essay on bullying in school

Essay on Bullying in Schools

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

Types of Bullying in Schools

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

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

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

Measures to Control Bullying

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

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

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

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

Effects of School Bullying

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

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

Causes of Bullying

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

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

Works Cited

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

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

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

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

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

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Bullying Essay for Students and Children

500+ words essay on bullying.

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

Types of bullying :

There can be various types of bullying, like:

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

Read Essay on Cyber Bullying

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

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

Prevention strategies:

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

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

Anti-bullying laws :

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

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

Conclusion:

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

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Essay on Bullying in Schools

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

Let’s take a look…

100 Words Essay on Bullying in Schools

Understanding bullying.

Bullying in schools is a serious issue. It involves repeated, unwanted, aggressive behavior. It can be physical, verbal, or social.

Effects of Bullying

Bullying harms students both mentally and physically. It can lead to low self-esteem, depression, and even thoughts of suicide.

Preventing Bullying

Schools can prevent bullying by fostering a safe environment. Encourage students to report bullying and provide support for victims.

Role of Students

As students, you can help by standing up against bullying. Be a friend, not a bystander.

Bullying is harmful. Together, we can make schools a safer place.

250 Words Essay on Bullying in Schools

Introduction.

Bullying in schools is a pervasive issue that affects students’ academic performance and emotional well-being. It is a detrimental act, characterized by the intention to cause harm, repetition, and power imbalance between the bully and the victim.

Prevalence and Impacts

The prevalence of bullying is alarmingly high, with approximately one in three students worldwide reporting being bullied. The impacts are far-reaching, causing significant psychological distress, leading to depression, anxiety, and, in severe cases, self-harm and suicide.

The Role of the Internet

The advent of the internet has given rise to cyberbullying, exacerbating the issue. Cyberbullying allows perpetrators to hide behind screens, making it easier to inflict harm and harder for victims to escape.

Prevention Strategies

Preventing bullying requires a comprehensive approach. Schools should foster a culture of respect and inclusion, implement anti-bullying policies, and ensure their enforcement. Teachers and parents need to be educated about recognizing and addressing bullying.

Bullying in schools is a critical issue that requires collective effort to combat. By fostering an environment of respect and empathy, we can mitigate the impacts of bullying and build safer, more inclusive educational environments.

500 Words Essay on Bullying in Schools

Bullying in schools is a pervasive issue that affects millions of students worldwide. It is a complex phenomenon that involves a range of harmful actions, both physical and psychological, carried out by one student or a group of students against their peers.

The Nature of Bullying

Bullying can take many forms, from physical aggression to verbal taunts, social exclusion, spreading rumors, and cyberbullying. The common thread is the intention to harm and the presence of a power imbalance, with the bully often being physically, socially, or psychologically dominant. Bullying can have severe and long-lasting impacts on the victims, including mental health issues, academic problems, and even suicidal ideation.

The Underlying Causes

The reasons why bullying occurs are multifaceted. Some scholars suggest it’s an expression of an innate human tendency for dominance and aggression. Others point to environmental factors such as family dynamics, school climate, and societal norms that tolerate or even endorse aggression. Bullying can also be a learned behavior, with bullies often having been victims of bullying themselves or having witnessed it in their surroundings.

The Role of Schools

Schools play a crucial role in both the occurrence and prevention of bullying. A school’s culture and climate can either discourage or encourage bullying behaviors. Schools with a strong emphasis on mutual respect, inclusivity, and student wellbeing tend to have lower rates of bullying. Conversely, schools where bullying is ignored, or worse, normalized, can become hotbeds of such harmful behavior.

Prevention and Intervention Strategies

Addressing bullying requires comprehensive, evidence-based strategies. Schools should adopt a whole-school approach that involves students, staff, parents, and the wider community. This approach includes implementing clear anti-bullying policies, providing regular training for staff and students, fostering a positive school climate, and offering support services for victims.

Bystander intervention is also a promising strategy. Encouraging students to stand up against bullying, rather than passively witnessing it, can significantly reduce the prevalence of bullying. Furthermore, restorative justice approaches, where bullies are made to understand the harm they’ve caused and take responsibility for their actions, can be highly effective.

Bullying in schools is a serious problem that calls for concerted efforts from all stakeholders. While it is a complex issue with deep-seated roots, it is not insurmountable. With comprehensive prevention and intervention strategies, a supportive school culture, and a commitment to respecting and valuing all students, we can make strides in addressing this pervasive issue. The goal should not only be to stop bullying but to foster an environment where all students can thrive, free from fear and harm.

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Bullying Essay Writing Prompts & Examples for Students

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Bullying is a repeated, physical, social, or psychological behavior that refers to the misuse of power by a person or group towards another individual or people. It is unacceptable in the United States! However, the acts of bullying are typical for the educational institutions, especially high schools. The teachers assign corresponding essays and research papers hoping to prove the harmfulness of this phenomenon to the students. Do not confuse bullying essay and bully essay! We will explain the difference between these two, share some good topics, provide useful writing tips, and present free examples of such papers. There are times when students can do nothing about the homework. It does not mean they know nothing about the offered topic or have no talent - the lack of time is the most common reason. What our academic writing company offers is quality help with writing an essay available online 24/7. Do not miss your chance to improve your grade!

What Is Bullying Essay?

One may ask, “ What is bullying essay? ” Okay, not all students know the definition of this word because some of them are lucky never to witness school bullying. A bullying essay is an academic paper on the humiliation, inequality, and unfair treatment of a person by another person or a group of people. It is a common phenomenon in the US schools. Bullying is one of the main reasons for the massive school murders. Because this activity may lead to the fatal, dramatic consequences, a bullying essay is one of the most popular assignments.

Working on Bullying Essay Outline

The primary thing to get ready with before writing a bully essay is the bullying essay outline. It is a must in any type of writing. An outline won’t let you get lost during the writing process. It looks like a detailed plan of action, and here is an example:

The negative aspects & adverse consequences of bullying.
The victims of bullying: common features they share, reasons to be involved in bullying, and mistakes the victims do.
Conditions under which bullying takes place.
The outcomes of bullying.
Possible solutions against bullying: from the things students should do on their own to the involvement of parents and teachers.
Conclusion Relate bullying as a story and rewrite the thesis statement from the introduction.

Preparing an Unforgettable Bullying Essay Introduction

In the bullying essay introduction, introduce the topic you are going to discuss. Define the term “bullying” using a dictionary and own words. Show the importance of discussing this issue by starting with an interesting fact or official statistics. The examples of the opening sentences are:

The rationale for writing an interesting bullying essay introduction is to make it possible to let the reader appreciate the topic and understand its significance.

Tips on Writing a Bullying Essay Conclusion Paragraph

A bullying essay conclusion paragraph should leave the greatest impression on the reader and motivate them to contribute something to the war against bullying. A writer can start with the essay hook or rewritten thesis. Both versions are good to make the reader interested. A student has to develop a conclusion to guarantee a closure for the bullying essay that defines his or her final claim concerning the problem of bullying in schools or an entire community. It is time to stop the anti-social behaviour!

Offer a final statement that talks about the abusive practices against the person or group of people.
Provide learning insight to stress the important role of bullying in the life of modern kids. Show the importance of further research. Think about what makes a significant lesson for personal perception.
Share feedback relevant to the implementation of governmental regulations created to stop the bullying.
Come up with the recommendations about bullying to let others think about the most effective way of handling the problem.
List the negative implications of bullying (victim’s physical & mental problems).

Post-Writing Steps

No matter whether you work on a short essay about bullying or a long one, the post-writing recommendations are the same. Do not ignore their importance!

Look at the format and structure of the paper and fix it if needed.
Proofread to detect & fix any grammar, spelling, or punctuation mistakes.
Seek for the tutor’s feedback before revising.
Apply grammar and plagiarism checking software to get rid of the errors.
Let your peers or family members read the bullying essay to make sure it is polished.

20 Anti Bullying Essay Topics

An essay on bullying is not limited to defining the term. It has many options when it comes to choosing a specific topic. An essay on bullying may have several categories. One of the examples is cyber bullying essay - the threat of bullying with the help of social profiles and Internet, in general, is high.

