Mental bullying statistics
Bullying Statistics - National Bullying Prevention Center
A comprehensive overview of current bullying prevention research conducted by government and higher education agencies.
Rates of Incidence
- One out of every five (20.2%) students report being bullied. (National Center for Educational Statistics, 2019 )
- A higher percentage of male than of female students report being physically bullied (6% vs. 4%), whereas a higher percentage of female than of male students reported being the subjects of rumors (18% vs. 9%) and being excluded from activities on purpose (7% vs. 4%). (National Center for Educational Statistics, 2019)
- 41% of students who reported being bullied at school indicated that they think the bullying would happen again. (National Center for Educational Statistics, 2019 )
- Of those students who reported being bullied, 13% were made fun of, called names, or insulted; 13% were the subject of rumors; 5% were pushed, shoved, tripped, or spit on; and 5% were excluded from activities on purpose. (National Center for Educational Statistics, 2019)
- A slightly higher portion of female than of male students report being bullied at school (24% vs. 17%). (National Center for Educational Statistics, 2019)
- Bullied students reported that bullying occurred in the following places: the hallway or stairwell at school (43%), inside the classroom (42%), in the cafeteria (27%), outside on school grounds (22%), online or by text (15%), in the bathroom or locker room (12%), and on the school bus (8%). (National Center for Educational Statistics, 2019)
- 46% of bullied students report notifying an adult at school about the incident. (National Center for Educational Statistics, 2019)
- School-based bullying prevention programs decrease bullying by up to 25%. (McCallion & Feder, 2013)
- The reasons for being bullied reported most often by students include physical appearance, race/ethnicity, gender, disability, religion, sexual orientation. (National Center for Educational Statistics, 2019)
- The federal government began collecting data on school bullying in 2005, when the prevalence of bullying was around 28 percent. (U.S. Department of Education, 2015 )
- Rates of bullying vary across studies (from 9% to 98%). A meta-analysis of 80 studies analyzing bullying involvement rates (for both bullying others and being bullied) for 12-18 year old students reported a mean prevalence rate of 35% for traditional bullying involvement and 15% for cyberbullying involvement. (Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014 )
- One in five (20.9%) tweens (9 to 12 years old) has been cyberbullied, cyberbullied others, or seen cyberbullying. (Patchin & Hinduja, 2020)
- 49.8% of tweens (9 to 12 years old) said they experienced bullying at school and 14.5% of tweens shared they experienced bullying online. (Patchin & Hinduja, 2020)
- 13% of tweens (9 to 12 years old) reported experiencing bullying at school and online, while only 1% reported being bullied solely online. (Patchin & Hinduja, 2020)
Effects of Bullying
- Students who experience bullying are at increased risk for depression, anxiety, sleep difficulties, lower academic achievement, and dropping out of school. (Centers for Disease Control, 2019)
- Students who are both targets of bullying and engage in bullying behavior are at greater risk for both mental health and behavior problems than students who only bully or are only bullied. (Centers for Disease Control, 2019)
- Bullied students indicate that bullying has a negative effect on how they feel about themselves (27%), their relationships with friends and family (19%), their school work (19%), and physical health (14%). (National Center for Educational Statistics, 2019)
- Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches. (Gini & Pozzoli, 2013 )
- Youth who self-blame and conclude they deserved to be bullied are more likely to face negative outcomes, such as depression, prolonged victimization, and maladjustment. (Perren, Ettakal, & Ladd, 2013 )
- Tweens who were cyberbullied shared that it negatively impacted their feelings about themselves (69.1%), their friendships (31.9%), their physical health (13.1%), and their schoolwork (6.5%). (Patchin & Hinduja, 2020).
