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What Is a Good Thesis Statement About Bullying?

Unfortunately, bullying is still part of our society despite civilization and technology. But, that does not mean the issue cannot be addressed and fixed. It is the responsibility of parents, teachers, and institutions to find a way to reduce the blow of bullying in our society for everyone to be safe and happy. Are you concerned about bullying and want to be a part of the solution? One of the ways to do this is by writing an interesting essay that educates about bullying and its effects. As a part of the project, you will need a thesis statement for a bullying essay that stands out.

As much as you want to address the nasty effects of bullying, you also need to pass your exams. That is why you need to get a thesis about bullying that will impress your professor. Let us learn more here.

What’s a Bullying Thesis Statement?

How to Write a Thesis Statement about Bullying?

What Is a Good Thesis Statement For Bullying?

Interesting examples on thesis statement for bullying research paper, straightforward thesis statement for bullying essay examples, exciting thesis statement on cyberbullying homework, our writing services guarantees good thesis statement.

A bullying thesis statement helps you address an issue about bullying. It needs to include the topic of the research paper you are writing about and the claim you have about the bullying topic. Your thesis statement determines whether your paper will stand out.

Which Of The Following Statements About Bullying Is True?

Most people are oblivious to cyberbullying and its effect. So you need first to understand what bullying is to develop a great thesis statement for bullying. Below are four statements that you can read to determine the truth about bullying.

Bullying is a growing phase that children will grow out of.
Bullying does not have to be physical; it can also be cyberbullying, verbal, and emotional.
Bullying is not harmful.
As children mature, they will learn positive behavior on their own.

What do you think is the correct answer? All the above statements are false except b. Bullying is not limited to the physical like fighting and hitting. Cyberbullying, verbal and emotional abuse are all bullying, and they all have devastating effects on the individual or group of people getting bullied.

How to Write a Thesis Statement About Bullying?

The thesis on bullying should be under the introduction. Most students prefer writing a statement when they complete their introduction. But the best way to write a thesis is by finishing your research.

Note that the thesis statement needs to be a summary of your research. You will have a better idea of what your essay is all about once you have completed your project. Ensure that the subject is exciting and as per your tutor’s instruction.

A good thesis statement on bullying needs to be a great impression so that it can hook your instructor or any other person who will read your thesis statement. It needs to be the hook to your essay and motivate the readers. The bullying essay thesis statement needs to be;

An interpretation of the subject
Precise, forceful, and confident
It should challenge the readers

Bullying Thesis Statement Examples

If you have a hard time creating a thesis statement about bullying that will make your essay stand out, worry no more. Our team of experts has combined a list of thesis statements on cyberbullying you can use in your essay to impress your professors. Here we go!

You can make your essay research paper interesting by choosing the right thesis statement about bullying to use. In case you are not sure, here is a list you can choose from.

Bullying and its effects on youth, and some possible solutions to the problem it causes.
There are several ideas and concepts that most institutes have come up with to help stop bullying, but the challenge is the implementation of these policies.
International progress can be hasted by the eradication of bully in and so government bodies should cultivate solutions to address the matter.
Corporate bullying could push individuals into isolation, leading to depression and suicide.
Bullying has been ignored for a long time, even though it has been a problem in the school system; people have only recently started discussing it.

A bullying thesis does not have to be complex. In fact, at times keeping the thesis statement on bullying essay simple could help capture the attention of your tutor and help improve your grade. Here is a look at the straightforward statements about bullying.

The effects of physical bullying are depression, stress, withdrawal, physical, and emotional problems, which could destroy a child’s life.
Parents and tutors should always be on the lookout for any bullying so they can fix the problem before it gets out of control.
Most bullies have emotional or physical abuse, so they turn to bullies to help them feel in a position of power.
Bullying could affect the mental health of the person being bullied, affecting their everyday life.
Bullies have a hard time following the regulations, caring for other people, and having self-control.

Cyberbullying is often underestimated, and it makes people feel as though they are not good enough and do not deserve to live. Use these examples in your homework.

School violence and cyberbullying attacks affect everyone who attends the school and compromise students’ safety.
Cyberbullying is not new and can be used in many ways to bring individuals or a group down, yet not much is being done to address the issue.
Proper measures should be implemented to help better predict communication during cyberbullying episodes.
As technology advances, teens have become more prone to the internet’s dangers like cyberbullying.
A look at the similarities and differences between bullying and cyberbullying and the best way to handle both situations.

Are you still wondering what’s a good thesis statement for bullying is? Reach out to our writing service today. We have skilled writers to help you get the best bullying thesis for a research paper. We can also write the research paper for you and ensure you attain the best grades. So get in touch with us today.

Thesis Statement on Bullying: Research Essay

Thesis Statement

Introduction.

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Definition(s)

Prevalence of bullying in the primary school system in trinidad and tobago (caribbean)..

Bangladesh – 30% of students admitted “bullying someone at least once in the past year”.
Kenya – 63-82% of children in Nairobi Public Schools report experiencing “various types of bullying.
South Africa – more than 50% of children report being bullied once or twice in the past month.
Canada – (Public Safety Canada, 2014) 20% of children aged 4-14 years and 10-15% of children in high school are estimated to be victims.

Effects of Bullying on Students at the Primary Level

Depression -, what can we do as teachers in cases of bullying, critiques, strengths, and weakness in the research articles:.

Barrington. K. (2018, May 21). How does bullying affect a student’s academic performance? Retrieved from https://www.publicschoolreview.com/blog/how-does-bullying-affect-a-students-academic-performance
Currie, C. et al., eds. Social determinants of health and well-being among young people. Health Behaviour in School-aged Children (HBSC) study: international report from the 2009/2010 survey. Copenhagen, WHO Regional Office for Europe, 2012 (Health Policy for Children and Adolescents, No. 6). Retrieved from http://www.euro.who.int/__data/assets/pdf_file/0003/163857/Social-determinants-of-health-and-well-being-amongyoungpeople.pdf?ua=1
Dupage County Regional Office of Education and State’s Attorney’s Office. (2011). Best Practices in Bullying Prevention and Intervention. Retrieved from https://www.dupage.k12.il.us/main/antibullying/pdf/BestPracticesManual.pdf
Gokhan. A Oya. Y. Guneri, (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. Retrieved from https://www.researchgate.net/profile/Goekhan_Atik/publication/273588322_Bullying_and_victimization_Predictive_role_of_individual_parental_and_academic_factors/links/560826fe08aea25fce3b81c6/Bullying-and-victimization-Predictive-role-of-individual-parental-and-academic-factors.pdf
Gordon, S. (2018). Six types of bullying every parent should know about. Very Well Family. Retrieved from https://www.verywellfamily.com/types-of-bullying-parents-should-know-about-4153882
Nicolaides.S, Toda. Y,& Smith, P, K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology. 72, 105–118. Retrieved from https://www.researchgate.net/profile/Peter_Smith34/publication/11449084_Knowledge_and_attitudes_about_school_bullying_in_trainee_teachers/links/59d8a29f0f7e9b12b3683583/Knowledge-and-attitudes-about-school-bullying-in-trainee-teachers.pdf
Seepersad, R. (May 2014). Bullying and victimization in selected primary schools in north Trinidad. Citizen Security Programme& Ministry of Education. Retrieved from http://csp.gov.tt/LinkClick.aspx?fileticket=QK8eG0-iHKg%3D&tabid=191&portalid=0&mid=1055
Sinyor, M., Schaffer, A., & Cheung, A. H. (2014). An Observational Study of Bullying as a Contributing Factor in Youth Suicide in Toronto. The Canadian Journal of Psychiatry, 59(12), 632–638. https://doi.org/10.1177/070674371405901204
Stop Bullying.gov. (2019, May 30). What Is Bullying? Retrieved from https://www.stopbullying.gov/what-is-bullying/index.html
UNICEF. (2015, July). Investigating the prevalence and impact of peer abuse (bullying) on the development of Jamaica’s children. Retrieved from https://www.unicef.org/jamaica/bullying_FULL_REPORT_Anti_Bullying_Consultants_Report_Edited_2ac.pdf

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Thesis Statements: Examples

Where Do Theses Come From?

