Inequality and Discrimination: Broader societal issues such as inequality and discrimination may fuel bullying. Individuals may target others based on perceived differences, reinforcing prejudiced attitudes.

Example: Discrimination based on race, gender, or other characteristics can lead to bullying behaviors as individuals attempt to assert dominance or maintain perceived social hierarchies.

Impact on Victims

The impact of bullying on victims is multifaceted and can have profound consequences on various aspects of their lives. Here are key points outlining the effects:

Emotional Consequences:

• Anxiety and Depression: Bullying often leads to heightened levels of anxiety and depression in victims due to the ongoing stress and emotional turmoil.
• Low Self-esteem: Constant belittlement and harassment erode a victim’s self-worth, contributing to a diminished sense of confidence and self-esteem.

Physical Consequences:

• Health Issues: The stress and emotional toll of bullying can manifest in physical health problems, including headaches, stomachaches, and sleep disturbances.
• Injuries: In cases of physical bullying, direct harm can cause injuries ranging from bruises to more severe wounds.

Social Consequences:

• Isolation: Victims of bullying may withdraw from social interactions out of fear or due to the social exclusion imposed upon them.
• Difficulty Trusting Others: The experience of betrayal and mistreatment may lead to problems in forming trusting relationships.

Academic Consequences:

• Decline in Performance: It can negatively impact a student’s academic performance, as the emotional distress may interfere with concentration and learning.
• School Avoidance: Victims may avoid attending school to escape the torment, leading to a decline in attendance and engagement in educational activities.

Behavioral Consequences:

• Aggressive Behavior: Some victims may adopt aggressive behavior as a defense mechanism or as a way to regain a sense of control.
• Self-Harm and Suicidal Ideation: The emotional pain inflicted by bullying may lead to severe consequences, including self-harm or suicidal thoughts.

Long-term Psychological Effects:

• Post-traumatic Stress Disorder (PTSD): Severe cases of bullying may result in PTSD, characterized by persistent emotional distress and intrusive memories.
• Impact on Adulthood: The effects of bullying can extend into adulthood, influencing mental health, relationships, and overall life satisfaction.

Impact on Relationships:

• Difficulty Forming Relationships: Victims may find it difficult to form and sustain healthy relationships because they lack trust and are afraid of rejection.
• Social Withdrawal: Bullying-induced isolation can contribute to a pattern of social withdrawal that persists into adulthood.

Coping Mechanisms:

• Maladaptive Coping: Victims may develop maladaptive coping mechanisms, such as substance abuse or self-destructive behaviors, as a way to manage emotional pain.
• Impaired Coping Skills: The persistent stress from bullying may hinder the development of effective coping skills, impacting the victim’s ability to navigate challenges in the future.

Prevention and Intervention

Preventing and intervening in bullying requires a multifaceted approach involving individuals, communities, educational institutions, and society. Here are key strategies for prevention and intervention

Prevention Strategies

• Education and Awareness: It is important to conduct regular educational programs in schools, workplaces, and communities to raise awareness about the various forms of bullying. Implement age-appropriate curriculum components that teach empathy, conflict resolution, and the importance of respectful communication .
• Promote Inclusivity: Foster an inclusive culture within schools and workplaces that celebrates diversity. Implement initiatives to encourage positive interactions and friendships among individuals from different backgrounds.
• Establish Clear Policies: Develop and communicate clear anti-bullying policies with transparent consequences for perpetrators. Ensure policies are widely known and consistently enforced, creating a deterrent effect.
• Peer Support Programs: Implement peer support and mentorship programs to empower students and employees to intervene and support their peers. Train students and employees to recognize signs of bullying and respond appropriately.
• Cyber Literacy Programs: Integrate cyber literacy education into the curriculum to educate students and individuals about responsible online behavior. Teach the importance of digital citizenship, emphasizing the potential consequences of cyberbullying.

Intervention Strategies

• Immediate Response: Create and establish a rapid reaction mechanism to address bullying events quickly. Ensure immediate and effective intervention training for educators, supervisors, or administrators.
• Counseling and Support Services: Counsel both victims and perpetrators on the emotional and psychological implications of bullying. Establish a support network within the community, including mental health professionals, to assist those affected.
• Restorative Justice Practices: Implement restorative justice practices prioritizing repairing harm and fostering empathy over punishment. Encourage open dialogue between the victim and the perpetrator to facilitate understanding and resolution.
• Anonymous Reporting Systems: Establish anonymous reporting systems to encourage individuals to report bullying incidents without fear of reprisal. Investigate all reported incidents thoroughly and take appropriate action.
• Collaboration with Authorities: Collaborate with law enforcement when necessary, especially in cases involving severe or repeated acts of bullying. Collaborate closely with legal authorities to ensure the implementation of appropriate legal measures addressing the situation.
• Family Involvement: Involve parents in the intervention process, providing them with information and resources to address bullying at home. Conduct family workshops to promote communication and cooperation in preventing and addressing bullying.
• Continued Monitoring and Evaluation: Regularly monitor the effectiveness of prevention and intervention strategies. Collect feedback from students, employees, and the community to identify areas for improvement and adjustment.