- Among students ages 12 – 18 who reported being bullied at school, 15% were bullied online or by text (National Center for Educational Statistics, 2019)
- Reports of cyberbullying are highest among middle school students, followed by high school students, and then primary school students (Centers for Disease Control, 2019)
- The percentages of individuals who have experienced cyberbullying at some point in their lifetimes have more than doubled (18% to 37%) from 2007-2019 (Patchin & Hinduia, 2019 )
- When students were asked about the specific types of cyberbullying they had experienced, mean and hurtful comments (25%) and rumors spread online (22%) were the most commonly-cited (Patchin et al. , 2019 )
- The type of cyberbullying tends to differ by gender. Girls were more likely to say someone spread rumors about them online while boys were more likely to say that someone threatened to hurt them online (Patchin et al., 2019 )
- Those who are cyberbullied are also likely to be bullied offline (Hamm, Newton, & Chisholm, 2015 )
Cyberbullying Among Tweens (9-12 Years Old)
- One in five tweens (20.9%) has been cyberbullied, cyberbullied others, or seen cyberbullying
- 49.8% of tweens said they experienced bullying at school and 14.5% of tweens shared they experienced bullying online
- 13% of tweens reported experiencing bullying at school and online, while only 1% reported being bullied solely online
- Nine out of ten tweens use social media or gaming apps (Patchin & Hinduja, 2020)
- Tweens shared they were engaging on the following sites, apps, or games: YouTube, Minecraft, Roblox, Google Classroom, Fortnite, TikTok, YouTube Kids, Snapchat, Facebook Messenger Kids, Instagram, Discord, Facebook, and Twitch
- Tweens who were cyberbullied shared that it negatively impacted their feelings about themselves (69. 1%), their friendships (31.9%), their physical health (13.1%), and their schoolwork (6.5%)
- Tweens reported using a variety of strategies to stop the bullying including blocking the person bullying them (60.2%), telling a parent (50.8%), ignoring the person (42.8%), reporting it to the website or app (29.8%), and taking a break from the device (29.6%)
- Two-thirds of tweens are willing to step in to defend, support, or assist those being bullied at school and online when they see it
- Barriers to helping when tweens witness bullying at school or online included being afraid of making things worse, not knowing what to do or say, not knowing how to report it online, being afraid others kids will make fun of them, being afraid to get hurt, and not knowing who to tell
SOURCE: Patchin, J.W., & Hinduja, S. (2020). Tween Cyberbullying in 2020. Cyberbullying Research Center and Cartoon Network. Retrieved from: https://i. cartoonnetwork.com/stop-bullying/pdfs/CN_Stop_Bullying_Cyber_Bullying_Report_9.30.20.pdf.
Bullying of Students with Disabilities
- Students with specific learning disabilities, autism spectrum disorder, emotional and behavior disorders, other health impairments, and speech or language impairments report greater rates of victimization than their peers without disabilities longitudinally and their victimization remains consistent over time (Rose & Gage, 2016 )
- When assessing specific types of disabilities, prevalence rates differ: 35.3% of students with behavioral and emotional disorders, 33.9% of students with autism, 24.3% of students with intellectual disabilities, 20.8% of students with health impairments, and 19% of students with specific learning disabilities face high levels of bullying victimization (Rose & Espelage, 2012 )
- Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009 )
- When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education (Davis & Nixon, 2010)
- Successful strategies to prevent bullying among students with disabilities include (Rose & Monda-Amaya, 2012):
- Teachers and peers engaging in meaningful and appropriate social interactions
- Creating opportunities to increase social competence and positive interactions
- Schools adopting appropriate intervention strategies that encourage social awareness and provide individualized interventions for targets with disabilities
Bullying of Students of Color
- 23% of African-American students, 23% of Caucasian students, 16% of Hispanic students, and 7% of Asian students report being bullied at school (National Center for Educational Statistics, 2019)
- More than one third of adolescents reporting bullying report bias-based school bullying (Russell, Sinclair, Poteat, & Koenig, 2012 )
- Bias-based bullying is more strongly associated with compromised health than general bullying (Russell et al. , 2012 )
- Race-related bullying is significantly associated with negative emotional and physical health effects (Rosenthal et al, 2013 )
Bullying of Students Who Identify or Are Perceived as LGBTQ
- 70.1% of LGBTQ students were verbally bullied (e.g., called names, threatened) in the past year because of their sexual orientation and 59.1% because of their gender expression, and 53.2% based on gender (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018)
- 28.9% of LGBTQ students were physically bullied (e.g., pushed, shoved) in the past year because of their sexual orientation and 24.4% because of their gender expression, and 22.8% based on gender (Kosciw et al., 2018)
- 48.7% of LGBTQ students experienced cyberbullying in the past year (Kosciw et al., 2018)
- 59.5% of LGBTQ students feel unsafe at school because of their sexual orientation, 44. 6% because of their gender expression, and 35% because of their gender (Kosciw et al., 2018)
- 34.8% of LGBTQ students missed at least one entire day at school in the past month because they felt unsafe or uncomfortable, and 10.5% missed four or more days in the past month (Kosciw et al., 2018)
- Of the LGBTQ students who reported they were considering dropping out of school, 42.2% indicated they were doing so because of the harassment they faced at school (Kosciw et al., 2018)
- Compared to LGBTQ students with no supportive school staff, students with many (11 or more) supportive staff at school were less likely to miss school because they felt unsafe (20.1% to 48.8%) and felt greater belonging to their school community (Kosciw et al., 2018)
- LGBTQ students experienced a safe, more positive school environment when their school had a bullying prevention / anti-harassment policy that specifically included protections on sexual orientation and gender identity / expression (Kosciw et al. , 2018)
- Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler & Keyes, 2013 )
Bullying and Suicide
- There is a strong association between bullying and suicide-related behaviors, but this relationship is often mediated by other factors, including depression, violent behavior, and substance abuse (Reed, Nugent, & Cooper, 2015 )
- Students who report frequently bullying others and students who report being frequently bullied are at increased risk for suicide-related behavior (Centers for Disease Control, 2014)
- A meta-analysis found that students facing peer victimization are 2.2 times more likely to have suicide ideation and 2.6 times more likely to attempt suicide than students not facing victimization (Gini & Espelage, 2014 )
- Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage & Holt, 2013)
- The false notion that suicide is a natural response to being bullied has the dangerous potential to normalize the response and thus create copycat behavior among youth (Centers for Disease Control, 2014).