Reasons why teasing may end up bullying.
Accepting people for who they are - preventing bullying.
The ways to support people who were bullied in the past.
The consequences of school bullying.
Turning for help to the adults.
Stopping the culture of bullying in the US schools.
Ways to make students feel comfortable when talking about bullying.
The problem of standing around and doing nothing to help the victim.
How other kids may prevent their peers from bullying each other.
Bullying in person vs. bullying in a group.
What are the mental consequences of bullying?
How can students prevent cyberbullying?
Reasons why some people bully others.
The way a bully feels once he or she put someone down.
Family essay : The role of family members in the life of the bullied person.
Risks for standing up for the one who is being bullied.
New ways to increase the community’s awareness about bullying
Describing the episode of bullying from your life.
Things you would do if someone tried to bully you.
Different types of bullying.

Each of these bullying essay titles is a good example of the ways to reduce bullying in schools essay. If you still lack ideas, rely on our Topic Generator for Essay .

Read our free bullying essay examples. They will help to understand the goals of such paper better!

5 Awesome Bullying Essay Examples

Argumentative essay on bullying.

An argumentative essay on bullying is a challenge. A writer has to take one of the positions in the existing debate. Unlike in persuasive paper, there is no need to convince the target audience of your truth, and it makes the mission a bit easier. Here is an extract from such essay:

Persuasive Essay on Bullying

In a persuasive essay on bullying, a student has to explain his or her position towards the existing problem AND prove it to the reader. It requires more efforts than an argumentative paper. See the example below.

Cyber Bullying Cause and Effect Essay

A cyberbullying cause and effect essay should explain the reasons for bullying and the possible consequences. Most of the outcomes are dramatic and even fatal.

5 Paragraph Essay About Bullying

Do you need an example of 5 paragraph essay about bullying? Find the solution below - discover more statistics & facts about bullying in the US schools.

How to Prevent Bullying Essay

One of the most popular topics is how to prevent bullying essay. People should not close their eyes to the problems of teenagers ! Your essay may sound this way:

So, writing a teenage bullying essay is useful. It helps to study one of the most serious school problems. Bullying essay should unite people in a battle against inequality and unfair treatment in educational institutions. What do you think?

If you need to share your thoughts on a piece of paper and get the highest grade, contact our professional team of writers. We offer academic solutions for democratic prices!

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

Argumentative Essays on Bullying

Understanding and addressing the issue of bullying is of paramount importance in today's society. Choosing the right essay topic can make a significant impact, not only in your academic journey but also in raising awareness about this critical issue. This webpage is designed to assist college students in finding diverse and engaging essay topics related to bullying. Remember, your creativity and personal interest can contribute to meaningful discussions and solutions, so let's begin!

Argumentative Essays

Argumentative essays require you to take a stance on an issue and provide evidence to support your position. Here are some bullying-related topic examples:

Should cyberbullying be considered a criminal offense?
Is zero-tolerance bullying policy effective in schools?
How does bullying affect the mental health of victims?

Introduction Paragraph Example:

Bullying, particularly in the digital age, has evolved into a pressing concern that demands our attention and action. In this argumentative essay, we will delve into the contentious issue of whether cyberbullying should be deemed a criminal offense. By examining the psychological and emotional harm it inflicts on victims and the potential legal implications, this essay will advocate for a stricter stance on cyberbullying.

Conclusion Paragraph Example:

To conclude, this argumentative essay has demonstrated the urgent need for legal measures against cyberbullying. By recognizing its devastating impact and the potential consequences for perpetrators, society can take a decisive step towards curbing this digital epidemic and ensuring a safer online environment for all.

Compare and Contrast Essays

Compare and contrast essays involve examining the similarities and differences between two aspects of bullying-related subjects. Here are some topic examples:

Compare and contrast the effects of cyberbullying and traditional bullying on victims.
Contrast the approaches to bullying prevention in different countries.
Compare the psychological profiles of bullies and their victims.

In the realm of bullying, there exists a wide spectrum of approaches and consequences. This compare and contrast essay will explore the distinct effects of cyberbullying and traditional bullying on victims. By examining the methods, impact, and prevention strategies associated with these two forms of bullying, we can gain valuable insights into the complex issue of bullying.

In conclusion, this compare and contrast essay has shed light on the differing dynamics of cyberbullying and traditional bullying. By recognizing the unique challenges each presents and the corresponding prevention measures, we can develop more targeted strategies to address these harmful behaviors effectively.

Descriptive Essays

Descriptive essays aim to create a vivid picture of a subject through detailed and sensory-rich language. Here are some topic examples:

Describe the emotional toll of bullying on a victim.
Portray a school environment where bullying is eradicated.
Illustrate a scenario where empathy and kindness triumph over bullying.

Step into the world of emotions and experiences as we embark on a descriptive journey to understand the profound impact of bullying on a victim's life. Through intricate details and sensory imagery, this essay will transport you to the heart-wrenching reality faced by those who are bullied.

In conclusion, this descriptive essay has painted a poignant picture of the emotional turmoil that bullying inflicts on its victims. By shedding light on the human suffering caused by bullying, we hope to inspire empathy and motivate actions that lead to a kinder and more inclusive society.

Persuasive Essays

Persuasive essays aim to convince the reader of a particular viewpoint or argument. Here are some topic examples:

Convince educators to implement comprehensive anti-bullying programs in schools.
Persuade parents to be more involved in identifying and preventing bullying behaviors.
Argue for the importance of educating students about the consequences of bullying.

Educators, parents, and policymakers, it's time to take a stand against bullying. In this persuasive essay, we will present a compelling case for the implementation of comprehensive anti-bullying programs in schools. By examining the long-term benefits and the potential reduction in bullying incidents, we aim to persuade you of the urgency of this matter.

To conclude, this persuasive essay underscores the importance of implementing comprehensive anti-bullying programs in schools. By prioritizing prevention and education, we can create a safer and more nurturing environment for students, ensuring that they thrive academically and emotionally.

Narrative Essays

Narrative essays tell a story and often convey a personal experience or life lesson. Here are some topic examples:

Share a personal experience of overcoming bullying and the lessons learned.
Write about a moment when bystander intervention made a difference in a bullying situation.
Describe a school's journey in transforming its culture to eliminate bullying.

Life is a journey filled with challenges, and in this narrative essay, we will delve into a personal experience that revolved around the issue of bullying. Through the lens of this impactful story, we will uncover valuable lessons learned and the transformative power of resilience and empathy.

In conclusion, this narrative essay has highlighted the transformative journey of overcoming bullying and the importance of bystander intervention. By sharing these stories, we hope to inspire others to stand up against bullying and create a more compassionate and inclusive society.

Engagement and Creativity

When selecting a bullying essay topic, allow your passion and creativity to shine. Your unique perspective can contribute to a deeper understanding of this issue and inspire positive change. Each essay type offers a distinct avenue for exploring bullying-related subjects.

Educational Value

Each essay type serves a purpose and helps you develop different skills:

Argumentative essays enhance your analytical thinking and persuasive writing skills.
Compare and contrast essays sharpen your ability to critically analyze and organize information.
Descriptive essays improve your skills in using vivid language to convey emotions and experiences.
Persuasive essays develop your ability to persuade and motivate action.
Narrative essays allow you to share personal experiences and convey important life lessons.

Bullying and Its Impact on Mental Health

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The Impact of Bullying on Academic Performance in High School Students

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The Importance of Bullying Awareness and Prevention

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Bullying is the use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or intimidate.

Bullying is a subcategory of aggressive behavior characterized by the following three criteria: (1) hostile intent, (2) imbalance of power, and (3) repetition over a period of time. Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally, or emotionally.

Bullying has been classified into different types. These can be in the form of nonverbal, verbal, or physical behavior. Another classification is based on perpetrators or the participants involved, so that the types include individual and collective bullying. Other interpretation also cite emotional and relational bullying in addition to physical harm inflicted towards another person or even property. There is also the case of the more recent phenomenon called cyberbullying.

Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness. Bullying has also been shown to cause maladjustment in young children, and targets of bullying who were also bullies themselves exhibit even greater social difficulties. A mental health report also found that bullying was linked to eating disorders, anxiety, body dysmorphia and other negative psychological effects, or even suicide.