Bullying in elementary schools is getting worse, because children model what they see at home and there are more cases of physical and emotional child abuse, and this causes various emotional problems in children.

In order to be truly effective, anti-bullying policies should focus on the home life of the bully, because of the strong connection between parental actions and attitudes and the way a student treats his or her peers.

Explanation

The first example tries to cover too many topics: bullying is getting worse, bullying is related to the student's home life, and bullying causes various emotional problems in children. The second example focuses only on the connection between a student's home life and tendency towards bullying.

Abortion is a terrible practice that only deranged, baby-killing monsters would advocate under the guise of being pro-choice.

Despite the appeal of freedom of choice, the legalization of abortion has been detrimental to the well-being of women in America.

The first example states a strong opinion, but does not offer any facts to back it up. The explosive language is likely to alienate even readers who may have been sympathetic to the writer's position. The second example promises to offer a rational, if still opinioned, look at the issue.

Texting your sister who is in the next room to ask her to bring you your backpack means that you should get a life.

The use of technology to replace face to face communication increases the feeling of isolation among American youth.

The first statement is too specific to be a thesis statement. If reworded for a more academic structure, the specific anecdote could be used to prove a broader point, but, as it is, the author would have difficulty writing an entire paper about this one incident. The second thesis statement is broad enough that an entire paper could be written about it.

The government should legalize the use of marijuana.

The governement should legalize the use of marijuana in order to benefit from sales taxes of the drug and in order to make it more easily available to people who need it for medical reasons.

The first statement is debatable, but gives no sign that the author has any reasons for making such a statement. The second thesis statement offers logical reasons, which the reader can assume the author will expound upon in the rest of the paper.

People who are healthy and have healthy organs should be allowed to find other people in need of organs that they don't need, like a kidney, and sell them to the other people because that could save lives if a financial incentive was offered, instead of just relying on people's charity.

The purchase and sale of organs should be legalized in order to better facilitate the saving of lives.

More words don't always make a better thesis. The second thesis statement is much clearer. The example of the first thesis statement could be included earlier in the paragraph to help illustrate what is being argued, especially since the subject matter is rather unusual.

Beauty contests are sexist and detrimental to society, and they should be banned everywhere.

Beauty contests, while they may increase confidence in those who perform in them, can be sexist and harmful because they encourage objectification of women and put an overemphasis on physical appearance.

The first example is too simple and opinionated. The writer gives his or her point of view, but does not back it up with reasons or facts -- it is just stated. It also offers an overly simplified and extreme solution to the problem. The second example, while still offering a concrete opinion on the subject, gives reasons for this view. The writer is informing the reader of how he or she will go about defending his or her stance.

Smoking causes lung damage and other health problems.

Smoking should be made illegal in the United States because of the health problems that it causes.

The first example is not a point that can be argued against; it is widely known and accepted that smoking is unhealthy. Why write a paper explaining something that everybody already knows and agrees about? The second example can be argued, however: making smoking illegal is one possible solution to the problem, but it still needs to have evidence and argument to back it up because not everybody believes that this is a good solution.

Exams are not the best way to determine academic successs.

Exams determine students' talent at test-taking and recall rather than their actual understanding of the material; therefore, instead of exams alone, instructors should employ several different ways of measuring student success, including papers and projects.

The first example is too broad; it is more of a general topic rather than a thesis. The second example is much more specific. It narrows the thesis down from the problem itself to the solution to the problem.

Prompt: Describe a character from the movie who shows compassion.

Jack shows compassion.

Jack shows compassion through his kind words, his selfless volunteering, and his forgiveness of Alicia's quick temper.

The first example simply uses the prompt as the thesis statement. The second example offers support for the statement, preparing the reader for an essay about how Jack's kind words, selfless volunteering and forgiveness show his compassion.

One thing I am going to talk about today is one thing that happened to me one time when I was on this one trip at a place that I was staying at for a certain amount of time.

Standing on a mountain-top in Israel was an experience that redefined my faith and helped me decide to become an archeologist.

The first example is very vague, providing the reader with almost no information. The second example gives the reader a clear idea of what the essay is going to be about. The first example also announces what the author plans to do. It is much better to launch right into the essay, thereby demosntrating to the reader the purpose of the essay.

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154 Bullying Topics & Bullying Essay Examples

Looking for an exciting research topic about bullying? This problem is very controversial, sensitive, and definitely worth studying

🏆 Top 10 Bullying Topics for Research Papers

📃 bullying essay: writing tips, 🏆 best bullying topics to write about, ⚡ most shocking bullying topics to write about, ✅ simple & easy shocking bullying essay titles, ✍️ bullying essay topics for college, ❓ research questions about bullying.

Examples of bullying can be found everywhere: in schools, workplaces, and even on the Internet (in the form of cyberbullying).

In this article, we’ve collected top bullying research paper topics and questions, as well as bullying essay samples and writing tips. Get inspired with us!

Direct and indirect bullying: compare & contrast
The causes of bullying
Classroom bullying and its effects
Social isolation as a form of bullying
Bullying and academic performance
Passive and active victims of bullying: compare and contrast
The role of social agencies in bullying prevention
Public policy for bullying and aggression
Bullying behavior and psychological health
Aggressive children and their family background

A bullying essay is a popular assignment in various subjects, including psychology, sociology, and education. Writing an excellent paper on the matter requires more than just in-depth research and planning. Don’t worry; there are some tips that will make writing an essay on bullying much easier:

Choose a topic that allows analyzing and interpreting the problem. Instead of merely describing what bullying is, try to dig deeper into its causes, consequences, and solutions. If your professor didn’t suggest any topics, you may research bullying essay topics online and select one that would be exciting for you to explore.
Read sample articles and papers online to see how other students approached the subject. Notice the bits that work and don’t work, and write them out to make the process of creating your essay easier. If you’re struggling with finding enough examples online, you may want to expand your search to discrimination essay topics and materials.
Research what scholars say about bullying. Articles in scholarly journals are an excellent source of information because they are usually trustworthy. If you’re still in school, your ability to navigate the library or online databases will also impress your tutor. As you start researching, you will find that there is a great variety of studies, and it’s challenging to find the relevant ones. Narrowing down your search would help you to do that. For instance, if you are writing a cyber bullying essay, try searching for social media bullying or online anti-bullying services.
Include real-life experiences where relevant. Unfortunately, bullying is a common problem in many institutions, and if you haven’t experienced it, your friends or family members probably have. If your tutor allows personal input, explore real-life experiences with bullying. Note the effects, preventive measures that worked or didn’t work, and what a person used to cope with bullying. If personal input is not allowed, you could ask your friends or relatives for ideas and then find high-quality sources that discuss similar problems.
If you can, be creative about it! A powerful bullying essay example draws from a variety of sources to present material in a creative way and engage readers. Hence, this might be an excellent opportunity for you to include images or graphs in your paper. For example, anti-bullying posters could complement the sections of your work that talks about solutions to the problem. Quotes about bullying coming from famous persons would also be influential, especially if you include them at the beginning of your piece. If you like drawing or painting, you could try to put some of your ideas in graphic form – this will definitely earn you some extra marks! Just make sure to check with your tutor to see whether or not creative input is allowed.
Structure your paper well to avoid gaps or inconsistencies. It would be beneficial to create a detailed bullying essay outline before you start working. A typical essay should include an introduction, two to three main paragraphs, and a conclusion. The first paragraph of your work should consist of some background information, whereas the last one should restate the points and close up the paper. A good bullying essay introduction should also feature a thesis statement that shows what the piece is about.

These tips will help you to write top-notch essays on bullying, as well as on related subjects. Don’t forget to browse our blog some more to find other helpful materials, including essay titles!