- Bullied youth were most likely to report that actions that accessed support from others made a positive difference (Davis & Nixon, 2010)
- Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse (Davis & Nixon, 2010)
- Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice (Davis & Nixon, 2010)
- Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn’t happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis & Nixon, 2010)
- As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn’t bother me) are often used by youth and often recommended to youth (Davis & Nixon, 2010)
- Tweens reported using a variety of strategies to stop the bullying including blocking the person bullying them (60. 2%), telling a parent (50.8%), ignoring the person (42.8%), reporting it to the website or app (29.8%), and taking a break from the device (29.6%) (Patchin & Hinduja, 2020).
- Students need not be the targets of bullying to experience negative outcomes. Observing bullying is associated with adverse mental health outcomes (Rivers, Poteat, Noret, & Ashurst, 2009 )
- Bystanders’ beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they can make a difference, they’re more likely to act (Thornberg et al., 2012 )
- Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis & Nixon, 2010)
- Students who experience bullying are more likely to find peer actions helpful than educator or self-actions (Davis & Nixon, 2010)
- The Youth Voice Research Project (2010) found that victimized students reported the following bystander strategies that made things better: spent time with me (54%), talked to me (51%), helped me get away (49%), called me (47%), gave me advice (46%), helped me tell (44%), distracted me (43%), listened to me (41%), told an adult (35%), confronted them (29%), asked them to stop
- Even students who have observed but not participated in bullying behavior report significantly more feelings of helplessness and less sense of connectedness and support from responsible adults than students who have not witnessed bullying behavior (Centers for Disease Control, 2014)
- Two-thirds of tweens are willing to step in to defend, support, or assist those being bullied at school and online when they see it (Patchin & Hinduja, 2020).
- Barriers to helping when tweens witness bullying at school or online included being afraid of making things worse, not knowing what to do or say, not knowing how to report it online, being afraid others kids will make fun of them, being afraid to get hurt, and not knowing who to tell (Patchin & Hinduja, 2020).
Centers for Disease Control, National Center for Injury Prevention and Control (2019). Preventing bullying. Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv/bullying-factsheet508.pdf.
Centers for Disease Control and Prevention, National Center for Injury Prevention and Control (2014). The Relationship Between Bullying and Suicide: What we Know and What it Means for Schools. Retrieved from https://stacks.cdc.gov/view/cdc/34163.
Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies. Retrieved from: http://njbullying.org/documents/YVPMarch3010.pdf.
Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health, 53. Retrieved from http://www.ncdsv.org/images/JAH_Suicidal-ideation-and-school-bullying_7-2013.pdf.
Gini, G., & Espelage, D. D. (2014) Peer victimization, cyberbullying, and suicide risk in children and adolescents. JAMA Pediatrics, 312, 545-546. Retrieved from http://jamanetwork.com/journals/jama/article-abstract/1892227 .
Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics. Retrieved from pediatrics.aappublications.org/content/early/2013/09/11/peds.2013-0614 .
Hamm, M. P., Newton, A. S., & Chisholm, A. (2015). Prevalence and effect of cyberbullying on children and young people: A scoping review of social media students. JAMA Pediatrics, 169, 770-777. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/26098362
Hatzenbuehler, M. L., & Keyes, K. M. (2013). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health, 53, 21-26. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3696185/?tool=pmcentrez .
Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., & Truong, N. L. (2018). The 2017 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York: GLSEN. Retrieved from https://www.glsen.org/sites/default/files/2019-10/GLSEN-2017-National-School-Climate-Survey-NSCS-Full-Report.pdf.
McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues. Congressional Research Service. Retrieved from http://www. fas.org/sgp/crs/misc/R43254.pdf.
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55, 602-611. Retrieved from http://www.jahonline.org/article/S1054-139X(14)00254-7/abstract .
National Center for Educational Statistics. (2019). Student reports of bullying: Results from the 2017 School Crime Supplement to the National Victimization Survey. US Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015056 .
Patchin, J. W., & Hinduja, S. (2019). 2019 Cyberbullying Data. Cyberbullying Research Center. Retrieved from https://cyberbullying.org/2019-cyberbullying-data .
Patchin, J.W., & Hinduja, S. (2020). Tween Cyberbullying in 2020. Cyberbullying Research Center and Cartoon Network. Retrieved from: https://i. cartoonnetwork.com/stop-bullying/pdfs/CN_Stop_Bullying_Cyber_Bullying_Report_9.30.20.pdf.
Perren, S., Ettekal, I., & Ladd, G. (2013). The impact of peer victimization on later maladjustment: Mediating and moderating effects of hostile and self-blaming attributions. Child Psychology and Psychiatry, 54, 46-55. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3527635/ .
Reed, K. P., Nugent, W., & Cooper, R. L. (2015). Testing a path model of relationships between gender, age, and bullying victimization and violent behavior, substance abuse, depression, suicidal ideation, and suicide attempts in adolescents. Children and Youth Services Review, 55, 125-137. Retrieved from http://www.sciencedirect.com/science/article/pii/S0190740915001656 .
Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24, 211–223. Retrieved from https://eric.ed.gov/?id=EJ866091 .
Rose, C. A., & Espelage, D. L. (2012). Risk and protective factors associated with the bullying involvement of students with emotional and behavioral disorders. Behavioral Disorders, 37, 133–148. Retrieved from https://eric.ed.gov/?id=EJ989490
Rose, C. A., & Gage, N. A. (2016). Exploring the involvement of bullying among students with disabilities over time. Exceptional Children, 83, 298-314. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0014402916667587 .
Rose, C. A., & Monda-Amaya, L. E. (2012). Bullying and victimization among students with disabilities: Effective strategies for classroom teachers. Intervention in School and Clinic, 48, 99-107. Retrieved from http://journals.sagepub.com.ezp3.lib.umn.edu/doi/abs/10.1177/1053451211430119 .
Rosenthal, L., Earnshaw, V. A., Carroll-Scott, A., Henderson, K. E., Peters, S. M., McCaslin, C., & Ickovics, J. R. (2013). Weight- and race-based bullying: Health associations among urban adolescents. Journal of Health Psychology. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/24155192 .
Russell, S. T., Sinclair, K., Poteat, P., & Koenig, B. (2012). Adolescent health and harassment based on discriminatory bias. American Journal of Public Health, 102(3), 493-495. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22390513 .
Saylor, C.F. & Leach, J.B. (2009) Perceived bullying and social support students accessing special inclusion programming. Journal of Developmental and Physical Disabilities. 21, 69-80. https://doi.org/10.1007/s10882-008-9126-4 .
Thornberg, T., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine, 8(3), 247-252. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/ .
U.S. Department of Education, (2015). New data show a decline in school-based bullying. Retrieved from https://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying .
Updated: November, 2020
Bullying Epidemic: Facts, Statistics and Prevention
by Becton Loveless
Bullying is an epidemic. It is rampant, widespread, pervasive and the effects can be catastrophic. It occurs in our communities, in our schools – and sadly – even in our homes. Bullying statistics are staggering, scary and merit serious consideration and immediate action. Consider the following:
Facts and Statistics
- 90% of students in grades 4-8 report having been harassed or bullied.
- 28% of students in grades 6-12 experience bullying.2
- 20% of students in grades 9-12 experience bullying. (stopbullying.gov)
- In grades 6-12, 9% of students have experienced cyberbulling. 2
- Over 160,000 kids refuse to go to school each day for fear of being bullied. (Nation Education Association)
- 70.6% of students report having witnessed bullying in their school–and over 71% say bullying is a problem.
- Over 10% of students who dropout of school do so due to being bullied repeatedly.
- Each month 282,000 students are physically assaulted in some way in secondary schools throughout the United States–and the number is growing.