Empowering Bystanders

Bystanders play an essential role in the dynamics of bullying since their actions or omissions can have a substantial impact on the outcomes. Empowering bystanders involves providing them with the tools, awareness, and encouragement to intervene in bullying incidents.

• Recognition of Responsibility: Bystanders should recognize that witnessing bullying comes with a moral responsibility to act. Recognizing that one’s actions can impact others is the first step toward making the environment safer.
• Bystander Training Programs: Schools and workplaces should implement bystander training programs to educate individuals on recognizing, preventing, and intervening in bullying situations. These programs can provide practical strategies and build confidence in bystanders.
• Creating a Culture of Responsibility: Create a culture in which everyone feels accountable for the well-being of their peers. Emphasize that intervention is an option and an expectation for maintaining a respectful and inclusive community.
• Encouraging Direct Intervention: Bystanders should be encouraged to intervene directly when it is safe. This can involve acting against the bully, supporting the victim, or seeking help from authorities.
• Utilizing Safe Reporting Mechanisms: Establish confidential reporting mechanisms that allow bystanders to report incidents without fear of retaliation. This ensures that those who witness bullying can play a role in resolving the issue while maintaining their safety.
• Disrupting the Bullying Cycle: Bystanders can disrupt the cycle of bullying by refusing to join in or support the negative behavior. A united front against bullying sends a powerful message and weakens the influence of the perpetrator.
• Teacher and Staff Involvement: Educators should actively involve themselves in bystander empowerment efforts. This includes providing guidance, addressing concerns, and reinforcing the importance of bystander intervention as part of the school culture.
• Parental Awareness and Action: Engage parents in the conversation about the role of bystanders in preventing bullying. Encourage them to instill values of empathy and responsibility in their children, promoting a collaborative effort between home and school.

Legal Considerations

Addressing bullying requires a legal framework that sets consequences for perpetrators, school policies, and anti-bullying laws.

• Criminal Charges: In severe cases, bullying may result in criminal charges like harassment, assault, or even hate crimes. Legal consequences underscore the gravity of the actions and provide a deterrent for potential offenders.
• Civil Liability: Bullies may be held civilly liable for the harm caused to the victim. This includes potential lawsuits filed by the victim or their family seeking damages for emotional distress, medical expenses, or other related consequences.
• Zero-Tolerance Policies: Many schools implement zero-tolerance policies against bullying, outlining strict consequences for those involved. These policies clearly state that the tolerance of bullying is unacceptable and will result in disciplinary action.
• Reporting and Investigation Protocols: Schools should have clear protocols for reporting and investigating bullying incidents. This ensures that allegations are taken seriously, thoroughly examined, and addressed promptly.
• Anti-Bullying Legislation: Many jurisdictions have enacted anti-bullying laws that mandate specific actions schools must take to prevent and address bullying. These laws often include provisions for education, prevention programs, and reporting mechanisms.
• Educator and Staff Obligations: Educators and staff members are ethically responsible for intervening in bullying incidents, reporting them, and supporting victims. Failure to perform this task may result in professional penalties.
• Parental Accountability: Parents may be held accountable for their child’s bullying behavior. Legal consequences can include fines or mandatory attendance in parenting programs to address the root causes of the child’s actions.

Real-Case Examples

Here are a few examples of well-known figures who have spoken out about their experiences with bullying

1. Lizzie Velasquez

• Background: Lizzie Velasquez was born with a rare congenital condition that prevents her from gaining weight and has other health implications. In 2006, When she was only 17, a YouTube video labeled her the “World’s Ugliest Woman.” This video went viral, and Lizzie became the target of relentless cyberbullying.
• Response and Activism: Instead of succumbing to the negativity, Lizzie used her experience to advocate against bullying. She became an anti-bullying activist, motivational speaker, and author. Lizzie’s story has inspired many, and she has given TEDx talks and appeared in documentaries to share her journey and promote a message of kindness and self-acceptance.

