Regrettably, bullying is a prevalent problem in contemporary society. It takes on diverse forms including name-calling, racial discrimination, and receiving inappropriate comments on social media platforms like Facebook. Numerous individuals have personal anecdotes or acquaintances who have encountered these circumstances. Astonishingly, statistics reveal that 25% of teenagers face daily instances of bullying. Consequently, this has negative consequences for their mental health, communication skills, and physical welfare (Fox,3).
Bullying has resulted in harm for both victims and bullies. The full extent of the negative impact on individuals and families may not be grasped until experiencing it directly. Although a sorrowful reality in today’s society, it is essential for parents, teachers, and school administrators to comprehend the psychological and physical repercussions of bullying and implement preventive actions to eradicate it permanently. Dr. Dan Olweus, an authority on bully/victim matters, endorses these endeavors.
His work is recognized worldwide and he has received multiple awards for his publications and interventions, including the “Blueprints for Violence Prevention: Bullying Prevention Program.” His objective is to eradicate bullying and its detrimental effects. Understanding the actual definition of bullying is crucial in combating it, as some parents, teachers, and school administrators might not have personally experienced a bullying situation and therefore may fail to identify one when it occurs. The definition encompasses three key elements: aggression through unwanted and negative actions, a pattern of repeated behavior, and the presence of a power imbalance.
According to Olweus (9), bullying is characterized by an imbalance of power or strength. If all teachers and school administrators understood this definition, many instances of bullying could potentially be prevented. While the first part of the definition, which states that bullying involves aggressive behavior with unwanted negative actions, is easily understandable, the next two parts require further analysis. Bullying not only involves a pattern of repeated behavior over time, but also an imbalance of power or strength. From personal experience in high school, I have directly witnessed bullying. On our football team, there was a specific boy who became the target of jokes from the rest of the team. Although the coach brushed it off as a joke, it persisted, causing the boy to quit the team. This occurred because there was a consistent pattern of negative behavior and an evident power imbalance.
Understanding the definition of bullying is crucial. If the coach had a deeper understanding of it, the boy might have still played football. Tanja R Nansel’s study on “Bullying Behaviors Among US Youth” found that boys engage more in direct aggression while girls prefer indirect forms of bullying. Boys commonly engage in threats, physical harm, rejection, and name-calling, while girls engage in name-calling, teasing, rumors, rejection, and taking personal belongings (Nansel, 1). Boys’ bullying tends to be more visible as they use physical and vocal means to target others and establish dominance. In contrast, girls engage in more covert behaviors such as talking behind each other’s backs, being two-faced, and spreading rumors.
According to Nansel (1), boys and girls engage in bullying differently. Girls tend to discuss their targets instead of directly confronting them. It is crucial for teachers and parents to be aware of this distinction and recognize the signs, which may vary between genders. Teachers must understand these indicators as the harmful consequences of bullying are well-known, sometimes even resulting in death.
Dr. Douglas Vanderbilt, MD, specializes in studying bullying and its outcomes within the Developmental-Behavioral Pediatrics Fellowship Program at Children’s Hospital.
Vanderbilt’s article on “The Effects of Bullying” explores the various risk factors associated with bullying, both at an individual and social level. The author emphasizes the significant impact that bullying can have on its victims, pointing out that they are highly susceptible to developing physical and emotional disorders later in life (1). However, many adults tend to misunderstand this issue and often dismiss harmful behavior using phrases like “It’s just a phase” or “they’ll grow out of it.” Additionally, they rely on gender stereotypes such as “boys will be boys” or “girls will be girls” as justification. Regrettably, these individuals fail to comprehend that disregarding acts of bullying could ultimately devastate the lives of those who are targeted.
Tanya Beran, a contributor of the “Bullying Special Edition”, elaborates on the potential consequences faced by bullying victims. According to Beran (3), these include anxiety, depression, appetite loss, eating disorders, sleep disturbances, difficulties in establishing and maintaining relationships, self-inflicted injuries, and suicidal thoughts. These conditions, if recognized early, can be effectively prevented by understanding the definition of bullying. Detecting bullying in children can be challenging since bullies tend to target areas or occasions when there are minimal or no supervision from teachers or adults.
Teachers may find it challenging to witness bullying incidents directly, as they can occur in various locations such as the playground, lunchroom, and breaks between classes. This lack of direct observation often allows the aggressor to escape punishment. Hence, parents and teachers must remain vigilant for signs that indicate a child is being targeted. These signs may include depression, decreased appetite, and suicidal thoughts, along with indicators like a limited number of friends, engaging in theft or running away behavior, or displaying dishonesty on a consistent basis.