- Statistics suggest that revenge [due to bullying] is the number one motivator for school shootings in the U.S.
- 86% of students surveyed said, "other kids picking on them, making fun of them or bullying them" is the number one reason that teenagers turn to lethal violence at school.
- Nearly 75% of school shootings have been linked to harassment and bullying.
- 87% of students surveyed report that bullying is the primary motivator of school shootings.
- 64% of students who are bullied do not report it. (Petrosina, Guckenburg, Devoe and Hanson 2010)
2National Center for Education Statistics and Bureau of Justice Statistics
Types of Bullying
When most people think about bullying they envision some kind of physical intimidation. However, bullying can take on many forms which are just as emotionally and psychologically damaging as physical intimidation and harassment. There are four general forms of bullying. These include:
- Physical – Physical bullying involves aggressive physical intimidation and is often characterized by repeated tripping, pushing, hitting, kicking, blocking, or touching in some other inappropriate way. Even though it's the most obvious form of bullying, it isn't the most prominent.
Physical bullying is damaging and can be emotionally and psychologically devastating. When a child fears for their safety, they're not able to focus on life and function normally. Notwithstanding the trauma that physical bullying causes, most children don't report it to a teacher or to their parents. Signs of physical bullying may include unexplained scratches, bruises, and cuts, or unexplainable headaches or stomach aches. However, the psychological effects of physical bullying may be even more pronounced than the physical scars. Children who are withdrawn, struggle to focus, or become anti-social may also be the recipients of physical bullying–even if there aren't any other outward signs.
If you think your child or student is being bullied physically, talk to them in a casual manner about what's going on before school, during class, during lunch or recess, and on the way home from school. Ask them if anyone has been, or is being, mean to them. Keep your emotions in check, and stay calm and caring in your tone, or your child may shut off and not tell you what's happening. If you find that physical bullying is occurring, contact the appropriate school officials, or law enforcement officers – there are anti-bullying laws at the local, state and federal levels. Do not confront the bully, or the bully's parents, on your own.
- Verbal – Verbal bullying involves putting down others and bullying them using cruel, demeaning words. Verbal bullying includes name calling, making racist, sexist or homophobic remarks or jokes, insulting, slurs, sexually suggestive comments, or abusive language of any kinds. Verbal bullying is one of the most common forms of bullying.
So how do you know when a child is being verbally bullied? They may become moody, withdrawn, and/or have a change in their appetite. They may be straight forward and tell you that somebody said something that hurt their feelings, or ask you if something someone said about them is true.
Verbal bullying can be difficult to address. The best way to deal with verbal bullying is to build childrens' self confidence. Confident kids are less susceptible to verbal bullying than those who already struggle with poor self esteem and self image. Students should be taught in the classroom to treat everyone with respect and that there is never an excuse for saying something mean or disrespectful to someone else.
- Social – Social bullying is a common form of bullying among children and students. It involves exclusion from groups, spreading malicious rumors and stories about others, and generally alienating people from social acceptance and interaction. Next to verbal bullying, social bullying is one of the most common forms of bullying.
Social bullying can be one of the hardest forms of bullying to identify and address – but it's just as damaging as other forms of bullying, and the effects can last a long time. Children being bullied socially may experience mood changes, become withdrawn, and start spending more time alone. Social bullying is more common among girls than boys.
The best way to identify social bullying is to stay close to your kids and maintain an open line of communication. Talk to them nightly about how their day went and how things are going in school. Focus on building their self esteem and get them involved in extracurricular activities outside of school such as team sports, music, art and other activities where they develop friendships and interact with others.
- Cyberbullying – Cyberbullying is the least common type of bullying, but it can be just as damaging as other forms of bullying. It includes any type of bullying that occurs via the Internet or through electronic mediums. The most common types of cyberbullying include:
- Text message bullying
- Picture/video clip bullying via mobile phone cameras
- Email message bullying
- Bullying through instant messaging
- Chat-room bullying
- Bullying via websites
Cyberbullying can occur 24/7, so the best way to combat cyberbullying is to monitor Internet usage and limit time spent on social media websites. Children need to know that if they encounter cyberbullying they shouldn't respond, engage, or forward it. Instead, they need to inform their parents or a teacher so the communication can be printed out and taken to the proper authorities. When cyberbullying includes threats of violence or sexually explicit content, law enforcement should be involved.
Where Does Bullying Occur?