2. Megan Meier

• Tragic Incident: Megan Meier, a 13-year-old girl from Missouri, took her own life in 2006 after experiencing cyberbullying. The bullying occurred on MySpace, where she had developed an online relationship with a boy named “Josh Evans.” However, later revelations exposed that adults, including the mother of one of Megan’s former friends, had created the fictitious identity “Josh Evans.”
• Legal Consequences and Awareness: Megan’s story gained national attention, leading to discussions about the seriousness of online harassment. The case also prompted legal action against Lori Drew, the mother involved in the deception. Authorities charged Lori Drew with unauthorized access to a computer, but she ultimately was acquitted. Megan’s tragic death underscored the need for increased awareness and legal measures to address cyberbullying.

3. Tyler Clementi

• Privacy Invasion: Tyler Clementi, an 18-year-old college student, died by suicide in 2010 after his roommate secretly recorded and broadcasted an intimate encounter between Tyler and another man. The incident occurred at Rutgers University and highlighted the invasion of privacy and the devastating impact of bullying on LGBTQ+ individuals.
• Legal and Social Implications: Tyler’s death resulted in a high-profile legal case against his roommate, Dharun Ravi, who faced charges of invasion of privacy, bias intimidation, and other offenses. The case prompted discussions about the consequences of cyberbullying, especially when it involves issues of sexuality. It also raised awareness about the importance of creating inclusive and supportive environments on college campuses.

The pervasive issue of bullying demands collective action and unwavering commitment to fostering environments of empathy and respect. By acknowledging its diverse forms, addressing root causes, implementing preventative measures, and navigating legal considerations, society can dismantle the shadows cast by this epidemic. Only through a united effort to empower bystanders, educate communities, and enforce consequences can we pave the way for a future where every individual is free from the haunting specter of bullying.

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Essay on Bullying in Schools

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

Types of Bullying in Schools

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

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

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

Measures to Control Bullying

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

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

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

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

Effects of School Bullying 

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

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

Causes of Bullying

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

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

Works Cited

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

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

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

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

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

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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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The Issue of Bullying in the Schools Essay

• To find inspiration for your paper and overcome writer’s block
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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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Essay On Bullying

Understanding Essay on Bullying

Types of Bullying

Effects of Bullying

Researching the Topic

Gathering Information

Reliable Sources

Note-taking

Writing Techniques

Creating an Outline

Thesis Development

Clear and Concise Language

Incorporating Evidence

Quoting and Paraphrasing

Citing Sources

Editing and Revising

Proofreading

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Bullying is a pressing issue that continues to plague societies around the world, affecting people of all ages and backgrounds. According to recent research, one in three students has experienced bullying at some point in their education. This statistic serves as a sobering reminder of the need to address this widespread problem immediately. In this essay, we will look at the definition of bullying, its profound impact on individuals and society, and suggest effective strategies to combat this harmful behavior.

First of all, it is very important to develop a clear definition of what bullying is and how to write an essay on bullying. Bullying can be defined as a repeated act of intentional harm - physical, verbal, or through social manipulation - to a person who is trying to defend themselves. This behavior often occurs in an imbalance of power, where the bully controls and dominates the victim. Moreover, bullying goes beyond single incidents, as it involves a system of repeated aggression or intimidation.

Bullying's aftereffects can be extensive and seriously damaging. For the victims, the emotional and psychological scars can persist long after the bullying stops, leading to anxiety, depression, low self-esteem, and even suicidal thoughts. Additionally, the impact of bullying extends beyond the individuals directly involved, affecting families, communities, and society as a whole. It fosters an environment of fear, intolerance, and exclusion, eroding the foundations of a harmonious and inclusive society.

The main objective of this essay is to shed light on the issue of bullying and propose effective strategies to address and prevent it. To achieve this, we will explore three key areas. Firstly, we will examine the root causes of bullying, analyzing the underlying factors that contribute to the emergence of such behavior. Secondly, we will delve into the various forms of bullying, including verbal, physical, and cyberbullying, highlighting their unique characteristics and impact. Lastly, we will present a range of practical solutions and intervention strategies that individuals, schools, and communities can implement to counteract bullying and foster a safe and nurturing environment.

Understanding Essay on Bullying:

Bullying manifests in various forms, each with its own distinctive characteristics and methods of inflicting harm. By exploring these different types of bullying and delving into their effects, we can develop a deeper understanding of the magnitude of this issue and the urgent need for intervention.

Types of Bullying:

• Verbal Bullying: Verbal bullying involves the use of hurtful words, insults, teasing, or derogatory remarks to belittle or intimidate the victim. Examples include name-calling, mocking, spreading rumors, or making derogatory comments about one's appearance, race, gender, or abilities.
• Physical Bullying: Physical bullying encompasses acts of physical aggression or violence directed at the victim. It includes hitting, punching, kicking, pushing, tripping, or any form of physical harm intended to cause pain or injury.
• Cyberbullying: With the rise of digital communication, cyberbullying has become a significant concern. Cyberbullying occurs through online platforms such as social media, text messages, emails, or other digital means. It includes harassing others online, distributing false information, posting embarrassing images or videos, or sending threatening comments.