In the US, 1 in 5 students ages 12-18 has been bullied during the school year. Approximately 160,000 teens have skipped school because of bullying. More than half of bullying situations (57%) stop when a peer intervenes on behalf of the student being bullied. 6th grade students experience the most bullying (31%). The most commonly reported type of bullying is verbal harassment (79%), followed by social harassment (50%), physical bullying (29%), and cyberbullying (25%).

1. Brank, E. M., Hoetger, L. A., & Hazen, K. P. (2012). Bullying. Annual Review of Law and Social Science, 8, 213-230. (https://www.annualreviews.org/doi/abs/10.1146/annurev-lawsocsci-102811-173820) 2. Rettew, D. C., & Pawlowski, S. (2016). Bullying. Child and Adolescent Psychiatric Clinics, 25(2), 235-242. (https://www.childpsych.theclinics.com/article/S1056-4993(15)00117-0/fulltext) 3. Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works?. School psychology international, 28(4), 465-477. (https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0038928) 4. Fekkes, M., Pijpers, F. I., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health education research, 20(1), 81-91. (https://academic.oup.com/her/article/20/1/81/632611) 5. Einarsen, S. (1999). The nature and causes of bullying at work. International journal of manpower, 20(1/2), 16-27. (https://www.emerald.com/insight/content/doi/10.1108/01437729910268588/full/html?fullSc=1&fullSc=1&mbSc=1&fullSc=1&fullSc=1&fullSc=1) 6. Farrington, D. P. (1993). Understanding and preventing bullying. Crime and justice, 17, 381-458. (https://www.journals.uchicago.edu/doi/abs/10.1086/449217) 7. Smith, P. K. (2004). Bullying: recent developments. Child and adolescent mental health, 9(3), 98-103. (https://acamh.onlinelibrary.wiley.com/doi/abs/10.1111/j.1475-3588.2004.00089.x) 8. Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590. (https://journals.sagepub.com/doi/pdf/10.1177/070674370304800904)

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9 facts about bullying in the U.S.

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

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

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

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

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

A bar chart showing that bullying is among parents' top concerns for their children.

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

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

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

A bar chart showing that nearly half of teens have ever experienced cyberbullying, with offensive name-calling being the type most commonly reported.

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

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

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

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

A horizontal stacked bar chart showing that older teen girls stand out for experiencing multiple types of cyberbullying behaviors.

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

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

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

A bar chart showing that black teens more likely than those who are Hispanic or White to say they have been cyberbullied because of their race or ethnicity

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

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

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

A bar chart showing that girls, middle schoolers and rural students are among the most likely to say they were bullied at school in 2019-2020.

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

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

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

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

A dot plot showing that high schoolers' experiences with bullying vary widely by sexual orientation.

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

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Katherine Schaeffer is a research analyst at Pew Research Center

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Bullying in Schools

How it works

1 Introduction
3 Conclusion
4 Reference List

Introduction

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

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

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

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

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

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

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

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

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

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

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

Reference List

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

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Essay on Bullying

Here we have shared the Essay on Bullying in detail so you can use it in your exam or assignment of 150, 300, 500, or 1000 words.

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

Topics covered in this article.

Essay on Bullying in 150 words

Essay on bullying in 250-300 words, essay on bullying in 500-1000 words.

Bullying is a serious issue that affects individuals of all ages, particularly in schools and online platforms. It involves repeated aggressive behavior aimed at causing harm, imbalance of power, and psychological distress to the victim. Bullying can take various forms, such as physical, verbal, or relational aggression.

The consequences of bullying are significant and long-lasting. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, depression, anxiety, and even suicidal ideation. Bullying also creates an unhealthy and hostile environment, impacting the overall well-being of individuals and hindering their ability to thrive and learn.

To combat bullying, it is crucial to raise awareness, promote empathy, and foster a culture of respect and inclusivity. Schools and communities should implement anti-bullying policies and provide support systems for both victims and perpetrators. Education on the effects of bullying and the importance of kindness and empathy can help prevent and address this issue effectively. It is everyone’s responsibility to stand up against bullying and create a safe and nurturing environment for all individuals.

Bullying is a harmful and pervasive issue that involves repeated aggressive behavior aimed at causing harm, distress, and power imbalance. It manifests in various forms such as physical, verbal, or relational aggression, primarily affecting individuals in schools.

The consequences of bullying are significant and far-reaching. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, anxiety, depression, and, in extreme cases, suicidal ideation. Bullying not only impacts individual victims but also creates an unhealthy environment that hampers overall well-being and learning.

To combat bullying effectively, awareness and prevention strategies are essential. Raising awareness about the nature and consequences of bullying among students, teachers, parents, and communities is crucial. Implementing comprehensive anti-bullying policies in schools, defining bullying, establishing reporting mechanisms, and imposing appropriate consequences for perpetrators is necessary. Fostering a culture of respect, empathy, and inclusivity can prevent bullying and create a safer environment.

Support systems should be in place for both victims and bullies. Victims need access to counseling and resources to cope with the effects of bullying. Intervention programs and counseling can help bullies develop empathy, address underlying issues, and learn alternative behaviors.

Collaboration between schools, parents, and communities is vital. Open communication, encouraging reporting, and proactive measures are necessary to create a positive and safe environment.

In conclusion, bullying is a harmful issue with severe consequences for individuals and communities. By raising awareness, implementing policies, fostering a culture of respect and empathy, and providing support, we can combat bullying effectively. Together, we can create a society where bullying is not tolerated, and individuals can thrive in safe and inclusive environments.

Title: Bullying – The Menace That Demands Immediate Attention

Introduction :

Bullying is a persistent and alarming issue that plagues individuals across various environments, with schools being a common breeding ground for such behavior. This essay aims to explore the definition and types of bullying, its detrimental effects on victims, the underlying causes, the role of bystanders, and the strategies required to effectively address and prevent bullying.

I. Definition and Types of Bullying

Bullying is a form of repeated and intentional aggression characterized by a power imbalance, where the bully seeks to cause harm, distress, and domination over the victim. It can take various forms, including physical aggression, verbal abuse, relational manipulation, and cyberbullying.

II. Detrimental Effects of Bullying

Bullying has severe consequences for the mental, emotional, and social well-being of victims. It can lead to decreased self-esteem, anxiety, depression, academic decline, school avoidance, and in extreme cases, suicidal ideation or attempts. The long-lasting effects of bullying extend beyond the immediate victim, creating a hostile and unhealthy environment for all individuals involved.

III. Underlying Causes of Bullying

Several factors contribute to the development of bullying behavior. These may include family dynamics, exposure to aggression or violence, a desire for power and control, low empathy levels, and a lack of appropriate social skills. Additionally, societal factors such as media influence and cultural norms may indirectly support or perpetuate bullying behavior.

IV. The Role of Bystanders

Bystanders play a significant role in the bullying dynamic. They can either reinforce the bully’s behavior by passively observing or actively participating, or they can intervene and support the victim. Creating a culture where bystanders feel empowered to speak up against bullying and report incidents is crucial in addressing this issue.

V. Strategies to Address and Prevent Bullying

A. awareness and education, b. establishing clear policies and consequences, c. encouraging reporting and support, d. empathy and social-emotional learning, e. involving the community.

Raising awareness about the detrimental effects of bullying and its various forms is essential. Educational institutions should implement comprehensive anti-bullying programs that educate students, teachers, and parents about the signs of bullying, its impact, and the importance of intervention.

Schools should have well-defined anti-bullying policies that outline the definition of bullying, reporting procedures, and consequences for perpetrators. These policies should be communicated effectively to all stakeholders to create a safe and inclusive environment.

Creating a safe reporting system where victims and witnesses feel comfortable reporting incidents is crucial. Offering support and counseling services for victims, as well as intervention programs for bullies, helps address the underlying issues and promote behavioral change.

Integrating empathy and social-emotional learning programs into the curriculum can foster a culture of respect, kindness, and empathy. Teaching students how to manage emotions, develop healthy relationships, and resolve conflicts peacefully can prevent bullying behavior.

Engaging parents, community members, and local organizations in anti-bullying initiatives fosters a collective effort in addressing this issue. Collaboration between schools, families, and communities is essential to create a comprehensive and sustained approach to bullying prevention.