The Problem of Bullying and Possible Solutions In general, bullying is a critical and complex issue prevailing among children; thus, it is essential to adopt different solutions to tackle it.
Bullying and Its Effects in Society Secondary research is critical in the development of a background to the research, which helps in determining the validity of the problem and suggested research methodologies.
Cyber Bullying Issue Therefore, the goal of this paper is to analyse who the victims of cyber bullying are and the influence it has on them.
School Bullying and Moral Development The middle childhood is marked by the development of basic literacy skills and understanding of other people’s behavior that would be crucial in creating effective later social cognitions. Therefore, addressing bullying in schools requires strategies […]
Is Cyber Bullying Against Teenagers More Detrimental Than Face-To-Face Bullying? Social networking has also contributed greatly to the issue of cyber bullying especially in making it more harmful as compared to face-to-face bullying.
The Effects of Cyber-Bullying and Cyber-Stalking on the Society In particular, one should focus on such issues as the disrespect for a person’s autonomy, the growing intensity of domestic violence and deteriorating mental health in the country.
Bullying and Child Development Bullying is one of the common vices in schools that influences a lot of growth and development of children. Bullying also affects the ability of children to concentrate in school because they are always on […]
Verbal Bullying at School: How It Should Be Stopped This paper highlights some of the best practices that can be used by teachers in order to address this problem. So, this information can be of great benefit to them.
Nature of Bullying In this paper, central focus is going to be on the nature of bullying of children in my hometown, Orlando Florida, how it can be solved, and most importantly; establishing the importance of having knowledge […]
Bullying and Suicide Among Teenagers Specific objectives Analyze the causes of bullying among teenagers in the country Analyze the effects of bullying among victims, perpetrators and by-standers Analyze the relationship between bullying in school and suicide among teenagers in the […]
Bullying Through Social Media: Research Proposal The hypothesis of the study is as follows: the role of adolescents in a cyberbullying situation is interconnected with their psychological characteristics.
Bullying and Cyberbullying in Modern Society Cyberbullying among adolescents and teenagers is defined as the purposeful and repetitive harm done by one or more peers in cyberspace as a result of using digital devices and social media platforms.
The Impact of Workplace Bullying The negative impacts of bullying in the workplace develop as a result of ignorance among employees regarding the vice, unreported cases, as well as the negligence of organizational leaders.
Workplace Bullying and Its Impact on Performance Workplace bullying refers to a deliberate, repeated, and continuous mistreatment of a worker or a group of workers by one or more colleagues in the workplace.
Bullying on Social Media Platforms It is consistent and repeating, taking advantage of the Internet’s anonymity with the main goal to anger, scare, or shame a victim.
Bullying in the Nursing Workplace Bullying in the nursing workplace, in this case, causes the one bullied to have a feeling of defenselessness and takes away the nurses’ right to dignity at his or her workplace.
Social Psychological Concepts of Bullying and Its Types Some of the factors that contribute to bullying include poor parenting, economic challenges, lack of mentorship, and jealousy among others. One of the main concepts used to explain bullying is that of parenting roles and […]
Bullying in the Workplace Organizational leaders have an ethical obligation to ensure that they deal with cases of bullying within the workplace in a professional manner that demonstrates equality, honesty, and high sensitivity to the needs of others.
Social Influence on Bullying in Schools The theory helps us to understand why the stronger members of the school population are likely to “rule” over the weaker members of the school as described in the social hierarchy concept in the theory.
Character Traits of Bullying Despite the fact that such characteristics may differ from child to child, it is the common feature of difference that makes the target children get noticed by the bullies.
The ABC Model of Crisis: Bullying at School The next step is the identification of the nature of the crisis, and thus questions are as follows: Who is bullying you?
Bullying: Violence in Children and Adolescents Bullying is one of the most common manifestations of peer violence in children and adolescents. Prevention of bullying, cyberbullying included, has to occur in accordance with the IBSE Standards of social and emotional learning.
Bullying, Its Forms, and Counteractions In addition, it is necessary to support those at the center of this bullying, as this can protect them from harmful effects and consequences.
Incivility, Violence, and Bullying in the Healthcare Workplace The following step is to gather the team and communicate the necessity of change, assigning some individuals for the positions related to the change, in other terms, a support team.
Effective Ways to Deal With Bullying in US Schools Teachers should ensure the bully is aware of the improper behavior, why it is improper, and the repercussions of the behavior.
Network Bullying: School Policy Framework The first step is to have a careful conversation with the student and an assessment by the school psychologist to ensure that there is a fright.
How to Reduce Bullying in Senior Facilities One of the main reasons an individual may commit suicide due to bullying is because it may make an individual develop a negative self-image after the bullying incident. Some of the major bullying incidences that […]
Active Shooter and Nursing Bullying Nurses should lock all doors and use tables and other objects to reinforce them to prevent any possibility of the active shooter getting to the patients’ room.
Racist Bullying Among Black Students in US Universities This research focuses on the impact of bullying and racism among African American students in the country. What are the impacts of bullying and racism among Black students in U.S.universities?
Bullying and Autism Spectrum Disorder In fact, bullying as a social phenomenon can be characterized as a social and interaction issue; therefore, it is possible to analyze the connection between autism and acts of bullying and inappropriate behavior.
Eliminating the Problem of Online Bullying Eliminating the problem of online bullying is vital for improving the mental health of adolescents and young adults and allowing them to build their lives free of adverse external influences. It is possible to see […]
Sexual Bullying in Schools and Its Influence The author states the difference in the mental and physical maturation of girls and boys as one of the core roots of the issue.
Bullying and Harassment in the Healthcare Workplace This paper is written to explore the origins of discrimination and harassment in the healthcare workplace. Bullying begins early in medical college and residencies; it has been referred to as an element of the learning […]
Queer (LGBT) Teenage Bullying at School The importance of this source to the research is associated with the significant role that youth organizations have to play towards minimizing bullying among LGBT students.
Bullying of Children: Misconceptions and Preventive Measures As a result, the density of shows and articles devoted to bullying creates an illusion that this event appears more often than it does in reality.
Bullying Behavior and Impact of Hegemonic Masculinity Rosen and Nofziger applied a quantitative research design to explore the relationships between students’ bullying experiences and race, age, and socioeconomic status and identify the frequency of bullying.
Bullying and Incivility in Clinical Setting The problem of bullying and incivility in a clinical setting can negatively affect the quality of care provided, so it needs to be managed.
Bullying and Its Influences on a Person It is common for victims of bullying to develop mental health issues, as they were placed in stressful situations and had a constant fear along with depression in some cases. Making friends is one of […]
“Bullying in Schools”: The Aspects of Bullying In their article, Menesini and Salmivalli examine the current state of knowledge on the topic and thoroughly discuss all of the aspects of bullying.
Moral Development and Bullying in Children The understanding of moral development following the theories of Kohlberg and Gilligan can provide useful solutions to eliminating bullying in American schools.
Analysis of Bullying and Parenting Style Since the given topic usually refers to children and adolescents, it is evident that their parents hold a portion of responsibility because the adults affect the growth and development of young individuals.
Hate Crimes – Bullying More than two-thirds of children and adolescents experience bullying and more than one-fourth of them report extreme forms of coercion.
Bullying Management: Mass Awareness Program Bulletin.”Teachers, trained to help to rebuild trust, confidence, growth, and commitment through mass awareness to arrest bullying in high schools”. The proposed mass action program is meant to promote awareness on the need to stop […]
An Anti-Bullying Program Integrated With PRAISE by Ackerman I chose to describe bullying because of the importance of the topic and due to my personal interest in it. Education will eliminate most of the reasons for bullying and provide students with the E […]
Bullying Through Social Media: Methods An Informed Consent Document will be provided to participants prior to the research, explaining the purpose of the study and promising to protect their identity.
Bullying Through Social Media In particular, inequality in the position of the persecutor and the victim is evident – the aggressor can be anonymous, and there can be many of them.
Bullying of Nurses During the COVID-19 Pandemic Then, the principles of adult learning will be used to develop and implement an information product to improve the nursing workforce’s bullying awareness and the knowledge of healthy conflict resolution in the workplace.
Bullying in Healthcare Organizations: Impact on Nursing Practice Bullying in business entities is a common phenomenon, but the extent of its influence on the “production process” in healthcare and medicine institutions is only beginning to be recognized.
Workplace Bullying Among Nurses in the Acute Setting Since the onset of the COVID-19 pandemic, the frequency of conflicts between nurses and their colleagues and managers has increased significantly in my workplace.
Bullying Perpetration Among School-Aged Children Mucherah et al.examined how the school climate and teachers’ sanctions against bullying relate to the risk of becoming a victim or perpetrator of bullying.
Programming for a Year 5 Class on Bullying As a result, in Lesson 6, they will offer their project addressing bullying behaviour and present it to their class, which is the main aim of the Unit Plan.
Injury and Violence Prevention: – Bullying The aim of preventing injury and violence from bullying is to enable the student to have a healthy social and physical life that will enable them to perform well in their studies and live healthily.
Cyber-Bullying vs. Traditional Bullying: Its Psychological Effects The researchers presented the recent statistics in order to illustrate the negative social and psychological effects of cyber-bullying in contrast to the traditional bullying in schools.
Bullying in the Workplace Old Nurse to New Nurse This unvoiced scourge in nursing is characteristically encouraged by the need of bullies to have a total control of a person. Resignation of nurses due to bullying can lead to shortage of nurses in hospitals.
Bullying and Peer Abuse Especially at work, targets fear coming to work and this will have an adverse result in the efficiency of the staff in the hospital.
Cyber Bullying and Positivist Theory of Crime Learning theory approaches to the explanation of criminal behavior have been associated with one of the major sociological theories of crime, the differential association theory.
Cyberbullying and Bullying: Similarities While deciding on fitting and balanced sanctions, it is vital to reflect on the ways in which cyberbullying events differ in effect in comparison to other forms of bullying.
Protection From Bullying: Methods That Work Because of this, it is vital that parents, teachers, and guardians educate themselves on the nature of bullying and work together to develop effective methods and strategies that would help to overcome the problem.
Psychology: Social Media and Bullying The purpose of this paper is to discuss the issue of social media and bullying and express the author’s opinion on the matter.
Workplace Bullying and Its Impact on People and Society The paper follows a traditional structure with the introduction and body paragraphs that provide essential information devoted to the problem, and improve the understanding of the concept of bullying.
“Bullying Behavior Among Radiation Therapists” by Johnson and Trad The literature review encompassed a considerable number of sources pertinent to the study and recent enough to be relevant; all the publications were dated within the last fifteen years.