Effects of Bullying:

• Effects on Victims: Bullying inflicts severe emotional and psychological distress on its victims. They could go through periods of anxiety, sadness, low self-esteem, and lowered self-worth. Victims often suffer from social isolation, withdrawal, and a fear of attending school or participating in social activities. In extreme cases, bullying can lead to self-harm or suicidal ideation.
• Effects on Bullies: While it may seem contradictory, bullies themselves are not exempt from the negative consequences of their actions. Engaging in bullying behavior can stem from deeper issues such as insecurity, a need for power, or a desire for control. However, bullies often struggle with empathy, healthy relationships, and face an increased risk of engaging in delinquent behavior in adolescence and adulthood.

By understanding the various forms of bullying and recognizing the profound effects it has on victims, bullies, and the community, we are better equipped to address and combat this pervasive issue. Education, awareness, and proactive intervention are vital in fostering a culture of respect, empathy, and inclusivity, where bullying has no place.

Researching the Topic:

When embarking on the task of writing an essays on bullying, conducting thorough research is paramount. This research phase enables you to gather relevant information, statistics, and studies that will strengthen the credibility and effectiveness of your essay. Let's explore the key components of conducting research on bullying.

Gathering Information:

It is crucial to compile a variety of data in order to create a thorough picture of bullying. This includes exploring scholarly articles, reports, studies, books, and reputable online sources. Thorough research allows you to uncover the latest data, trends, and perspectives on bullying, ensuring that your essay is based on accurate and up-to-date information.

Reliable Sources:

When conducting research, it is crucial to rely on credible sources to maintain the integrity and validity of your essay. Here are some tips to help you find reliable sources:

• Academic Journals: Scholarly journals provide in-depth research and analysis conducted by experts in the field. Accessing databases like JSTOR, PubMed, or Google Scholar can help you find peer-reviewed articles and essays on bullying.
• Government Reports: Government entities often conduct research and publish reports on various societal issues, including bullying. Websites of government agencies, such as the Department of Education or Health, can be valuable sources of reliable data and statistics.
• Reputable Organizations: Organizations dedicated to studying and combating bullying, such as the National Bullying Prevention Center or StopBullying.gov, offer valuable resources, research findings, and practical strategies to address bullying.

Note-taking:

As you delve into your research, effective note-taking is essential to organize ideas and key points. Here are some strategies to enhance your note-taking process:

• Summarize: Summarize the main findings, key arguments, and supporting evidence from each source in your own words. This helps you internalize the information and simplifies the process of integrating it into your essay later.
• Organize by Themes: Create a system of categorizing your notes based on different themes or subtopics related to bullying. This organization will facilitate the seamless integration of relevant information into your essay's structure.

By conducting thorough research, relying on credible sources, and adopting effective note-taking strategies, you will gather a wealth of reliable information that strengthens the credibility and impact of your essay. Remember to critically analyze and synthesize the gathered data to present a well-rounded and informed perspective on the topic of bullying.

Writing Techniques:

Writing an effective essays on bullying requires employing various techniques to enhance the quality and impact of your writing. Let's explore three key techniques that can elevate your essay.

Creating an Outline:

It is advantageous to draft an outline before starting to write. An outline acts as a road map, guiding you as you organize your ideas and keep your essay's structure consistent. Here are some benefits of creating an outline:

• Clarity and Organization: An outline clarifies your main ideas, subtopics, and supporting evidence. It ensures that your essay flows logically and coherently, preventing the risk of disjointed or confusing arguments.
• Time and Effort Efficiency: By outlining your essay, you can plan the distribution of your ideas and allocate appropriate word counts to each section. This prevents overemphasis on certain aspects while neglecting others and helps you manage your time effectively.
• Revision and Flexibility: An outline provides a framework that allows you to make revisions and adjustments more easily. If you encounter new information or ideas during the writing process, you can easily integrate them into your outline without disrupting the overall structure of your essay.

Thesis Development:

A strong and specific thesis statement is crucial to convey the main argument and purpose of your essay effectively. Consider the following guidelines for formulating a compelling thesis statement:

• Be Clear and Concise: Your thesis statement should be concise and specific, clearly conveying your main argument or position on bullying. Avoid making generic or ambiguous comments.
• Reflect the Scope of the Essay: Your thesis statement should include all of the key ideas and arguments you plan to present in your essay. It need to act as a road map for the reader, detailing the main facets of bullying you'll tackle.
• Take a Stand: Your thesis statement should assert your position or stance on the issue of bullying. Avoid being overly neutral or passive. Clearly express your viewpoint to engage the reader and guide your subsequent arguments.