Teachers and school administrators should be observant of certain indicators, such as unexplained cuts, bruises, or torn clothing, along with poor grades and attendance (Beran). If victims of bullying attempt to evade their aggressors by skipping school, it can negatively impact their academic performance. A study revealed that students who experienced more frequent harassment based on their sexual orientation or gender expression had a reported grade point average that was nearly half a grade lower compared to those who encountered less harassment. Furthermore, educators and administrators should take notice if students frequently complain about headaches, stomach aches, or other illnesses as these symptoms could potentially signify an underlying issue.
This situation may provide an opportunity for Vanderbilt to avoid attending class. According to Olweus (4), it is crucial to remember that children often hesitate to report incidents because they fear that adults will exacerbate the situation and feel ashamed of being targeted. Older children and boys, in particular, are the least likely to report being bullied. There are undoubtedly numerous indications that a child is enduring such torment. By increasing awareness about these indicators, it will be simpler for individuals to identify and acknowledge instances of bullying.
Not only do bullies cause harm to their victims, but they also have a negative impact on society. Research indicates that bullies frequently become criminals and engage in serious criminal activities, exacerbating the consequences of bullying. It is essential for parents, teachers, and school administrators to identify bullies at an early stage in order to avoid additional issues. One potential sign of future aggression could be observed when boys begin dating earlier than their peers and exhibit aggressive behavior within these relationships.
Beran states that adults who were bullies in their youth may exhibit aggression towards coworkers, employ aggression with their own children, and even engage in criminal behavior like sexual assault. A study carried out by “Fight Crime: Invest in Children” discovered that almost 60% of boys identified as bullies from grades six to nine have been proven guilty of at least one crime by the age of twenty-four. Additionally, 40% of these bullies have been convicted for three or more offenses before reaching twenty-four years old (Fox, 2).
Understanding the factors that contribute to someone becoming a bully is essential as almost 50% of male bullies have multiple convictions. Contrary to common belief, bullies often have high self-esteem and are popular among their peers. However, they tend to have positive attitudes towards violence, substance abuse, lack parental supervision, and may have previously suffered from abuse (Olweus, 2). Furthermore, a bully’s family background has a significant impact on their behavior. While it is impossible to predict whether a child will become a bully, Dr.
According to Olweus, the types of families that bullies tend to come from are correlated. If a child’s immediate family lacks love and affection and is considered distant, there is a higher chance for the child to become a bully. Additionally, parents of bullies often offer minimal or inconsistent punishment, which enables the child to have power over them. This can lead the child to seek control in other aspects such as friendships, peer relationships, and school dynamics (Olweus, 3).
Earlier, I discussed the lack of awareness or intentional ignorance of parents, teachers, and school administrators towards bullying. Recent research conducted by Tanja R Nansel confirms this observation. The study reveals that teachers have intervened in only approximately 4% of bullying incidents over the past decade. Empirical data challenges several commonly held beliefs about the roots of bullying.
The misconceptions surrounding bullying are numerous. These include the belief that factors such as large class or school size, competition for grades and academic underachievement, or low self-esteem and lack of confidence can contribute to bullying. Additionally, it is falsely assumed that students who are overweight, wear glasses, have a different ethnic background, or speak with an uncommon dialect are more likely to be targets of bullying. However, none of these theories have been proven with empirical evidence. Therefore, it is crucial to investigate other possible factors in order to determine the underlying causes of bullying problems.
The research shows that personality traits and physical strength/weakness, particularly in boys, affect bullying among students. Furthermore, the attitudes, behavior, and routines of teachers and principals can influence the prevalence of bullying in classrooms or schools.
It is crucial to examine the primary factors that contribute to bully/victim issues on individual and environmental levels. Although many schools have implemented strategies, policies, or programs to combat school aggression, their effectiveness remains largely unknown due to limited evaluation and dissemination. Schools have employed various approaches, such as targeted or universal prevention programs, to address school violence.
Targeted programs are designed for a particular group of students who have a strong chance of showing aggression or have already shown aggressive or violent behavior. The goal is to decrease risk factors and enhance protective factors, resulting in a reduction in violence happening again. On the other hand, universal programs aim to prevent violence by educating all students and sometimes even the entire school staff, or by making changes to the school environment.