Conclusion :

Bullying is a deeply concerning issue that inflicts significant harm on individuals and communities. By raising awareness, implementing clear policies, fostering empathy, involving bystanders, and providing support, we can effectively address and prevent bullying. It is our collective responsibility to create safe and inclusive environments where every individual can thrive without fear of aggression or harm. Through concerted efforts, we can eradicate bullying and cultivate a society built on respect, empathy, and equality.

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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.
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.
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 […]
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.
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.
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 […]
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.
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 […]
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.
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.
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.
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.
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.
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.
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.
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.
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?
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.
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 […]
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.
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 […]
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 […]
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.
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 […]
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.
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.
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 […]
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.
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 […]
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.
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.
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 […]
The Essence of Bullying: Healthy Societal Relations The aggressor frequently abuses the victim’s lower social standing to gain control of the situation and cause harm, which is another characteristic of the phenomenon.
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.
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.
The Gay Teen Suicide & Bullying The article explains that the ones who survive may have access to extensive facilities, support, and status beyond their world of bullies, which sounds reasonable for me.
Bullying in Nursing: Preventive Measures The prevention of bullying within the workplace is the responsibility of the leaders and managers. One of the significant principles which the leaders can implement is the behavioral code for the employees.
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 in Healthcare and Its Consequences Nancy was big and the manager used that to tease her every opportunity she got. It was important to confront the bully and support the victim.
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 […]
Overview of the Problem of Bullying Undoubtedly, there is no way each person would be able to share and divide their opinion with everyone else because people are not identical, and they tend to have various perspectives.
“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.
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: 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 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.
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.
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.
Bullying of LGBTQ Students in American Schools The chosen article focuses on the issue of bullying of LGBTQ students in American schools and its legal repercussions. The author shows that students who are openly gay or bi, as well as those who […]
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.
Aggression and Bullying in the Workplace Investigation Aggression, the effects of which are often equated with the death wish, is an instinct like any other and in natural conditions, it helps just as much as any other to ensure the survival of […]
Bullying: History and Mechanisms for Prevention Students are encouraged to not participate in bullying and to help prevent bullying of others through positive social reactions to incidences of bullying” and Sharing of Scenarios: “Each group will give feedback and share other […]
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.
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.
Anti-Bullying and Work Quality Improvement Initiative Given the specifics of the work of nurses, conflicts of this kind negatively affect both the whole process of work and the health of patients in particular.
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.
Staff Training as a Solution to Workplace Bullying Furthermore, it has an appeal to logos as the writer has facts about the prevalence of workplace bullying in the USA.
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.
Free Speech vs. Bullying Laws One of the topical aspects of modern democracy is the freedom of speech expressed in an ability to come up with personal ideas and the lack of restrictions on the right of expression through publicity.
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 in Schools: Worldwide Study and Survey The parents were asked to rate the frequency of the bullying that their children experience and to describe the experience of bullying that their children went through.
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 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.
Bullying and Suicide in High Schools The main limitation of this research is that the scholars surveyed the victims more often. The victims of cyberbullying also had a tendency to be depressed and contemplate suicide.
School-Aged Children’ Bullying Behaviors It is due to this that the work of Janssen et al.sought to show just how potentially damaging this behavior could be and the potential psychological repercussions it could have on young children due to […]
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.
Childhood Bullying and Adulthood Suicide Connection In this regard, the seriousness of the issue is depicted in research results that indicate that at least 50% of children and youth in the US have experienced bullying situations as either bullies or victims […]
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.
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 […]
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 […]
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 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 […]
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 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.
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 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 […]
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?
Chicago (A-D)
Chicago (N-B)

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Prevention of Bullying in Schools

Introduction.

Peer victimization, also known as bullying, comprises commonly recurring, unsolicited, hostile behavior among school-aged children involving a real or perceived power imbalance. Bullying that takes place in educational settings is a relevant and critical global issue, and while it affects all children regardless of culture, ethnicity, gender, or race, some groups may experience various disparities and increased exposure to bullying. Parents, educational institutions, and government entities alike have recognized the harmful, long-term effects of bullying in all its forms. Although the scenarios and unique circumstances of affected students may vary, it is possible for institutions to take a number of general actions to prevent or deal with bullying.

Definition of Bullying

In the 1980s, prominent researchers on the topic of bullying in education developed a definition that scholars have since generally recognized. According to this definition, “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students” (Olweus & Limber, 2010, p. 124). These “negative actions” can vary significantly, ranging from physical contact to verbal abuse or emotional exclusion.

However, the key characteristics of bullying are that the behavior is intentional, repeated, and negative towards the victims who are the target of the bullying and who are also commonly helpless to defend themselves. Aggressive actions and even harm are likely to be an ongoing occurrence in an interpersonal relationship that suffers from a lack of “actual or perceived balance of power or strength” (Olweus & Limber, 2010, p. 125).

These traits are essential to defining the elements of bullying in the social behavior of children. Consistent and repeated negative behavior leads to bullying interactions and patterns, which this paper seeks to address.

Today’s educational institutions and entities actively recognize bullying as a behavior pattern that has severe implications but can also be prevented. The debate amongst educational scholars has focused on the impact of the school environment on bullying, including whether certain policies foster or buffer such behaviors amongst youth. Research has examined various factors ranging from budgets to class sizes and demographic distributions. Over the course of identifying the psychology and patterns behind bullying, scholars have studied broader constructs such as school policy, instructor attitudes, and peer interaction as indicators of potentially problematic behaviors (Swearer, Espelage, Vaillancourt & Hymel, 2010).

Cyberbullying

Developing technological capabilities and widening the availability of internet access have lent themselves to the rise of cyberbullying. The number of adolescents actively using internet-based services continues to rapidly increase; an estimated 66% of teens have access to the internet from the privacy of their bedrooms (Tokunaga, 2010). Cyberbullying is a general term that describes bullying behaviors, such as online harassment, that take place in the digital realm. This virtual form of bullying, which offers the possibility of anonymity, is unique in the protection it may potentially provide the bully. Furthermore, unlike the physical spheres of traditional bullying, cyberspace lacks the strict supervision of parents and teachers that may be present to some extent in real-world peer interactions.

Although popular media and tragic incidents have exposed the dangers and various issues related to adolescent interaction with the World Wide Web, the popularity of this technological communication medium continues to grow without adequate safety measures in place. Students face cyberstalking and public abuse that exerts negative psychological effects on their mental health (Tokunaga, 2010).

The discussion of cyberbullying is becoming ever more relevant as a significant portion of peer social interaction is transitioning online, hosted by various social media platforms. Schools lack online authority over children, highlighting the importance of anti-bullying strategies that will encourage positive behavior and establish social foundations in lieu of disciplinary punishment that cannot be enforced outside school hours.

Example of Bullying

Those affected by bullying are usually members of a group that is marginalized by some unique characteristic that makes them stand out. This will be analyzed more deeply later in the report, but it is vital to describe an example of the bullying process in a commonly affected group. As bullying is generating headlines with anecdotal evidence of extreme abuse and subsequent consequences, the negative impact on self-worth is growing, a reflection of humiliating experiences and students feeling unsafe.

One marginalized group, highly vulnerable to bullying, includes students with learning disabilities and autism, who have particular needs that peers, teachers, and communities should consider. Statistics indicate that 63% of victimized students are identified as having Autism Spectrum Disorder (ASD) and are bullied more often than students with other disabilities (Espelage & Swearer, 2008).

The nature of ASD creates social difficulties for students, hindering their understanding of the emotions, intentions, social cues, and nonliteral speech of their peers. Researchers are unclear as to whether ASD students perceive bullying as others do. Nevertheless, observation dictates that ASD students do experience higher rates of this negative behavior. Their difficulties in social interaction and communication may also hinder youth with ASD from reporting incidents.

In addition, issues affecting abstract thought and generalization can cause ASD students to inadequately relate the victimization experience to concrete examples. For this population, bullying can take unconventional forms including a less direct form than that typically established among developing adolescents (Zweers, Scholte & Didden, 2017).

However, ASD can also exert a positive role in a bullying situation. Male students with ASD are more likely than regular children to avoid bullying or interfere when witnessing such behavior towards others. This is likely due to the values instilled by special education that explicitly support prosocial behavior. However, assuming the role of defender or outsider may alternatively result from role distributions based on social difficulties. ASD students who adopt these roles may struggle with understanding how to act in bullying situations. Furthermore, ASD students requiring special education tend to be victimized more commonly than those in regular classrooms.