Clear and Concise Language:

Using clear and straightforward language is crucial for effectively communicating your ideas and engaging the reader. Consider the following tips:

• Avoid Jargon and Complex Terminology: Use language that is accessible to a wide audience. Avoid unnecessary jargon or technical terms unless they are essential to conveying your message.
• Use Active Voice: Opt for active voice to make your writing more dynamic and direct. Active voice creates a stronger impact and enhances clarity.

Incorporating Evidence:

Effectively incorporating evidence from reliable sources is essential for supporting your arguments and strengthening the credibility of your essay on bullying. Let's explore two key aspects of incorporating evidence: quoting and paraphrasing, and citing sources.

Quoting and Paraphrasing:

• When quoting, make sure the direct quotations are striking and pertinent. Introduce the quote with a signal phrase or a sentence that provides context. Use quotation marks to indicate the exact words taken from the source. An in-text citation including the author's name, year of publication, and page number (if relevant) should come after the quote. Remember to keep quotes concise and integrate them seamlessly into your writing.
• Paraphrasing: Using your own words to rephrase information from a source while preserving the original meaning is known as paraphrasing. Paraphrasing allows you to convey the ideas in a more concise and integrated manner. However, it is essential to avoid unintentional plagiarism by still providing proper credit through in-text citations.

Citing Sources:

Accurate citation and referencing are crucial to acknowledge the sources you have consulted and to avoid plagiarism. Follow the guidelines of a recognized citation style guide, such as MLA or APA, for consistency and credibility. Here are some key points to consider:

• Include in-text citations to identify the information's source within the essay's body paragraphs. The last name of the author and the year of publication are normally included in parentheses.
• Reference List/Bibliography: At the end of your essay, include a reference list or bibliography that provides complete bibliographic details for all the sources you cited in your essay. Observe the precise formatting requirements specified by the citation style you are using (for example, MLA, APA).

Editing and Revising:

Once you have written the initial draft of your essay on bullying, the editing and revising process is crucial to refine your work and ensure its clarity and coherence. Let's explore two important aspects of editing and revising: proofreading and seeking peer review.

Proofreading:

Checking your essay for grammar, spelling, punctuation, and typographical problems is known as proofreading. Here are some tips to effectively proofread your essay:

• Take a Break: After completing the initial draft, step away from your essay for a while. This break allows you to approach the proofreading process with a fresh perspective, making it easier to spot errors.
• Read Aloud: Read your essay aloud slowly and attentively. By using this method, you can see odd sentence patterns, missing words, or inconsistencies that you might miss if you read aloud. 
• Make use of automatic tools like spell checkers and grammar checkers to find obvious problems. However, be aware that these tools may not detect all contextual or stylistic issues, so manual proofreading is still necessary.

Peer Review:

Seeking feedback from peers or teachers through the process of peer review can immensely improve the quality of your essay. Here's how you can benefit from peer review:

• Multiple Perspectives: Peers or teachers can offer fresh insights and different perspectives on your essay. They may identify areas that need clarification or suggest alternative arguments that strengthen your overall message.
• Constructive Criticism: Feedback from peers or teachers can help you identify weaknesses in your essay, such as unclear arguments, lack of evidence, or organizational issues. This feedback enables you to make necessary revisions and improvements.
• Clarify Ambiguities: Peers or teachers can point out sections that may be confusing or require further elaboration. Their questions or comments can guide you in providing clearer explanations or examples.

Always keep an open mind when participating in peer review and be willing to accept criticism. Utilize the comments provided to strengthen and improve your essay's coherence.

Conclusion:

In conclusion, writing an essay on bullying provides an opportunity to delve into a critical issue that affects individuals and communities worldwide. We have covered a number of topics to think about when writing your essay on bullying throughout this article. Let's recap the main points discussed:

• Understanding Bullying: We examined different types of bullying, including verbal, physical, and cyberbullying, and highlighted the detrimental effects it has on victims, bullies, and the overall community.
• Researching the Topic: We emphasized the importance of conducting thorough research, utilizing reliable sources, and adopting effective note-taking strategies to gather relevant data and statistics on bullying.
• Writing Techniques: We explored the benefits of creating an outline before starting the essay, developing a strong and specific thesis statement, and using clear and concise language to effectively communicate ideas.
• Incorporating Evidence: We highlighted the proper usage of quoting and paraphrasing techniques to support arguments, as well as the significance of accurate citation and referencing using recognized style guides such as MLA or APA.
• Editing and Revising: We provided tips on proofreading for grammar, spelling, and punctuation errors, as well as the value of seeking peer review to gain different perspectives and improve the essay.