Human Rights Issues in Australia: Bullying Among School-Going Age and Young People The focus of the topic of the day is on bullying. It is used to prevent or avoid the occurrence of a bullying experience.
Bullying and Worker’s Harassment in Western Australia In most of the armed services in Australia, new recruits and women are commonly the victims of bullying and harassment despite the fact that it is unacceptable.
Behaviour Management: Bullying The typical behaviors which I saw in the child who got bullied are: The victim of this bullying is physically weak and a soft-natured one.
Cyber-Bullying Is a Crime: Discussion It is easy to see the effects of cyber-bullying but it is hard to find out who is the bully making it hard for authorities to pin the blame on the perpetrator of a crime […]
Conflict Resolution Tactics and Bullying This study is interesting to the extent that it shows how the social environment impacts the development of a child and how it shapes his or her conflict resolution techniques.
School Bullying: Case Analysis Even today there is no generally accepted definition of bullying but it is thought that when an individual is for a long period of time is exposed to repeat negative actions and behavior by one […]
Bullying in the Workplace as a Psychological Harassment Another form of bullying in the workplace is physical assault in the sense that if the workers are not at ease with each other and when the rules and regulations are not at all observed, […]
“Adolescents’ Perception of Bullying” by Frisen et al. The second and the third aims of the study were “to describe how adolescents perceive bullies” and “to describe what adolescents believe to be important in order to stop bullying”, respectively.
The Long Term Effects of Bullying in Elementary School Wolke and Lereya argue that the problem is that the majority of studies on bullying are cross-sectional and only use follow-ups after a short period of time.
Workplace Bullying, Salivary Cortisol and Long-Term Sickness Absence The purpose of this cohort-based study was to investigate the extent to which cortisol levels were associated with sickness absence and the relationships between workplace bullying and sickness absence through the prism of cortisol use.
Workplace Bullying in Australia It is possible to offer several recommendations that can reduce the risk of bullying in organisations. In this case, more attention should be paid to the absence of mechanisms that can protect the victims of […]
Domestic Violence and Bullying in Schools It also states the major variables related to bullying in schools. They will confirm that social-economic status, gender, and race can contribute to bullying in schools.
The “Bully-Free” Initiative: Bullying in Education The students need to have a clear idea that bullying goes against the rules of the school and which actions may be considered bullying.
Gender and Bullying Issues in Nursing A lack of tolerance for workplace harassment and bullying is likely to lead to the deterioration of the situation and further misunderstanding and tension in an organization.
Bullying and Cyberbullying Among Peers They are facing the dilemma of how to react, whether they have to fight a superior force of the enemy or to complain to teachers and parents, undermining their reputation.
Bullying in Schools and Its Major Reasons As of now, the most important goal in research studies covering the topic of bullying in schools is to understand the mechanisms behind bullying promotion and prevention.
Bullying Prevention Programs Some teachers and professors claim that their students cannot show their potential in their hobbies due to the limitations they experience because of bullies around them. As it is mentioned above, educators do not control […]
Bullying and Its Impact Thus, the current paper is dedicated to the issue of bullying and its effects as well as anti-bullying practices as related to peer victimization.
Fights and Bullying Among Middle School Learners Alongside the positivist philosophy, the research adopted the survey strategy that involved the use of self-administered questionnaires to collect from the participants.
Dealing With Workplace Bullying According to the report presented by the University of Louisville, workplace bullying is a repeated action of one employee or a group of employees towards another individual or group. Dealing with bullying in the workplace […]
Bullying Policies in Walton School District and Georgia University The sample bullying policy language in Walton School District is very similar to the language in the policy of the University of Georgia.
Amanda Todd’s Bullying and Suicide Story She was fifteen years old, and her story created a major uproar in the press, as it showed the true nature of bullying and the effects it has on the person.
Bullying in America: Causes and Prevention That is why it is important to pay attention to the reasons why bullying occurs and ways in which it can be reduced.
Bullying, Facts and Countermeasures Whether it is the bully or the bullied, the parents will need to do a lot to see to it that their children are brought up in the best of the behaviors.
Bullying as Social and Criminal Deviance The most important step in the student’s guide to research that I would need to analyze bullying is defining the topic.
Bullying and Legislation in Australian Workplace According to the authors of the article, workplace bullying can be characterized as internal violence. According to the authors of the article, bullying is a widespread phenomenon and is a common attribute of many organizations.
Bullying at Australian School: Causes and Solution The technological breakthrough that was witnessed in the late 90s and the early 2000s also contributed to the development of the phenomenon, sparking the concepts such as cyberbullying and online bullying.
Workplace Bullying in The Playground Never Ends The primary reason for becoming a bully is primarily seen in fear to lose authority or formal positions in an organization and have more institutional power than that of the targets.
College Students: Suicide and Bullying-Methods The analysts used this tool to report the mood of the participants by posting quizzes, which the students answered while filling the questionnaire.
Girl-To-Girl Bullying and Mean Stinks Program The positive results can be achieved by the implementation of the multiple educational programs, the increase in public awareness, and promotion of the values of the healthy relationships.”Mean Stinks” is exactly the program with the […]
Association of Parenting Factors With Bullying The lack of the parental support is the main cause of students’ deviant behaviors at school, including the cases of bullying, and those parents who pay much attention to developing their career cannot provide the […]
The Problem of Workplace Bullying In particular, this paper will include the discussion of the research articles, reports and case studies that describe the causes of workplace bullying and the strategies used by companies in an effort to overcome it.
College Students: Suicide and Bullying The misconception that bullying is a minor issue among college students has contributed to the high number of students who suffer because of bullying.
Homosexual Students and Bullying Specifically, the section addresses the prevalence of bullying in schools and the level of bullying in bisexuals, gay males, and lesbians.
Social Psychology of Violence and Bullying in Schools Bullying is a common phenomenon in schools and it is reported that it results in violence in learning institutions in the end.
Bullying and Suicide: The Correlation Between Bullying and Suicide Nonetheless, the extensive research shows that the correlation exists and bullying is one of the risk factors for development of suicidal ideas in adolescents.
Cyber Bullying Reduction Program Table of Activities Activity Significance Assembling parents/guardians, students and teachers to announce and explain the program in the institution To enlighten parents/guardians, students and teachers about the rules and regulation enacted due to the threat […]
Cyber Bullying Prevention in Learning Institutions: Systematic Approach To start with, the students are provided with ways of reporting their concern to the educational institution, and when the staff members of the institution receive the report, they evaluate the information together with the […]
Discouraging and Eliminating Cyber Bullying Resources Role of the resource/input Statement forms To facilitate information transfer to the staff Counseling Personnel To arm students against the problem Bullying report system To create efficient internet enhance report system Regulation implementation documents […]
School Bullying: Methods for Managing the Problem The investigation of relevant studies on the methods for stopping school bullying reveals that the most effective ways of eliminating this type of behavior include providing training for teachers, encouraging students to participate in the […]
High School Bullying Effective Responses Emphasis will also be made on the kind of audience to read this article because the contents of this study need to be at par with other similar articles in the journal to be selected.
Bullying as a Relational Aggression This resistance has been one of the obstacles to eliminating the cyber bullying in the schools. Schools and districts have been involved in the Challenge Day activities where children are advised on how to handle […]
Social Bullying in Jeff Cohen’s “Monster Culture” It is clear that his part of character is mostly dominant in the childhood stages, as children are not able to develop a sense of morality and predict the consequences of their actions.
Cyber Bullying and Its Forms The difference between the conventional way of bullying and cyber bullying is that in conventional bullying, there is contact between the bully and the victim.
Problem of Workplace Bullying Authority intervention should occur when the employees fail to respond to awareness intervention, and thus decide to continue with their behaviors.
Problem of Childhood Bullying in Modern Society To begin with, the family which is the basic and the most important unit in the society as well as the primary socializing agent plays a major role in shaping behavior of children include bullying.
Problem of the Managing Bullying and Harassment in the Workplace Employees in an organization have a specific role that they are supposed to play and this means that there might be shortcomings which should not lead to bullying.
School Bullying: Causes and Police Prevention It is for this reason that there has been need for the intervention of the community and the government to address the issue of bullying schools lest the school environment becomes the worst place to […]
Cyber Bullying as a Virtual Menace The use of information and communication technologies to support a deliberate and most of the time repeated hostile behavior by an individual or groups of people with the sole intention of harming others, one is […]
Does Bullying Cause Emotional Problems? However, the current study was relevant because of this design, for the scope of the study covered as well as the results were accurate, and the conclusions drawn were correct.
Ban High School Bullying A number of stakeholders contribute to the high prevalence of bullying in American schools. Schools that ignore bullying are a big part of the problem and they need to be held accountable.
The Problem of Bullying While most states in the United States of America have laws to protect people from bullying, the federal government is yet to enact an anti-bullying law.
Ethical Case: Facebook Gossip or Cyberbullying? The best option to Paige is to apologize publicly and withdraw her comments. The final stage is to act and reflect the outcome of the choice made.
Bullying on the Rise: Should Federal Government Enact Federal-Bullying Laws? This paper will thus use both primary and secondary data to discuss the prevalence of bullying in schools and whether the federal govern should enact federal laws to curb the social vice at school.
Bullying in School Face-to-face bullying is an interesting area of study because it clearly demonstrates bullying in school. Students consider bullying as a school culture even though it is contrary to the school rules and regulations of schools.
Bullying in the Schools Furthermore, the law states that training should be done to the teachers as well as the other members of staff on how to deal with bullying and the law also needs the schools to report […]
The Issue of Bullying in the Schools 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.
Troubled Adolescent due to Bullying His lowered self-esteem would make him to observe the common behaviours of the older boys quietly and accept the situation as a cultural practice.
Workplace bullying: does it exist?
What are the three key elements of bullying?
How does bullying affect those who observe it?
Direct and indirect bullying: what is the difference?
What families do bullies typically come from?
Aggressive children: what is their future?
How to prevent bullying in schools?
School bullying and domestic violence: is there a connection?
Cyberbullying: how to prevent it?
What can parents do to prevent their children from bullying?
Children’s Rights Research Ideas
Equality Topics
Homophobia Topics
School Violence Ideas
Respect Essay Topics
Social Inequality Paper Topics
Suicide Topics
Youth Violence Research Topics
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Expository Essay