Emotional dysregulation and a lack of social understanding by ASD adolescents can act as a catalyst for misinterpreting the behavior cues of their normally developing counterparts (Zweers et al., 2017). This creates the paradox that ASD students are more likely to stand out and be subject to bullying if they are in special education, yet despite the heterogeneity of unique needs and difficulties that the students demonstrate, special education provides necessary vital support.

Effects of Victimisation

Bullying can have a range of consequences for both the victim and the bully. This negative interaction with peers leads to both short- and long-term effects. A large body of research has demonstrated that both the perpetrator and the victim suffer from adjustment difficulties affecting academic or professional success and the ability to form healthy social relationships as well as leading to psychological issues.

Findings showed that bullies exhibited aggressive behaviors, tendencies towards violence, hyperactivity, and externalization, many of which characteristics lead to delinquency in later years. Meanwhile, those experiencing victimization displayed instances of illness, truancy, school avoidance, fear, and anxiety as well as suicidal tendencies in the short term. In the long term, these students demonstrated low self-esteem, depression, and anxiety that affected academic performance and quality of life. Both groups showed suicidal ideation, worrisome for parents and educators (Swearer et al., 2010).

It should be noted that although evidence supports these findings, the nature of some of the connections between the act of bullying, victimization, and psychosocial consequences are unclear as to whether they are causative, correlated, or reflective aspects of bullying.

Psycho-Social Foundations of Bullying

Bullying occurs within complex frameworks of social relationships that are affected by individual, environmental, and comparative defining traits. Each can be influenced by economic, cultural, and political factors. Settings that demonstrate increased risks of school bullying often share similar characteristics. In terms of institutional parameters, findings have been inconsistent in determining how class and school size, sociodemographic distribution, and social inequality may correlate to bullying rates.

Moreover, various perspectives view these social characteristics in differing ways. For example, while income inequality was shown to result in instances of bullying in one study, poverty levels represented by average familial income was not found to be directly associated with peer victimization (Azeredo, Rinaldi, de Moraes, Levy & Menezes, 2015). Therefore, it can be argued that the socioeconomic foundations for bullying are based not on the possession of certain characteristics but rather on a significant difference between population groups present within an institutional setting.

Morality and human understanding of social relationships are based on social, cultural, and collective perceptions constructed as a result of individual interpretation and interactions with peers. Shared social expectations inherently guide behavior and actions.

Childhood sociology maintains that children construct and actively participate in unique peer cultures that appropriate information and social norms from adults and reconstruct them within the context of their own reality and interaction. The identity that each person forms are part of a social process, not a fixed aspect, which is built through interpersonal interactions. Most commonly, individuals visualize themselves from the perspective of others and evaluate potential reactions to any actions (Thornberg & Jungert, 2013).

Therefore, social constructs and categories are formed as part of a collective process, creating each person’s unique identity. Since research indicates that bullying affects victims that share a common characteristic of odd social constructs and identities – ‘not fitting in’ – how this characteristic correlates with peer victimization should be examined in terms of how socially constructed differences are used to justify bullying.

Anecdotal evidence suggests that in peer victimization situations, bullies often regard their actions as ordinary and rational, claiming that they are targeting the victim as a violator of socially acceptable norms. This sort of decision-making and peer interaction can be identified as stigma and labeling, defining an individual based on a characteristic while producing a perspective guided by social opinion. Therefore, a label that identifies someone as ‘abnormal’ essentially stigmatizes the individual as a violator of the socially accepted standards of a social or cultural group.

Stigma serves as the primary consequence of labeling, affecting the social relationships of the victim, and constructing the individual’s social identity at school (Thornberg & Jungert, 2013). This phenomenon provides power and support for the bully, allowing atrocious actions to become more socially acceptable as the initial labeling of the victim is psychologically seen as the result of a transgression. The bully dominates the social identity of the victim, and the latter’s negative reputation is spread within peer circles. Even those not actively participating in bullying will tend to avoid socializing with victims. Meanwhile, stigmatized individuals are trapped in a vicious cycle that makes it all but impossible to improve their social situation.

The conflict inherent to bullying is that victimization is both a consequence of adjustment difficulties as well as their cause. Researchers have generally accepted this fact and have traced the direction of effect through longitudinal studies.

For example, students with low self-esteem are at an increased risk for bullying, but the victimization itself impacts self-esteem levels for the remainder of the academic year and the likelihood of maladjustment in consequent semesters (Fox & Boulton, 2006). Similar trends impact ASD students who experience bullying. Their psychological and educational differences place them at risk of bullying, but they can also experience significant setbacks as a result of aggressive behaviors.

An additional psychosocial explanation for bullying behaviors may be related to familial relationships. Although no direct correlation has been identified, participants in bullying may become juvenile offenders. Steinberg, Blatt-Eisengart, and Cauffman (2006) attempted to draw a relationship between patterns of relations with parents and the consequent characterization of social competence and adjustment.

The researchers’ results proved similar in both poor, minority groups and affluent, mostly white communities. Authoritative parental styles are associated with psychological maturity, academic competence, and the ability to maintain emotional stability, common to individuals who are less prone to problematic behaviors. Meanwhile, neglectful and indulgent parental styles have been shown to lead to troublesome behavior and immaturity (Steinberg et al., 2006). Although most students fall somewhere between the two extremes, this suggests that both parental influences and institutional strategies can be used to control bullying and promote competence and maturity.

Thus, the socio-ecological framework appears the most appropriate approach in identifying psycho-social foundations of bullying. Adolescent behavior is strongly influenced by individual characteristics that are constructed within the contexts of schools, communities, and institutions. Social influences affect behavioral development over the years as a number of systems such as families, peers, schools, culture, and communities establish pre-established beliefs, perceptions, and standards in the mind of a child.

While further research is necessary, the socio-ecological framework seems to offer the most holistic perspective on the issue. Behavioral change in children is based on situational process-oriented contexts (Swearer et al., 2010). Therefore, positive peer influences or supportive institutional climates can have a significantly beneficial impact on deterring bullying as well as employing adequate school strategies.

School Strategies

Schools that implement rules and regulations against bullying, adopt anti-bullying attitudes, and actively intervene against violence demonstrate lower rates of peer victimization. Commonly, anti-bullying efforts in educational institutions include comprehensive programs administered to the general school population. The primary objective of these is to spread awareness about the negative effects of bullying, identify bullying behaviors, and offer strategies for peers and instructors to prevent negative interactions (Azeredo et al., 2015).

Although such programs demonstrate improvements in bullying rates in general, the effectiveness of prevention efforts is not always successful or consistent. The following subsections will explore various approaches and strategies that schools can implement in pursuing anti-bullying efforts.

Recognizing and Addressing Gateway Behaviours

As discussed, bullying takes varied shapes and forms, many of which may not be evident or may not directly violate school policy. This is particularly true in the early stages of child development and evolving bullying situations, wherein these can be termed as ‘gateway behaviors’. In such cases, although school rules that prevent bullying are being obeyed, actions demonstrate tendencies of social maladjustment and repeated negativity or hostility. Often these behaviors, consisting of mean comments or teasing, are performed without fear of punishment. Formal discipline cannot be applied in such cases, nor would it be appropriate or realistic (Englander, 2017).

However, on a consistent basis, gateway behaviors can easily transition to violent bullying. It is the goal of educators and schools to respond to such behaviors in a manner that ensures civilized and socially acceptable interaction amongst peers.

It is important to offer guidance to students who are demonstrating gateway behaviors. This can be done both collectively through class discussions and individually in the form of a personalized approach. However, it is vital to avoid drawing attention to the target or the target’s feelings in the discussion as well as to prevent the bully from shifting any responsibility to the victim. Instead, the approach should focus on emphasizing how such actions are toxic to the school and the community environment.

The primary lesson should highlight the impacts of socially cruel behaviors on the climate and relationships within the school, thus negatively affecting bullies themselves. It is critical that a bully should gain an understanding of the reasons why society and schools prohibit peer victimization as the outcome for both individuals and the broader community can be consequential (Englander, 2017). Although the gateway behavior approach does not rule out formal discipline, it offers a chance for early recognition and rehabilitation, particularly in younger students that may not benefit from strict punishment at first offense.