Addressing the issue of bullying through well-written essays is of utmost significance. By shedding light on the various forms of bullying, its profound impact on individuals, and the broader community, we can foster understanding and empathy. Moreover, college assignment help online can be a valuable resource for students seeking guidance in crafting impactful essays that serve as a call to action, urging readers to take a stand against bullying and promote awareness in their communities.

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Essay on Anti Bullying

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

Let’s take a look…

100 Words Essay on Anti Bullying

What is bullying.

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

Effects of Bullying

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

Anti-Bullying

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

Role of Students

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

Also check:

250 Words Essay on Anti Bullying

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

Why is Bullying Wrong?

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

The Importance of Anti-Bullying

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

What Schools Can Do

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

What Parents Can Do

What kids can do.

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

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

500 Words Essay on Anti Bullying

Understanding bullying, why is anti-bullying important.

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

Steps Towards Anti-Bullying

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

Role of Schools in Anti-Bullying

Role of parents in anti-bullying.

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

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

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

Chapter: 1 introduction, 1 introduction.

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

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

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

STUDY CHARGE

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

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

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

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

CONTEXT FOR THE STUDY

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

Historical Context

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

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

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

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

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

Federal Efforts to Address Bullying and Related Topics

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

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

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

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

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

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

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

The above are examples of federal initiatives aimed at promoting the

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

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

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

Definitional Context

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

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

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

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

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

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

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

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

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

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

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

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

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

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

THE COMMITTEE’S APPROACH

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

Information Gathering

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

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

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

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

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

Terminology

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

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

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

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

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

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

ORGANIZATION OF THE REPORT

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

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

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

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

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

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

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

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

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

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

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

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

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

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Home — Essay Samples — Social Issues — Bullying — Consequences of Bullying in Schools

Consequences of Bullying in Schools

• Categories: Art and Religion Bullying

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Published: Mar 16, 2024

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Mental health impact, social development impact, physical consequences.

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The Many Faces of Bullying

Listening when kids talk about peer interactions helps parents detect bullying..

Updated August 30, 2024 | Reviewed by Tyler Woods

• How to Handle Bullying
• Take our Anger Management Test
• Find a therapist to support kids or teens
• Kids can work some problems out, but young kids need parents' guidance on how to resolve social challenges.
• Actively listening when children talk about peer interactions helps parents detect bullying.
• Gordon Allport's contact hypothesis can help explain why being around an excluded peer can halt bullying.
• If parents learn that their child has bullied others, they benefit in the long term by correcting their child.

In an age of parents tending to stick up for their kids before really thinking about right and wrong, the parents who slow down and consider what's best for everyone will ultimately win by raising the best kids. Leslie Blanchard wrote an essay on this exact topic entitled: “I’m Raising a Bully.” Rather than candy-coating the situation of her daughter leaving a well-meaning peer out “just because,” this mother of five called her daughter out for bullying and then publicly admitted to it on social media . While she recognized her daughter and other classmates’ actions were not overtly cruel, she understood that avoiding a peer who was attempting to become a friend is a more covert form of bullying. This mother’s ability to empathize with another child rather than protect her own “at all costs” proved to be quite valuable. Instead of sympathizing with "how annoying" her daughter’s classmate probably was, she gave her daughter a task to get to know the other girl. It was not a suggestion, not a choice, but a requirement to come home the next day and “report three cool things she found out” about the other child.

Blanchard’s resolve to cut her daughter’s exclusion of a peer off at the pass was a brave and brilliant act of parenting . She taught her daughter and the other girl a very important lesson. She also warded off the chance of her daughter’s actions escalating over the years into more overt bullying by accepting, quietly consenting, or even encouraging her actions.

In addition to making a plan with her daughter to get to know the other child and checking in about how it went, this conscientious mother went a step further and risked her own precious pride to check in with the other girl’s mother. To admit that her daughter was not “perfect” (thereby, she was not a “perfect” parent) was brave. Blanchard rightly points out that other parents’ attempts to stay out of their children’s peer interactions and let them handle it on their own is wrong. Fourth graders do not have the life experience or the brain development to just “know” how to handle such complicated social interactions. They need guidance. They need support. They need parents to follow up with them and with each other. They need to understand how values of inclusion and non- prejudice play into their lives with clear, concrete examples from their own lives.

It is important for parents to see the forest for the trees. In this age of “helicopter parents” who hover, fixating on the details of their children’s lives, there can be many missed opportunities to teach children how to become good humans. Speaking frankly and collaboratively with children about how to solve problems and modeling examples of challenges that parents have to overcome themselves (without sharing too many details!) can help children start to think independently about how to solve problems. Children who are popular and well-liked, as Blanchard’s daughter is, have the somewhat unique opportunity to serve as an example of inclusion and open-mindedness. These children’s peers look up to them. They can model behavior that helps everyone act more kindly and inclusively and breaks down prejudice in young friend groups. Or they can lead the bully charge. Who do you want your child to become?