The majority of bullying occurs at school, outside on school grounds during recess or after school, and on the school bus – or anywhere else students interact unsupervised. Bullying may also occur at home between siblings or in the community where kids congregate. Cyberbullying takes place online and via digital communication devices.
According to one statistically significant study, middle school age students experienced bullying on school grounds in the following locations:*
- classroom (29. 3%)
- hallway or lockers (29%)
- lunchroom/cafeteria (23.4%)
- gymnasium (19.5%)
- bathroom (12.2%)
- recess playground (6.2%)
* Bradshaw, C.P. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. 36(3), 361-382.
Anti-bullying Laws and Policies
Currently, there aren't any Federal anti-bullying laws. However, state and local lawmakers have taken steps to prevent bullying and protect the physical, emotional and psychological well being of children. To date, 49 states have passed anti-bullying legislation. When bullying moves into the category of harassment, it then becomes a violation of Federal law. Criminal code as it relates to bullying by minors varies from state to state. The map below shows the states that have established anti-bullying laws, anti-bullying policies, and both anti-bullying laws and policies.
What Can We Do To Make Schools Safer?
Dealing with feelings of school safety, and specifically addressing school bullying, requires a multi-pronged approach. One of the first steps in preventing bullying is teaching students about it and discussing what their rights are at the school. There are multiple ways to do this. The internet and library can be used by students to research bullying, what it looks like, how to prevent it, and how to respond. Of course, learning about bullying also requires for school staff to step up. It's important to have presentations on what bullying looks like and teach students about how it can hurt others. Schoolwide presentations and classroom discussions can both be used as a means of teaching students about just how bad bullying can get.
Teachers might also want to use alternative approaches to exploring bullying. For instance, in some cases, teachers can turn to creative writing to help students express how they feel when they get bullied. Poems, sketches, and stories can all be written that explore bullying and its effects. This creative exploration doesn't have to be limited to writing. Artistic works can also be created that explore the bullying phenomenon. What's important is that teachers give students the space to explore their feelings on the matter and guide discussions around the topic.
Of course, responding to bullying requires more than just exploring the feelings of students. Concrete actions need to be taken to prevent bullying before it starts and stopping bullying when it happens. To that end, staff training is an incredibly important part of stopping bullying. It's important for not only teachers but all members of a school's staff to be familiar with the policies regarding what to do when they see bullying. Teachers may often step in to address bullying in their classrooms, but other members of staff may be at a loss about what to do when they witness bullying happening. For this reason, it's important that administrators review school policies toward bullying with all members of the staff.
It's also important to be aware of the school climate and how students feel about going to the school. For this reason, it's important for administrators to occasionally perform a schoolwide assessment. These assessments can range in frequency and in what they cover so long as the assessment accurately gauges how the student body is feeling about bullying at that time. A simple survey may be able to pick up on feelings of fear that are circulating around the school. Administrators may even be able to pick up on hot spots around the school where bullying is happening if they ask students to provide information about parts of the school they feel unsafe at. In this way, administrators can at least learn about where to concentrate staff so that bullying goes down.
Stopping bullying goes beyond just what happens within the wall of a school though. It's also important for teachers and administrators to engage with parents and the surrounding community. It's important to reach out to parents to discuss what's happening at the school and what they can do to help. Sometimes, this may mean having conversations with the parents of students who have been bullied. In other cases, it may mean that administrators and teachers hold conferences with students who have bullied. Keeping an ongoing level of communication between the school and parents is one of the most effective means of addressing these problems early, rather than letting them get out of control. This can be particularly helpful when bullying is spotted, since it may mean the bully is having troubles at home that their parents can address.
Within the community itself, schools can partner with groups like mental health specialists and other neighborhood associations. These groups can provide services, from counseling to role models, that might help to curb bullying behavior or inspire students who have been bullied. Community members can be introduced into the school in such a way that students form powerful partnerships with these people. Bullies can learn from older individuals and see how their behavior will lead them down the wrong path. The bullied can be shown how to respond to bullying and take advantage of school resources so that they don't have to feel scared. Even simply introducing a local police officer into the school for a one day discussion may help to change how students feel about bullying.
When bullying does happen, it's important that schools not avoid addressing the issue. With all members of staff aware of the consequences of bullying, it's important for them to step in and intervene the minute that they see something dangerous happening. If two students look like they're arguing or about to get violent, steps need to be taken to separate the students immediately. Once the two students have been separated, staff need to make sure that everyone is safe. If anyone's become hurt, then they need to be treated immediately. At every step in a bullying incident, it's important to remain calm and document everything that happened.