Fostering Positive Social Relationships and Peer Support

Interactionism implies that people behave in terms of collective action, fitting personal behaviors to match those of others. Bullying is a phenomenon based largely on fitting in; victimized children will desperately attempt to become accepted members of society to avoid the general situation in which misfits (those who express or communicate sentiments different from the societal status quo) are faced with exclusion or violence (Thornberg & Jungert, 2013).

Based on the socio-ecological model for bullying, research suggests that positive social relationships can offer significant benefits in terms of preventing bullying. For example, families can play a role in providing emotional support and helping individuals develop coping skills. With adequate training, parents can address concerns about bullying with children, communicating the consequences of this behavior, and becoming actively involved in a child’s life (Bradshaw, 2015).

Meanwhile, schools can emphasize traditional methods of bullying prevention by introducing aspects such as Social and Emotional Aspects of Learning (SEAL), which promote teaching emotional and social skills to students. Behaviors such as respect for others (particularly marginalized groups), empathy, cooperation, and coping are some of the many positive attitudes that can be taught to improve collective cohesiveness and harmony (Rigby, 2017).

The primary factors that put children at risk for bullying are maladjustment and poor social skills. Lack of social competency results in traits such as submissiveness and non-assertiveness. In combination, social risk factors such as lack of friendship or acceptance by peers act as potential catalysts for bullying. While research has not established a direct correlation between the number of friends and rates of bullying, the quality of friendships and social identity of peers have been identified as factors. Friends are able to provide an extensive range of social support behaviors that prevent bullying or provide comfort for the victim after it occurs. In bullying scenarios, friends have been observed to assume a defender’s role, using verbal and physical actions in an attempt to repel attack (Fox & Boulton, 2006).

Educational institutions have the ability to foster social groups – and potentially friendship – as a preventive measure for bullying. Both schools and parents can foster these friendships by offering group activities, play dates, participation in sports, and social interactions that will lead to cooperation. This strategy is particularly helpful in the early developmental years as primary school children are more open to social participation in activities necessary for forming close relationships (Bayer et al., 2018).

As a result, friendships formed in the early years are more likely to lead to healthy social relationships in the adolescent years when bullying becomes prevalent. Even when students are unable to maintain a friendship for an extended time, the experience of forming social relationships and cooperation will contribute to social adjustment and potentially lessen the risk of bullying.

Comprehensive Programs

School-wide anti-bullying programs have undergone a significant evolution as more information has become available regarding the psychology of bullying and decades of observation and experience have been systematically and competently integrated into school programs. The essential goals of an anti-bullying campaign are to increase awareness and prevent such behaviors through a combination of measures. These goals are best achieved by actively changing the school social environment, reducing opportunities for bullying, limiting the potential benefits of such behavior, and creating the sense of a tight-knit community for students and teachers.

One of the best-known approaches to school-wide bullying prevention is the Olweus Bullying Prevention Program (OBPP), based on four essential principles that adults in schools and homes should demonstrate. These include showing warmth and interest, establishing strict limits to negative behaviors, using consistent and non-hostile methods of punishment, and maintaining the role of authority and positive role models (Olweus & Limber, 2010). These principles are effectively implemented within specific interventions targeted at all levels ranging from the community and the school to individuals.

At the school level, the OBPP establishes a Bullying Prevention Coordinating Committee (BPCC) that implements staff training, evaluates levels of bullying in the institution, and develops tools to measure bullying rates and the effectiveness of interventions. The committee holds extensive authority, allowing the introduction of school policies, initiating staff meetings, and reforming the school’s supervisory and disciplinary systems.

They can also modify the curriculum and implement student-based programs that introduce anti-bullying initiatives. Furthermore, the committee can establish partnerships at the community level to ensure similar values are emphasized at after-school events as well as address individual student concerns and bullying situations (Olweus & Limber, 2010). As a program, the OBPP has been developed on the principle that bullying should not be a common experience for youth.

Research indicates that bullying decreases exponentially with comprehensive, school-wide efforts that target every aspect of the institution’s function while implementing anti-bullying measures. In order to reduce opportunities for bullying and increase rewards for building a strong community, significant effort is required on the part of staff and administrators. However, the cultural shift that emerges, as a result, provides long-term benefits for everyone (Olweus & Limber, 2010).

As discussed, bullying exerts prolonged social consequences for both bully and victim, impacting their well-being, health, and level of success. Therefore, favorable outcomes for school-wide programs can have a significant positive impact on society in terms of economic savings, public health, citizen satisfaction, and the general community consensus.

However, some comprehensive school-wide programs may suffer significant setbacks, failing to produce the desired effect. One limitation may be found in evidence-based support. Many interventions heavily rely on student questionnaires and self-reported measures that are potentially invalid and may represent unreliable indicators of bullying. The stigma surrounding bullying often leads to underreporting.

In addition, programs may not be developed properly under a focused and evidence-based theoretical framework to guide development, implementation, and evaluation. Another cause of failure is a lack of intervention aimed at the sociological and psychological causes of bullying, instead of introducing preventive or punitive measures. Finally, some programs are unable to reach students effectively, which can result from poor consideration of demographics, failing to incorporate radical factors such as race, disability, and sexual orientation into marginalized groups affected by bullying.

Also, programs aimed at the general population may fail to focus on the small group of students responsible for initiating bullying behaviors and who require prosocial behavior lessons (Swearer et al., 2010). These issues in school-wide programs should be considered and eliminated through a competent approach to program development. Comprehensive preparation and research can create a precedent to avoid such errors in the future.

School-wide programs should focus on influencing the school environment through a supportive response to victims. These children should be protected from harm at the same time the attempt is made to reduce the incidence of bullying. It is warranted to introduce secondary preventive efforts to increase competence and support from teachers and peers. As a result, victims will experience a favorable environment and be subject to less emotional distress (Juvonen, Schacter, Sainio & Salmivalli, 2016).

A primary objective of comprehensive programs, school administration, and government ministries should be to establish a safer learning environment for students, a vital characteristic for parents and students who see schooling as a necessary aspect of daily life and future development. Bullying poses a significant challenge to safety due to distorted social power dynamics. As a result, comprehensive school programs can address the issue through a multifaceted approach and reduce the occurrence of adverse incidents.

Public Health Approach

Research supports adopting the public health model as a recommended method to address bullying and behavioral issues amongst students. This three-tiered model is increasing in popularity in education, correctional facilities, and public health. In special education, the model is also known as the ‘response-to-intervention framework’. Following this approach, an intervention is introduced to the general population of a particular group or class.

If students do not respond to the tier 1 intervention, they progress to the next tier interventions, which are more intensive and targeted. While offering an entire range of psychological support, the process continues until symptoms or behavior patterns are resolved (Bradshaw, 2015). As mentioned, anti-bullying programs in schools that influence the educational environment, shift social norms, and introduce bystander pressure are universal in nature, aimed at the majority of students. Although potentially appropriate, this approach fails to target the participants in bullying, the perpetrator and the victim, individuals who may often be socially maladjusted or do not respond well to universal systems of support and intervention.

In a public health approach, next-tier intervention may introduce targeted means that focus on comprehensive social skills training, emotional regulation, and conflict resolution techniques. This is particularly beneficial for students at risk who may be involved in bullying. The final tier of intervention focuses on strong support programs and oversight for both bullies and victims who may demonstrate at-risk behavior for juvenile delinquency.

Such targeted interventions attempt to pinpoint mental and social health issues as part of preventive measures. If possible, the families of the children are involved, and a support system is created and tailored to the individual needs of students who exemplify negative bullying actions (Bradshaw, 2015). The three-tiered system should be developed into a coherent and intermittent framework that can be applied to various bullying situations and used to meet the correctional needs of youth that are not adequately responding to universal interventions.

School bullying is a systemic and relevant issue in modern-day education. This negative social phenomenon is growing and extending into new areas, such as cyberspace, and taking on new forms. Bullying can affect anyone, but certain groups, such as students with ASD, are marginalized and targeted due to their lack of social adaptivity. Psycho-social theories state that bullying is a complex issue, based on maladjustment and socio-ecological influences, and can be driven by a wide variety of factors.