Daniela Owen, Ph.D., is a clinical psychologist and children's book author who uses evidence-based strategies to help children live mentally healthier lives.

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Bullying: Everything You Need to Know

• Why It Happens

Frequently Asked Questions

Bullying is any unwanted or aggressive behavior from someone who is intentionally trying to upset, harm, or have power over you. Bullying occurs among children, adolescents, and teens, either in person, online, or through social media. Adults can also be bullied, both in social groups and in the workplace.

Read on to learn more about the main types of bullying, signs someone is being bullied, and how to deal with a bully.

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6 Types of Bullying

In the United States in 2019, 1 out of 5 children ages 12–18 reported being bullied at school. Bullying included being:

• Made fun of or called names
• Pressured into doing things
• Excluded from activities
• Pushed, shoved, tripped, or spit on
• The subject of rumors

There are six main types of bullying, as discussed below.

Verbal Bullying

Verbal bullying is when someone is saying or writing harmful things or making threats. It includes:

• Name-calling
• Threatening to cause harm
• Making inappropriate comments

Social Bullying

Social bullying is also called relational bullying, relational aggression, or emotional bullying. It involves threatening someone's reputation or relationships.

Social bullying can include:

• Excluding someone on purpose
• Spreading rumors and gossip about someone
• Shunning, or telling others not to interact or be friends with someone
• Publicly embarrassing someone

Physical Bullying

Physical bullying includes bodily harm or damage to possessions. Any form of aggressive physical contact constitutes physical bullying.

This type of bullying can include:

• Hitting, kicking, or spitting on someone
• Tripping or pushing someone
• Taking or breaking someone’s things
• Making mean or inappropriate gestures

Cyberbullying

Cyberbullying involves bullying or harassing someone online or through social media. This harassment can occur on a computer, telephone, cell, or text messaging device.

Cyberbullying can include:

• Sending mean texts
• Posting insults about someone on social media
• Making rude comments about someone's posts
• Posting or sending personal information about someone to others in order to hurt or embarrass that person
• Threatening someone or bullying them through online chats or groups

In a 2018 survey, 59% of U.S. teens reported being cyberbullied.

Racist Bullying

Racist or racial bullying can include all other types of bullying, even physical attacks. It includes:

• Belittling, mocking, or intimidating someone because of their race
• Devaluing someone's racial background
• Discrediting someone's religious or cultural practices
• Insulting or shaming a person's speech, the way they dress, or their customs

Sexual Bullying

Sexual bullying includes any unwanted sexual physical contact, inappropriate comments, or online harassment. It includes:

• Sending or posting sexually explicit photos, messages, or videos
• Making inappropriate sexual comments, jokes, or hand gestures
• Spreading sexual rumors
• Groping, grabbing, or touching in a sexual manner
• Pressuring someone for sex or sexually explicit photos

Help Is Available for Bullying

If you or someone you know is having thoughts of suicide or self-harm because of bullying, you can contact the  National Suicide Prevention Lifeline  at  988  for support and assistance from a trained counselor. If they are in immediate danger, call 911 .

Signs of Bullying

Bullying occurs intentionally out of the sight of adults. When there are warning signs, they usually involve behavioral and emotional changes.

Signs someone you know is being bullied include:

• They have physical signs like cuts, bruises, or scratches that are not easily explained.
• They try to get out of going to school.
• They suddenly start doing poorly in school.
• They come home moody, sad, teary, depressed, or overly fatigued.
• They have a loss of appetite or develop an eating disorder.
• They appear more stressed or anxious than usual.
• Their belongings come home torn or damaged, or they are missing altogether.
• They experience headaches , nausea , stomach aches , or other physical symptoms.
• They have nightmares , sleep disorders , insomnia , or trouble sleeping.

If You Think Your Child Is Being Bullied

If you think your child is being bullied, it's important to talk to them. They may not ask for help out of fear that it will make things worse. Instead of putting them on the spot, start a general conversation to lead into the topic. Let them know you want to help them. Some suggestions include:

• “There's been a lot of discussion about bullying on the news. Do you know if that happens at your school?"
• “Is there anyone at school you don't like to be around?"
• "Are there any kids at school who are mean to you or other kids?"

Why Do People Bully?

One study indicates that bullies tend to be bullied by their own family, so they may observe and mimic aggressive or angry behavior.