What staff doesn't want to do is ignore the problem. Ignoring bullying leads to tragedy, with students sometimes going so far as to harm themselves if they feel nobody is helping them get beyond the bullying. A bullied child should be allowed to speak in private about what they saw so that they don't feel pressured by the bully. A bully and the bullied also shouldn't be forced to make up immediately after an incident has happened. This may actually make the bullied feel worse. Instead, they need to be allowed to have time apart while an investigation gets underway. In only a few rare occurrences should the police be brought in, but don't hesitate to get law enforcement if there's a threat of serious injury. If a weapon is involved, sexual abuse is occurring, or some sort of severe physical injury has happened, it's important to get professional help right away.
10 Steps to Combat and Prevent Bullying
Bullying is becoming an epidemic. So how do we stop it? There have been many suggestions over the years, yet bullying is still on the rise. Below are 10 basic, yet proven, steps you can take to combat and prevent bullying in your school, community, and even at home.
- Step 1 - Be Aware and pay attention.
The first and more important step to combating and preventing bullying is being aware that it's a problem and paying attention to warning signs. Parents and teachers must know the warning signs and proactively look for them. The most common warning signs that bullying is occurring and may be a problem include unexplained physical injuries such as cuts, scrapes or bruises, a change in eating habits, anxiety and fear of attending school, avoidance of social situations, and becoming withdrawn, distant or isolated. However, many students who are being bullied try to hide the fact that it's occurring. For this reason, parents and teachers must engage students on a daily basis, encourage open conversation, and pay close attention.
- Step 2 - Recognize it is a problem and don't ignore it.
Bullying is happening in every elementary school, middle school and high school in the United States – and it's getting worse. Bullying is extremely damaging to the emotional, physical and psychological well being of the person getting bullied and those who see it. It causes immediate and lasting effects. It is never harmless. Whenever a student feels the least bit threatened – even if it seems like harmless teasing – take it seriously, assure the student being bullied you're there for them, and that the incident will be taken care of.
- Step 3 - Act immediately.
When you recognize someone is being bullied do something immediately. Don't ever take the attitude "kids will be kids" or "It isn't a big deal". Yes, kids will be kids but bullying, in any form, is a very big deal. Bullying can affect kids for a lifetime. If you're not sure bullying is occuring, intervene anyway and politely remind students of proper behavior, respect and edicate. If you're a teacher, always refer to the anti-bullying policy at your school.
- Step 4 - Remain calm and stay in control.
Intervene, but don't get involved. Don't start arguing with the students. Be respectful and show them what proper behavior is through your example. If physical bullying occurred, make sure no one is hurt. Send bystanders on their way and take the students involved in the bullying to an appropriate place.
- Step 5 - Don't try to sort things out on the spot.
Before you attempt to figure out what happened, separate everyone involved – including witnesses and bystanders – to a safe place where they can be spoken with on a one-on-one basis. Don't allow the students involved to speak with one another, and don't start asking bystanders what they saw at the scene of the incident. Removing all parties involved to a safe place, where they can be questioned alone, will ensure they can tell their side of the story without being concerned about what the other students think or say.
- Step 6 - Don't try and resolve bullying on the spot.
For the sake of the student who was being bullied, and the bystanders, it's important that bullying be dealt with responsibly and according to a school's anti-bullying policy. Making the bully apologize right then and there, and having the person who was bullied shake hands with the bully and make up, just emboldens the bully and makes others feel unprotected from the torment repeatedly administered by the bully. Any bullying should be dealt with by the proper authority and consequences should be administered in accordance with the school's anti-bullying policy. Anything less will not prevent future occurrences and help students feel protected and secure.
- Step 7 - Bystanders need to be held accountable.
Anyone encouraging bullying, or egging a bully on, needs to be held accountable. Students have a responsibility to stop bullying and/or report it immediately. Students need to be taught that any form of bullying is unacceptable and they should report any incident of bullying, teasing, or harassment to an adult or teacher right away.
- Step 8 - Don't pass judgement in haste.
Make sure to hear all sides of a story before coming to any conclusion or passing judgement. It may be that the person who appears to be the bully may in fact be the bullied student retaliating against the bully. In some cases, the person crying for help may actually be the bully. Or an incident may simply be the result of an emotional, psychological or medical condition. Keep an open mind and don't make any assumptions. Wait for all stories to be told, and all facts to come out, before making a judgement.
- Step 9 - Seek professional help if needed.