Expository Essay About Bullying

How to Write an Expository Essay about Bullying: A Guide

What is an Expository Essay About Bullying?

What is an expository essay?

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

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

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

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

Expository Essay Examples on Bullying

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

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

Short Expository Essay About Bullying

What is Bullying in School Essay Example

Essay About Bullying 500 words

Expository Essay on Cyberbullying

Expository Essay About Bullying in School

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

Steps to Write the Best Expository Essay

Writing a successful expository essay about bullying requires several steps.

Step 1: Select a Topic

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

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

Step 2: Research and Gather Evidence

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

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

Step 3: Write an Outline

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

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

Start with a compelling fact, question, or quote.

Provide context and set the stage for the topic.

Clearly state the main idea or argument of the essay.

: Introduce the main idea of each paragraph.

Provide evidence, examples, and explanations to support the topic sentence.

Use transitional words or phrases to smoothly connect ideas between paragraphs.

Example/evidence 1

Example/evidence 2

Example/evidence 1

Example/evidence 2

Example/evidence 1

Example/evidence 2

Example/evidence 1

Example/evidence 2

Example/evidence 1

Example/evidence 2

Example/evidence 1

Example/evidence 2

A. Acknowledge opposing views

B. Refute opposing views with evidence and reasoning

Summarize the main points without introducing new information.

Offer final insights or implications related to the topic.

Encourage the reader to think, do, or learn more about the subject.

Step 4: Write the Essay

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

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

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

Step 5: Edit and Proofread

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

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

Expository Essay Topics About Bullying

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

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

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

Watch this video about what is bullying:

Tips for Writing an Expository Essay About Bullying

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

Keep it organized

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

Be specific

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

Use clear language

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

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

Be sympathetic

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

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

Provide solutions

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

To conclude the blog,

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

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

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

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Persuasive Essay Writing

Persuasive Essay About Bullying

Learn How To Craft a Powerful Persuasive Essay About Bullying

Published on: Jan 24, 2023

Last updated on: Jan 29, 2024

Writing a Perfect Persuasive Essay About Bullying

Bullying is a major issue that affects many children, teens, and adults in schools, workplaces, and other environments.

Writing a persuasive essay about bullying can effectively raise awareness of the problem and find solutions.

Here are a few components of a persuasive essay that you should include:

An Introduction

Start your essay with an interesting introduction that explains the concept of bullying and its effects on those involved.

Provide evidence to support your argument using facts, statistics, and personal accounts to support your claims.

Offer potential solutions to the problem of bullying. Focus on proposing effective solutions that can be implemented in schools and other environments where bullying is a common issue.

Call to Action

Conclude your essay with a call to action for both victims and bystanders of bullying. Encourage them to stop it or report it when they witness it happening.

Here Is How You Can Write a Persuasive Essay About Bullying Introduction

Writing an introduction to a persuasive essay about bullying can be challenging.

To start, it's important to understand the purpose of the introduction. It is to provide a brief overview of the topic and introduce your thesis statement.

Begin by providing a general overview of the topic of bullying.
Introduce the main point of your essay: your thesis statement.
Create a hook for your introduction to draw readers into your topic and compel them to read further.
State why this issue is important and relevant, providing evidence from authoritative sources to support your claims.
Conclude your introduction with a summary of the main points you will make in the essay.

How To Write Body Paragraphs In a Persuasive Essay About Bullying

Body paragraphs in a persuasive essay about bullying should focus on providing evidence to support the thesis statement.

This can be done through various research methods such as interviews, surveys, and personal experiences.

Paper Due? Why Suffer? That's our Job!

Here are five ways to effectively write body paragraphs for a persuasive essay about bullying:

1. Utilize vivid tone and descriptive imagery

2. Present evidence - Provide facts, figures, and other evidence to support your argument.

3. Discuss consequences: Explain how bullying hurts individuals, communities, and society.

4. Make a call to action: Ask the reader to participate in anti-bullying initiatives or speak up when they witness bullying.

5. Offer solutions: Suggest ways to prevent bullying, such as implementing more school-wide programs or teaching students.

How To Write The Conclusion In a Persuasive Essay About Bullying

The conclusion of a persuasive essay about bullying should summarize the key arguments.

It should provide a call to action for readers to take further steps in preventing or stopping bullying.

Check out this amazing video!

Lastly, it is important to end on a positive note, reassuring readers that progress is possible.

Learn more about making perfect persuasive essay outlines in this amazing blog!

Examples of Persuasive Essay About Bullying

We have shared some practical examples of persuasive essays on bullying so that you can get inspired and start crafting your paper.

Persuasive essay about bullying must stop

Short Example of Persuasive essay about bullying

Persuasive essay about bullying in school

Cyber Bullying Persuasive Essay

Bullying Persuasive Speech

Examples of Argumentative Essay About Bullying

These essay samples can give you a helpful look at how other students have approached this complex topic before.

Argumentative Essay About Bullying Introduction, Body, Conclusion

Argumentative essay about bullying pdf

Check out this amazing blog by our expert writers on persuasive essay examples !

Interesting Persuasive Essay Topics About Bullying

Have a look at these inspiring topics. You might get motivation for your next persuasive essay.

Should Schools Implement Mandatory Training Programmes to Address Bullying?
What Role Do Parents and Guardians Play in Preventing Bullying?
Is Online Harassment on the Rise and How Can We Stop it?
How Effective Are Anti-Bullying Policies at Schools?
Should Employers be Responsible for Preventing Bullying in the Workplace?
How Can We Make Schools a Safer Place to Help Students Avoid Bullying?
Is Social Media Making Bullying Worse?
Are Laws and Regulations Regarding Cyberbullying Effective Enough?
Should Teachers Be Held Accountable for Bullying in the Classroom?
What Are Some of the Long-Term Effects of Bullying on Victims?
How Can We Encourage Bystanders to Speak Out Against Bullying?
Is Cyberbullying More Difficult for Parents and Schools to Stop Than Traditional Bullying?
Should Government Intervention be Required to Address the Bullying Crisis in Schools?
How Can We Help Victims of Bullying Heal and Recover?
What Are Some Effective Ways to Prevent Bullying From Occurring?

Check out some more persuasive essay topics to get inspiration for your next essay.

In conclusion, consider all aspects of the issue when writing a persuasive essay on bullying. You should provide evidence to support your point of view and address any potential counterarguments.

If you're struggling to write a persuasive essay on bullying, CollegeEssay.org's persuasive essay writing service is here for you.

Our experienced essay writer can help you create a well-researched, persuasive, and compelling essay.