The Olweus Bullying Prevention Program, LIFT (Linking the Interests of Family and Teachers), and The Incredible Years are programs that have a significant impact on the entire school community. The Olweus Bullying Prevention Program is widely recognized around the world for its effectiveness in reducing incidents of bullying. Its main focus is on improving relationships between peers, creating safer schools, and fostering a positive learning environment. Schools that have implemented this program have reported substantial reductions of 50 percent or more in problems related to bullying and victimization. Additionally, there have been improvements in anti-social behavior, the social climate within classes, and student satisfaction with school life (Olweus, 4). Importantly, it should be noted that the risk of serious injury or death resulting from interpersonal violence at school is extremely low.
Although nonfatal physical aggression, verbal taunting, name-calling, and emotional abuse are prevalent, nearly all adults in the United States can recall experiencing school aggression during their youth. Additionally, almost every child has their own story of being a victim, bully or bystander to bullying. According to a national study on bullying conducted by Nansel et al. (2001), 13% of sixth graders reported being bullied once a week or more, while 10% acknowledged engaging in bullying behavior.
Research has indicated that a significant portion of third graders encounter aggression, with roughly 40% reporting being targeted and 14% acknowledging their role as initiators (Silvernail, Thompsom, Yang, & Kopp, 2000). Likewise, in a study involving kindergarten children, around half of them disclosed experiencing some type of victimization (Kochenderfer & Ladd, 1997). Additionally, research has revealed that boys primarily bully girls, with fifty percent of girls falling victim to such behavior.
This personal narrative struck a chord with me as I have a sister currently in high school who endures bullying from a clique of boys. It is truly disheartening to witness these boys singling out girls solely based on their appearance, especially considering the already existing insecurities that girls face. However, this problem extends beyond surface-level judgments. Recently, I stumbled upon an online article recounting the harrowing tale of a 15-year-old girl who encountered bullying from her “ex-boyfriend,” who shamelessly circulated an inappropriate image of her throughout their entire school.
The girl’s extreme depression led her to transfer schools as a way of escaping the situation, but sadly, the bully ended up sharing the picture at her new school too. This ultimately resulted in her tragic decision to take her own life. It is devastating that this young and beautiful girl was lost because a bully thought it was “cool” to share the picture with others. These actions are needless and need to be stopped. One solution to address this problem is implementing a zero tolerance policy, which is a discipline strategy widely used to effectively combat and eliminate school violence and drug use by imposing severe punishment for specific offenses.
The policy’s fairness and effectiveness have sparked controversy. Thus far, there is no evidence to show that it enhances school safety or fosters a positive school environment. While zero tolerance does convey a strong message against violence, it also sends the message that students’ voices will not be heard and educators’ professional judgment is unnecessary for addressing disciplinary issues (Curwin & Mendler, 1997).
Zero tolerance emphasizes reacting to disciplinary issues rather than preventing them and offers a single solution instead of multiple strategies to address the intricate challenges of disruption and violence. TRANSITION The influence of media on our interactions with one another is significant. Certain television series have a positive impact by challenging stereotypes and addressing bullying. An example of this is the MTV show “If You Really Knew Me”. This show serves as an exemplary “universal program”.
The TV show visited several high schools with high bullying rates, including Neenah Public High School in my hometown. Its objective is to challenge and eliminate stereotypes by organizing a “Challenge Day” at these schools. During this event, students are divided into groups and participate in exercises designed to help them become familiar with each other. Eventually, each student shares personal and painful experiences using the phrase “If you really knew me…” as a way to foster unity among students and break down stereotypes related to bullying. Angie Day, the producer of the show, highlighted that feelings of separation, isolation, and loneliness present significant challenges for individuals, impacting their physical and mental well-being. These emotions can potentially lead young people towards self-harm, addiction, bullying or violence.
The main cause of separation, loneliness, and isolation among young people is fear. This fear is especially evident in high school, where the fear of rejection is widespread. It acts as a major barrier for many students, causing them to withdraw and experience feelings of loneliness afterwards. As a result, they may struggle to find acceptance and could potentially face bullying, depression, and self-harm.
While Challenge Day is a praiseworthy effort that tackles a significant issue, I perceive it as only scratching the surface of a broader problem. Certain students will inevitably believe they are superior and not take Challenge Day seriously. Moreover, there will always be bullies who remain apathetic towards the consequences of their actions on others. Nonetheless, if people sincerely make an effort to understand someone’s difficulties and appreciate their distinct attributes, they are less inclined to participate in bullying and more likely to provide assistance.