If an incident of bullying is beyond your comfort level or scope of expertise, don't hesitate to enlist the services of a professional or a colleague with more experience. Don't give advice if you're unsure what advice to give. It may be a good idea to refer students involved in bullying to the principal, nurse, school psychologist, counselor, social work, or even a law enforcement officer.
- Step 10 - Get trained on how to handle situations that involve bullying.
If you're a teacher, counselor, advisor or anyone else who works in a professional capacity with students, you need to learn the correct methods for addressing bullying.
Quite obviously, bullying can be a massive problem. Although it has declined over time, it still affects so many students that it leaves a negative impact on our schools. Student grades start falling and students themselves stop attending school altogether. However, schools can address this by collecting data on what's happening inside of their halls. Partnerships can be formed with community members that inspire students to better behavior or inspire them to find help when they need it. By adopting multiple strategies to bullying, schools can position themselves so that they deal with bullying before it has resulted in anything tragic.Company Information
The number of bullying at school decreased by 15.6%: a decrease in the opportunities for communication among children and an increase in the number of refusals to attend school
Society sports competitions and excursions, the lifestyle of children has changed significantly. The number of bullying has decreased, but at the same time the number of children refusing to go to school is growing.
According to the "Survey of Problem Behavior and School Refusal" published by the Ministry of Education, Culture, Sports, Science and Technology of Japan, the number of reported incidents of bullying in elementary, middle and high schools nationwide in fiscal year 2020 was 517,163. compared to last year, it decreased by 15.6%, this is the first decrease in 7 years. According to the Ministry of Education, the decrease in bullying was due to the reduction of school days due to the closure of schools due to the coronavirus and the decrease in communication between children, for example, due to restrictions on student club activities. nine0005
The number of bullying was 420,897 in elementary schools, 80,877 in middle schools, and 13,126 in high schools. The most common type of bullying is "rejection, ridicule and slander". The record number was the number of bullying using a computer or mobile phone, about 18,000 cases.
At the same time, the number of children who missed 30 or more days of school due to refusal to attend school increased by 8. 2% compared to the previous year to 196,127, the highest ever recorded. Growth has been observed for eight years in a row. Primary school enrolled 63,350 people, up 18.7% from the previous year, and secondary school, 132,777, up 3.8%. There are many restrictions in school life due to the coronavirus, and this is probably leading to disruption of the usual rhythm of life.
To avoid coronavirus infection, 14,238 primary school students, 6,667 junior high school students and 9328 high school students did not attend school for more than 30 days. If such waivers occur with the knowledge of the guardians, who consult with the school, such cases are not considered as a denial of attendance, but as a temporary suspension.
Banner photo: PIXTA
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children bullying school nine0005
Alarming statistic: 83% of Japanese schools experience bullying
incidents of bullying in public and private primary, secondary and tertiary schools in 20192008 was 612,496, 68,563 more cases than the previous year.
The number of reported cases of bullying has increased for the sixth year in a row. 2019 saw the highest rate since data collection began in 2013, when the Anti-Bullying Promotion Act went into effect. Bullying is registered in 30,583 schools, which is 82.6% of the total number (37,011).
The number of cases recognized by schools was 484,545 for elementary schools, 106,524 for junior high schools, 18,352 for senior high schools, and 3,075 for schools with children with special needs. Most by years of study, 9There were 6,416 cases of bullying in the second grade of primary school, 90,1981 cases in the third grade, 87,759 cases in the first grade, and 82,883 cases in the fourth grade.
There are 46.5 reported cases of bullying per 1,000 students, up from the previous year's figure of 40.9 cases.
17,485 elementary schools, 8,945 middle schools, 3,632 high schools and 521 schools for children with special needs have reported cases of bullying. 906 schools, or 3% of the total, consulted or reported the bullying to the police, of which 230 were elementary schools, 432 were middle schools, 225 were high schools, and 19- Schools for children with special needs.
By the nature of bullying, the most common cases were when children were treated intentionally coldly, teased, scolded or threatened (379,417 cases, 61.9% of the total), when children were pushed, beaten or kicked as if in jest (131,232 cases, 21.4%) or removed from the group, collectively ignored (83,671 cases, 13.7%).
When asked about the current situation with reported bullying, about 80% of elementary, middle, high, and schools for children with special needs responded that they had eliminated bullying, and less than 20% that they were working on it (but had not eliminated it yet). To determine that bullying has been eliminated, two conditions must be met - that the acts of bullying have not been committed for at least 3 months, and that the victim does not experience physical and mental pain.