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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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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 — Bullying Prevention: Implementing Anti-bullying Programs In Schools

Bullying Prevention: Implementing Anti-bullying Programs in Schools

Categories: Bullying Youth Violence

About this sample

Words: 1160 |

Published: Dec 16, 2021

Words: 1160 | Pages: 3 | 6 min read

Introduction, preventive measures.

leaves school with torn or damaged clothes and belongings,
has unexplained cuts and bruises,
has fewer friends,
seems afraid to be in school and afraid to ride the school bus,
has lost interest in school work or are performing poorly,
appears sad and depressed,
avoids the cafeteria or other gathering with peers.
Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36, 341–350. doi: 10.1016/j.adolescence.2012.12.001
Bender, D., & Lösel, F. (2011). Bullying at school as a predictor of delinquency, violence and ‐other antisocial behavior in adulthood. Criminal Behavior and Mental Health, 21(2), 99-106.
Costello, M. (2017). Bullying Basics. Teaching Tolerance. [Blog Post]. Retrieved from https://www.tolerance.org/professional-development/bullying-basics
Dempsey, A. G., Sulkowski, M. L., Nichols, R., & Storch, E. A. (2009). Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence. Psychology in the Schools, 46, 962-972. doi: 10.1002/pits.20437
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Espelage, D. L., Low, S., & De La Rue, L. (2012). Relations between peer victimization subtypes, family violence, and psychological outcomes during adolescence. Psychology of Violence, 2, 313–324. doi:10.1037/a0027386
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Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3, 63–73.

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How parents, teachers, and kids can take action to prevent bullying

Preventing and stopping bullying involves a commitment to creating a safe environment where children can thrive, socially and academically, without being afraid.

Schools and Classrooms

sad little girl being consoled by her father

Introduction

Bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. It is a repeated behavior and can be physical, verbal, or relational. While boys may bully others using more physical means, girls often bully others by social exclusion. Bullying has been part of school, and even workplaces, for years. More recently, though, technology and social media have created a new venue for bullying that has expanded its reach. Cyberbullying is bullying that happens online and via cell phones. Websites like YouTube, Instagram, and Snapchat allow kids to send hurtful, ongoing messages to other children 24 hours a day. Some sites, such as Instagram, allow messages to be left anonymously.

Preventing and stopping bullying involves a commitment to creating a safe environment where children can thrive, socially and academically, without being afraid. APA recommends that teachers, parents, and students take the following actions to address bullying.

Teachers and school administrators

Be knowledgeable and observant, involve students and parents.

Students and parents need to be a part of the solution and involved in safety teams and antibullying task forces. Students can inform adults about what is really going on and also teach adults about new technologies that kids are using to bully. Parents, teachers, and school administrators can help students engage in positive behavior and teach them skills so that they know how to intervene when bullying occurs. Older students can serve as mentors and inform younger students about safe practices on the internet.

Set positive expectations about behavior for students and adults

Schools and classrooms must offer students a safe learning environment. Teachers and coaches need to explicitly remind students that bullying is not accepted in school and such behaviors will have consequences. Creating an antibullying document and having both the student and the parents/guardians sign and return it to the school office helps students understand the seriousness of bullying. Also, for students who have a hard time adjusting or finding friends, teachers and administrators can facilitate friendships or provide “jobs” for the student to do during lunch and recess so that children do not feel isolated or in danger of becoming targets for bullying.

Parents of kids being bullied

Observe your child for signs they might be being bullied, teach your child how to handle being bullied, set boundaries with technology.

Educate your children and yourself about cyberbullying and teach your children not to respond or forward threatening emails. “Friend” your child on Facebook and other social media platforms and set up proper filters on your child’s computer. Make the family computer the only computer for children, and have it in a public place in the home where it is visible and can be monitored. If you decide to give your child a cell phone think carefully before allowing them to have a camera option. Let them know you will be monitoring their text messages. As a parent, you can insist that phones are stored in a public area, such as the kitchen, by a certain time at night to eliminate nighttime bullying and inappropriate messaging. Parents should report bullying to the school, and follow up with a letter that is copied to the school superintendent if their initial inquiry receives no response.

Parents should report all threatening messages to the police and should document any text messages, emails, or posts on websites.

Parents of kids engaged in bullying

Stop bullying before it starts.

Educate your children about bullying. It is possible that your child is having trouble reading social signs and does not know what they are doing is hurtful. Remind your child that bullying others can have legal consequences.

Make your home “bully free”

Children learn behavior through their parents. Being exposed to aggressive behavior or an overly strict environment at home makes kids more prone to bully at school. Parents/caregivers should model positive examples for your child in your relationships with other people and with them.

Look for self esteem issues

Children with low self-esteem often bully to feel better about themselves. Even children who seem popular and well-liked can have mean tendencies. Mean behavior should be addressed by parents and disciplined.

Report bullying and cyberbullying

It is important for students to report any bullying to a parent or an adult they trust. Often kids don’t report cyberbullying because they fear their parents will take away their phone or computer. Parents will support their child’s reports of bullying and not take away their phones as a consequence. It is important for kids to remember that bullying is wrong and should be handled by an adult.

Don’t bully back

It may be difficult to not bully back, but as the saying goes, two wrongs don’t make a right. Try not to show anger or tears. Either calmly tell the bully to stop bullying or simply walk away.

Avoid being alone

Whenever possible, avoid situations where there are no other students or teachers. Try to go to the bathroom with a friend or eat lunch in a group. When riding the bus, sit near the front. If you know a student who likes to bully others is in an area where you normally walk to lunch or class, try to use alternative hallway routes.

Remember, report bullying of yourself or other students to your teacher, coach, principal, and/or parent.

Students who experience bullying may feel overwhelmed, depressed, or anxious. If your child or student is having trouble at school or with friends as a result of bullying, a mental health professional, such as a psychologist, can help your child develop resilience and confidence. This will enable your child to be more successful both socially and academically.

Additional resources

Net Cetera: Chatting with kids about being online
Stop Bullying Now Campaign
APA Q and A with Dr. Susan Swearer
Bullying Research Network

Special thanks to Rosalind Dorlen, PsyD, independent practice, New Jersey Elaine Ducharme, PhD, independent practice, Connecticut Susan M. Swearer, PhD, associate professor of school psychology and licensed psychologist; codirector, Nebraska Internship Consortium in Professional Psychology; and secretary, APA Division 16 (School Psychology)

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Collisions and perceptions of cyberbullying: comparison of intergenerational experiences.