Other reasons may include that they are:

• Lashing out for attention due to lack of attention at home or elsewhere
• Being bullied by their older siblings or adults in their lives (parent, teacher, coach, etc.)
• Elevating their own social status among their peers
• Trying to fit in with others who are bullying
• Insecure, feeling incompetent, or experiencing poor self-esteem

Bullies may feel emotional relief from their own insecurity by dominating others.

Bullies often blame others and don't accept the consequences of their actions.

How to Deal With a Bully

Bullies gain power and control by getting a reaction out of others. They get this reaction by aggravating, frightening, angering, or threatening others.

Some ways to deal with a bully include:

• Get help : Seek help if you're being bullied. This is especially important if it is escalating toward physical threats or actual assaults.
• Respond, don't react : You may feel upset on the inside, but if you can respond calmly instead of reacting emotionally, you maintain control of your emotions. Getting a reaction out of other people is how bullies try to gain power and control.
• Walk away : If safe to do so, walk away from the situation.
• Take a screenshot : If you are cyberbullied, take a screenshot as evidence.
• Strength in numbers : Effective bullying intervention programs assign students into roles of peer supporters, peer mediators, and peer educators.

When You Are the Bully

If you think you may be a bully—or others have accused you of being a bully—consider these questions:

• Have you repeatedly called other people names?
• Have you used your size or tone of voice to intimidate or threaten others?
• Have you made fun of others or said mean things to people about their weight or appearance?
• Have you spread rumors, posted comments, or shared something negative about someone on social media?

If you are mistreating others, you may have been mistreated yourself. It may be helpful to talk to a school counselor, trusted adult, or mental health professional.

The Effects of Bullying

Adults bullied as children are likely to have mental health conditions, including depression , anxiety disorder , and antisocial personality disorder .

Bullying affects bullies negatively as well. In one study, men who bullied and men who were bullied had increased risks of suicide .

Other effects in children and teenagers may include:

• Low self-esteem
• Loss of interest in social activities
• Thoughts of self-harm or suicide
• Development of eating disorders
• Loss of interest in school
• Difficulty focusing on learning
• Poor school attendance
• Lower testing scores and lower grades
• Higher dropout rates

Bullying is any unwanted and aggressive behavior that is intentionally done to hurt another person. It often occurs among children, adolescents, and teens, but it can happen to adults as well. Bullying creates a power imbalance, and it usually occurs repeatedly.

Types of bullying include physical, verbal, social, cyber, racist, and sexual. People who have been bullied may experience effects like depression, anxiety, and low self-esteem.

A Word From Verywell 

Being bullied can make you feel helpless, anxious, and depressed. Support is available to help you address any bullying you are facing. To find resources in your area, contact the  Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline  at  1-800-662-4357  for information.

Studies show bullies often do have depression. Researchers wonder if the bullying behavior is a way of acting out the depression.

In the United States in 2019, 22% of students ages 12–18 experienced bullying. In another study from 2019, 19.5% of students in grades 9–12 indicated they were bullied at school.

A few ways to handle a bully include:

• Try to avoid the bully, and walk or run away from them if it's safe to do so.
• Alert nearby people or an authority figure.
• Try to remain calm.

U.S. Department of Education National Center for Education Statistics. Bullying .

U.S. Department of Health and Human Services Stop Bullying Initiative. What is bullying? .

U.S. Department of Education National Center for Education Statistics. Student reports of bullying: results from the 2017 school crime supplement to the National Crime Victimization Survey .

U.S. Department of Health and Human Services Stop Bullying Initiative. What is cyberbullying? .

Pew Research Center.  A majority of teens have experienced some form of cyberbullying .

Nemours Foundation.  Sexual harassment and sexual bullying .

Stomp Out Bullying Organization. Signs your child is being bullied .

Copeland WE, Wolke D, Angold A, Costello EJ. Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry . 2013:70(4):419. doi:10.1001/jamapsychiatry.2013.504

U.S. Department of Health and Human Services Stop Bullying Initiative. Why some youth bully .

Stomp Out Bullying Organization. Why do kids bully? .

Stomp Out Bullying Organization. Are you being bullied? How to deal with bullies .

Menesini, E., Salmivalli, C. Bullying in schools: the state of knowledge and effective interventions . Psychology, Health & Medicine.  2017;22(sup1):240-253. doi:10.1080/13548506.2017.1279740

Jormanainen E, Fröjd S, Marttunen M, Kaltiala-Heino R. Is pubertal timing associated with involvement in bullying in middle adolescence? .  Health Psychol Behav Med . 2014;2(1):144-159. doi:10.1080/21642850.2014.881259

By Michelle C. Brooten-Brooks, LMFT Brooten-Brooks is a licensed marriage and family therapist based in Georgia. She has been covering health and medical topics as a journalist for over 20 years.