Taking the available comprehensive research into account, schools should develop effective and multicomponent strategies to address bullying. Fostering positive social relationships and peer support through friendship can prevent incidents of bullying. Meanwhile, comprehensive programs and a public health approach are vital to introducing both institutional and individual-level interventions to deter peer victimization. In conclusion, the field requires extensive research on the long-term impacts of such strategies as well as their effectiveness on a large scale.

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80 Bullying Essay Topics

Table of Contents

Bullying Essay Guide: Topics, Selection, and Writing Tips

Bullying is a topic that has attracted significant attention over the years due to its widespread prevalence and detrimental effects on victims. Primarily observed among school children, bullying often stems from social differences, physical appearances, or an individual’s vulnerability. This article aims to guide you through the process of selecting the best bullying essay topic and offers a plethora of topics to inspire your writing.

How to Choose the Best Bullying Essay Topic?

1. Consider Your Audience: Choose a topic that resonates with your readers. Given the prevalence of bullying, many can relate, including perhaps your teachers.

2. Brainstorm and Collaborate: Discuss potential topics with peers to gauge their depth and relevance.

3. Hook Your Readers: Start with an engaging title and opening line to captivate your audience immediately.

4. Rely on Facts: Ensure you incorporate accurate statistics and facts to build a credible argument.

5. Proofread: Review your essay, refine it, and seek feedback. Ensure all aspects of your chosen topic are addressed. For comprehensive proofreading and topic selection, consider using professional services like writeondeadline.com .

Bullying Essay Topics

General topics:.

Effects of bullying on victims’ wellbeing.
Strategies to combat bullying in schools.
The role of parents in addressing bullying.
Personal experiences with bullying – as a bystander or victim.
Legal implications and interventions against bullying.
Motivations behind bullying behaviors.
The societal view on bullying: Is it normalized?
Differentiating between various forms of bullying.
The impact of teachers’ interventions in bullying scenarios.
Raising awareness about bullying in educational institutions.

Cyberbullying Topics:

Factors leading to cyberbullying.
Overcoming the trauma of online harassment.
Investigative methods to trace cyberbullies.
The psychology of individuals who cyber bully.
Comparing the psychological impacts: Cyberbullying vs. traditional bullying.
How social media platforms can be breeding grounds for cyberbullying.
Prevention strategies against online harassment.

Anti-Bullying Topics:

Effective measures to eradicate bullying.
The repercussions of bullying on individuals.
Role of parents and educators in supporting bullying victims.
Social dynamics contributing to bullying.
Governmental initiatives against bullying in schools.
Techniques to confront and neutralize bullies.

General Bullying Topics:

The psychological aftermath of being bullied.
The global statistics on bullying: How does it vary?
The role of school leadership in bullying interventions.
Bullying and its connection to the rise in youth mental health issues.
Can bullying be linked to familial structures and parenting styles?
Bullying in adult workplaces: Is it an extension of school behavior?
How pop culture and media representation influence bullying trends.
The economic implications of bullying on society.
Effects of bullying on academic achievements.
The role of peer pressure in bullying incidents.

Cyberbullying Themes:

Anonymity and its role in escalating cyberbullying.
The dark side of social networking sites: A hub for bullies.
Laws and regulations against cyberbullying worldwide.
The role of tech companies in preventing online harassment.
Digital footprints: How they contribute to cyberbullying.
The evolution of cyberbullying: Past, present, and future.
Parental monitoring: A solution to teen cyberbullying?
The contrast between online and offline bullying personas.
How educators can equip students against online threats.
The long-term effects of cyberbullying on mental health.

Anti-Bullying Initiatives:

School programs that effectively reduce bullying.
The power of storytelling and personal narratives in bullying prevention.
Community-driven initiatives against bullying.
The role of celebrities and influencers in anti-bullying campaigns.
Collaborative strategies between parents and schools to counteract bullying.
Importance of counseling services in schools for bullied students.
Anti-bullying laws and their effectiveness.
The positive impact of peer-support groups.
Role models and mentors: Their influence on reducing bullying.
International anti-bullying initiatives and their success stories.

Bullying Research and Case Studies:

Detailed analysis of high-profile bullying incidents.
Cultural influences on bullying behaviors.
Ethnographic studies on bullying patterns.
The connection between substance abuse and bullying.
How do marginalized groups (LGBTQ+, ethnic minorities) experience bullying differently?
The link between childhood trauma and becoming a bully.
Comparative studies: Bullying in urban vs. rural schools.
Evaluating the success of helplines for bullied individuals.
The role of the internet in both escalating and combating bullying.
Assessing the impact of anti-bullying mobile apps and digital tools.

Societal and Psychological Perspectives:

Bullying from a sociological viewpoint: What does it reveal about society?
The psychological profile of a typical bully.
Do societal standards and ideals indirectly promote bullying?
How bullying affects the family dynamics of the victim.
The cycle of bullying: Can a victim become a bully?

Argumentative Essay Ideas on Bullying:

Defining a bully: Are they criminals?
Examining bullying trends across different age groups.
Gender dynamics in bullying: Do boys bully more than girls?
Assessing the correlation between bullying and academic performance.
The link between bullying and suicidal thoughts.

For those who might feel overwhelmed by the wide array of topics, our dedicated team at writeondeadline.com is here to assist. Whether you need help in choosing a topic, writing, or proofreading your essay, our experts are just a click away.

6 Ways Schools Are Managing Students’ Cellphone Use

A flurry of school districts across the country are tightening cellphone restrictions, because they believe students’ misuse of the devices has negatively affected their behavior and ability to learn.

In 2015, 66 percent of schools in the United States prohibited non-academic use of cellphones during school hours, according to the National Center for Education Statistics . By 2020, that percentage had jumped to 77 percent.

Many educators blame students’ cellphone use for being the top distraction in schools and classrooms . The constant use of the devices has also been linked to students’ worsening mental health .

The issue has caught the attention of federal and state policymakers, too. Some states—such as California, Florida, Indiana, and Tennessee—have passed laws allowing schools to restrict cellphone use. A handful of other states are considering passing similar laws. Congressional lawmakers have also introduced legislation that would require a federal study on the effects of cellphone use on students’ mental health and academic performance.

Liz Kolb, a clinical professor of education technologies and teacher education at the University of Michigan, said it’s unlikely that all 50 states will pass laws restricting students’ cellphone use, “but we’re seeing a lot more [movement] at the individual school level, where they’re trying to figure out policies that make sense [for their communities].”

At the district level, these restrictions vary widely. Some districts restrict student cellphone use anywhere and any time during the school day. Some allow use of the devices during lunch and in the hallways. And others haven’t placed any restrictions at all, often because of parent and student pushback.

Even in districts where there’s a ban, “there’s a lot of nuance” in how schools are addressing it, Kolb said. “In order for a full school ban to be effective, you really have to have strong leadership supporting the staff in enforcing it.”

Some of those nuances include exceptions for students who have a documented need to have their digital devices for health reasons, such as checking blood glucose levels if a student has diabetes. Teachers also have the flexibility to allow students to use their cellphones in class if they are needed for instructional purposes.

Here are six different policy approaches districts are putting in place to address concerns about student cellphone use:

1. Cellphones are restricted for all students, regardless of grade level

In Florida’s Orange County district , all students are prohibited from using their cellphones and other wireless communication devices, such as smartwatches, during school hours—meaning from the first bell to the dismissal bell, these devices must be silenced and put away in their bags. If a student is caught using a phone during the school day, the device will be confiscated and returned to the student at the end of the day. Depending on the circumstances of the violation, a student could also get detention or be suspended.

Flint schools in Michigan also prohibit all students, regardless of grade level, from using cellphones or other personal electronic devices. If a student is caught using a phone, it will be confiscated and returned to the student’s parent or caretaker.

Some districts provide technological solutions, such as pouches, to lock and store students’ phones during the school day. In other districts, educators have found creative ways to separate students from their phones, such as using over-the-door shoe holders where students place their phones during class.

2. Cellphones restricted only for elementary students, more flexible for middle and high school students

While restrictions on the use of cellphones and other two-way communication devices exist for all students in the Wauwatosa district in Wisconsin , there are more flexible rules for middle and high school students. Cellphones are prohibited all day for elementary students, but middle and high school students can use their phones before and after school, between class periods, during lunch, and in free periods. Teachers and principals have discretion for imposing consequences for misuse.