1. Introduction

1.1. cyberbullying and bullying, 1.2. cyberbullying and age groups, 1.3. aggressors: behavioral strategies and motives, 1.4. victims: prevalence, emotional distress, consequences and social support, 1.5. bystanders: behavioral strategies, 1.6. parents’ awareness, 1.7. current study, 2. materials and methods, 2.1. procedures, 2.2. participants, 2.3. measures, 2.3.1. experiencing cyberbullying, 2.3.2. aggressors, 2.3.3. victims, 2.3.4. bystanders, 2.4. data analyses, 3.1. the ratio of bullying to cyberbullying, 3.2. encountering cyberbullying situations: age characteristics, 3.3. aggressors in a cyberbullying situation, 3.3.1. the nature of the aggressors’ social relations with a victim of cyberbullying, 3.3.2. motivations for cyberbullying, 3.3.3. strategies of the cyberbullies’ behavior, 3.4. cyberbullying victims, 3.4.1. prevalence of victimization, 3.4.2. the strength and duration of the victim’s emotional response, 3.4.3. seeking social support, 3.4.4. the consequences of cyberbullying, 3.5. cyberbullying bystanders, 4. discussions, 4.1. the prevalence of cyberbullying and its correlation with bullying, 4.2. cyberbullies, 4.2.1. the nature of the aggressors’ social relative to the victim, 4.2.2. the aggressor’s motives, 4.2.3. the aggressor’s behavioral strategies, 4.3. victims, 4.3.1. emotional impact and consequences for victims of cyberbullying, 4.3.2. the specifics of seeking social support, 4.4. bystanders, 4.5. parents, 4.6. limitations and future directions, 5. practical implications, 6. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Click here to enlarge figure

Samples	Number of Males (%)	Number of Females (%)	Gender Not Specified, Number of Respondents (%)	Average Age ± Standard Deviation
Adolescents aged 14 to 17	484 (47.0%)	535 (52.0%)	10 (1.0%)	15.47 ± 1.09
Adolescents aged 12 to 13	240 (45.7%)	279 (53.1%)	6 (1.1%)	12.42 ± 0.58
Youth	300 (40.8%)	436 (59.2%)	0 (0%)	23.33 ± 3.90
Parents of adolescents	214 (19.4%)	877 (79.4%)	14 (1.3%)	41.21 ± 5.63

Cyberbullying Initiators	Adolescents Aged 12 to 13	Adolescents Aged 14 to 17	Youth	Parents of Adolescents Aged 12 to 13	Parents of Adolescents Aged 14 to 17	Chi-Square (Differences among 5 Groups)	Cramer’s V (Differences among 5 Groups)
Classmates	68.2%	68.1%	38.7%	42.9%	49.3%	92.2 **	0.27
Students from the same year level	38.2%	33.2%	6.6%	19.6%	15.0%	106.36 **	0.28
Anonymous users	31.9%	28.1%	33.1%	19.6%	28.8%	9.3	0.08
Friends	25.7%	27.3%	27.2%	9.4%	6.0%	67.95 **	0.22
High school students	20.9%	19.3%	0.3%	6.5%	6.7%	88.23 **	0.25
Acquaintances	20.0%	37.1%	39.7%	18.8%	18.0%	60.48 **	0.21
Internet friends	16.2%	24.0%	33.1%	13.8%	29.2%	30.06 **	0.15
Teachers	4.2%	5.5%	0.3%	0.0%	1.9%	23.91 **	0.13
Parents	1.6%	1.4%	0.3%	0.0%	0.7%	4.52	0.06
Siblings	1.6%	3.1%	0.7%	0.0%	1.1%	10.21 *	0.09
I find it difficult to answer	-	-	-	25.4%	17.2%	-	-

Acts towards a Victim in a Cyberbullying Situation	Adolescents Aged 14 to 17	Youth	Parents of Adolescents Aged 12 to 13	Parents of Adolescents Aged 14 to 17	Chi-Square (Differences among 4 Groups)	Cramer’s V (Differences among 4 Groups)
Was excluded or deleted from a group chat or community	55.8%	47.9%	39.1%	40.6%	22.03 **	0.14
Was unfriended	47.8%	45.7%	50.7%	48.1%	0.96	0.03
Personal data, photos and videos from the victim’s personal page were used against him or her	47.6%	47.5%	18.8%	27.1%	62.78 **	0.23
False information was posted about the victim	43.9%	52.1%	25.4%	35.0%	33.72 **	0.17
Rude and unpleasant polls about the victim were created	35.6%	25.5%	14.5%	16.5%	44.47 **	0.20
Groups, communities or pages were created on social media, where offensive information was posted about the victim	22.7%	29.1%	15.2%	16.5%	16.70 **	0.12
Personal data (first and last name, photos, etc.) from an online profile were used to create a fake account	18.5%	24.1%	8.0%	16.5%	16.87 **	0.12
The password from the victim’s account was stolen in order to publish or send negative and inappropriate information on his or her behalf	9.1%	16.7%	13.0%	10.2%	10.75 *	0.10
Insulting and humiliating information about the victim was sent to the friends, parents and teachers	15.9%	19.1%	13.0%	12.0%	6.02	0.07

To Whom the Respondents Turn to for Help in a Cyberbullying Situation	Adolescents Aged 12 to 13	Adolescents Aged 14 to 17	Youth	Parents of the Adolescents Aged 12 to 13	Parents of the Adolescents Aged 14 to 17	Chi-Square (Differences among 5 Groups)	Cramer’s V (Differences among 5 Groups)
Parents	38.5%	26.6%	16.3%	42.1%	34.0%	52.82 **	0.18
Friends	36.9%	45.8	24.1%	11.0%	12.3%	145.67 **	0.30
No one	26.0%	25.8%	32.2%	4.1%	8.7%	83.93 **	0.23
Sibling	19.6%	14.3%	4.4%	11.0%	6.0%	47.23 **	0.17
Teacher	11.9%	3.9%	1.4%	6.2%	2.3%	46.32 **	0.17
Trusted adult	9.6%	6.4%	6.1%	3.4%	3.0%	13.69 **	0.09
Law enforcement agencies (police)	7.4%	2.9%	2.0%	1.4%	2.0%	21.38 **	0.12
Specialized services (psychologist, social worker, etc.)	4.5%	4.3%	3.1%	0.7%	1.0%	11.58 *	0.09
I find it difficult to answer	-	-	-	16.6%	17.7%	-	-

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Soldatova, G.; Chigarkova, S.; Rasskazova, E. Collisions and Perceptions of Cyberbullying: Comparison of Intergenerational Experiences. Int. J. Environ. Res. Public Health 2024 , 21 , 1148. https://doi.org/10.3390/ijerph21091148

Soldatova G, Chigarkova S, Rasskazova E. Collisions and Perceptions of Cyberbullying: Comparison of Intergenerational Experiences. International Journal of Environmental Research and Public Health . 2024; 21(9):1148. https://doi.org/10.3390/ijerph21091148

Soldatova, Galina, Svetlana Chigarkova, and Elena Rasskazova. 2024. "Collisions and Perceptions of Cyberbullying: Comparison of Intergenerational Experiences" International Journal of Environmental Research and Public Health 21, no. 9: 1148. https://doi.org/10.3390/ijerph21091148

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Consequences of Bullying

Prevention and Intervention Strategies

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

STUDY CHARGE

CONTEXT FOR THE STUDY

Historical Context

Federal Efforts to Address Bullying and Related Topics

Definitional Context

THE COMMITTEE’S APPROACH

Information Gathering

Terminology

ORGANIZATION OF THE REPORT

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Bullying Prevention: Implementing Anti-bullying Programs in Schools

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How parents, teachers, and kids can take action to prevent bullying

Introduction

Teachers and school administrators

Set positive expectations about behavior for students and adults

Parents of kids being bullied

Parents of kids engaged in bullying

Make your home “bully free”

Look for self esteem issues

Report bullying and cyberbullying

Don’t bully back

Avoid being alone

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