Close up of elementary or middle school white girl using a mobile phone in the classroom.

3. Cellphones are prohibited for elementary and middle school students, but more flexible for high school students

Elementary and middle school students in Virginia’s Rockingham district are prohibited from using personal electronic devices during the school day, while high school students may use their devices during lunch, study hall, advisory periods if permitted by a teacher and principal, and in between classes.

4. Cellphones are restricted only in classrooms, locker rooms, and bathrooms

Other districts, such as Richmond schools in Wisconsin, have restrictions on cellphone use only in certain areas of schools, such as classrooms, locker rooms, and bathrooms—to prevent bullying or sharing of inappropriate images, according to some district policies.

5. Cellphones restricted only in classrooms

Some restrictions are centered around classroom time only and allow students to use their phones outside of the classroom. In the Brush school district in Colorado , for instance, students aren’t allowed to have their phones out during instructional hours but can use them any other time. If a student is caught with a phone when they’re not allowed to have it, parents can either come to school to collect the phone or they can let the school keep the phone until the end of the day.

Students' cell phones are collected by school administration before the start of spring break at California City Middle School in California City, Calif., on March 11, 2022.

6. Cellphone restrictions are left up to each school

There are also districts, such as Meriden in Connecticut and Minnetonka in Minnesota, that don’t have districtwide restrictions, but instead have guidelines that schools can choose to follow.

For instance, in Meriden, the guidelines recommend elementary students keep their phones in their bags the whole school day; middle school students keep their phones in their lockers but can use them during lunch; and to let high school students have access to their phones all day but they must be turned off and out of sight during class time.

Other districts, such as Pawtucket in Rhode Island , allow principals or teachers to implement their own school or classroom rules around cellphones, as long as there’s a clear plan for allowing students to use them in case of emergencies.

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Leaving CNN Was How I Found My Voice

By Brooke Baldwin

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“I want to punch you in the face.”

Yes, those words actually came out of my mouth. Like, out loud. A couple months ago. I’m slightly embarrassed to admit I was talking to my loving partner, Peter. He had just flown across the country and was set to wake up with me at four-something in the morning so that he could accompany me to my appearance on Good Morning America. I was going back on national TV for the first time since I’d signed off from my CNN show. I would be talking about the debut of my new Netflix show, The Trust . This was a big deal. In many ways, it felt like a rebirth. But that night before, I hadn’t been in a celebratory mood.

I was pissed off. I felt violent. I felt like I was going to explode. I am now in the process of understanding why, and this deep knowing has enabled me to change everything in my life.

I am not an angry person. Or maybe I am. There I go, silencing myself again.

When I signed off from CNN Newsroom on April 16, 2021, I couldn’t tell the whole truth. I wasn’t allowed to—and probably still am not. But I’m now on the other side of a profound life moment, of my unraveling.

This story really begins during my senior year of college, when my mother and I drove up to a strange house about a half hour from where I grew up in Atlanta. I was 21. Outside the house was my father’s silver Porsche. Inside the house was my father, with a woman who was not my mother. I reached for the car door to run into the house, to do or say I don’t know what. With my leg dragging out the passenger door, I screamed at my mother to stop the car and let me out. Instead she sped away, the passenger door slamming shut. Just recently, a friend told me my mom saved me that day: Had I gotten out of that car, I would have spent the rest of my life trying to unsee what I’d seen.

For years I watched my mother keep her mouth shut. I held on to that secret and said nothing about, or to, my father. This would be just the beginning of carrying bigger secrets and allowing myself to be muzzled —or rather, as I’m now learning, muzzling myself.

Ironic (or not) that I chose a career in TV journalism, which saw me wear a microphone to amplify the voiceless for a living. Problem was, I didn’t use my own. I see it all so clearly now: I rarely spoke up for myself.

CNN was always the dream. For 10 years it put me in millions of living rooms, allowing me to cover everything from the White House to school shootings to the pandemic. I became known for giving you the news, straight up, with dignity and compassion. And—after the 10 years I spent climbing the ranks of local news to get to the big leagues—I was good at it.

I was living my dream and saying yes to everything. YES to oil spills. YES to elections. Coal mine disasters. Hurricanes. Escaped inmates. Gun legislation. Yes to everything, yes to everyone.

I never said no. There would have always been someone hungrier and more telegenic if I had.

Behind the scenes, my yes-girl behavior was starting to snowball. CNN moved me from Atlanta to New York, but my producing team stayed behind; we would work long-distance. I could feel my tether to my executive producer begin to fray.

It wasn’t always like this. In fact, those first few years working together were pretty great. We bounced ideas off each other. We got excited about similar news stories. I adored his wife and kids—and he always knew whom I was dating. Our relationship was almost as sibling-like as it was collegial.

But after my move, our working relationship started to take a drastic turn. My producer made me feel as though I couldn’t do heavy-hitting interviews without him. Or, maybe, I allowed him to make it feel like I couldn’t do heavy-hitting interviews without him. The word gaslighting has become so cliché, but that’s what it felt like. Manipulation. Bullying.

Anyone who’s ever tried long-distance in any kind of relationship, romantic or professional, knows it wears on you. My producer was read-in on the news at all times—it was his job. When you work at any cable news network, email comes in fast and furiously. Sometimes that meant I would accidentally miss his emails. And I started to notice that if I didn’t respond to those emails right away, he would go dark.

Even worse, sometimes he would go dark during my live broadcasts. In front of hundreds of thousands of people. There would be days when I’d get on set, clip on my microphone, and slip my earpiece into my right ear. No “hello.” No check-in. Instead, I’d be greeted by someone less seasoned.

With live TV, there should always be a palpable sense of “I’ve got you” —which goes both ways between anchor and executive producer. I had to learn how to rely on myself and others to move through the show without him.

Sometimes he needed to communicate urgently with me—for instance, if he had gotten word there’d be a press conference and wanted me to know I’d need to ad-lib coming out of it. But depending on his mood, he might refuse to actually speak into my ear, instead writing me notes on the teleprompter during commercial breaks.

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I got into a bad habit. I never picked up the phone and said something—like really said something. Not to him. And I didn’t report up the chain of command. I was the good girl. Good girls smile, are grateful for our jobs, and keep our mouths shut. We definitely don’t speak up.

Everything changed for me the day in 2015 when Donald Trump came down that escalator. In the years that followed, I was not only pushed out of alignment with what news had become and how I was being told to cover it; I was also changed. I got curious about the legions of women who, as a direct result of that election, finally decided to speak up.

In 2018, I started researching my book, Huddle , about the collective power of women. I spent weekends during one of the most insane news cycles of our lifetime interviewing Black women judges in Texas; a queer chef from San Francisco; military badasses turned congresswomen—athletes, teachers, activists, mothers. Women who knew real marginalization and discrimination. I’m a privileged white woman, and yet that’s when I started to find my voice.

“No, I don’t want to cover that today.”

“No, I’d like to interview her instead of him.”

“No, I will not be spoken to like that.”

Despite my own narrative that I “needed” my producer, I knew I needed to figure it out without him. And I knew that I could.

In November 2019, I finally walked into my boss’s office. I told Jeff Zucker, the former president of CNN, that I wanted my producer off my team. I didn’t want him to be punished—just moved to another anchor to start anew. A male colleague had made a similar request with success. My request? Denied.

Little did I know, this was the beginning of the end for me.

A few weeks later, I got called back into the boss’s office with my then agent, who’d prepared me with something like, “Brooke, your boss is furious at you. What have you done?!” I’d had a lovely relationship with Jeff up until this point. I’d even danced with him at my wedding. Now I found myself standing in his office dumbfounded, but prepared to defend myself and my integrity.

I couldn’t help but wonder: Why was I even sitting there? Why did I suddenly feel like the third wheel with my executive producer and my boss? Had I inadvertently kicked a hornet’s nest? All because I had gone over my producer’s head to the big boss? It didn’t make sense. I wasn’t accusing this guy of any kind of misconduct. Just as I’d told Jeff, our working relationship had run out of track.

Instead of addressing me right away, my boss engaged in the longest five-minute conversation of my life—not with me, but with my agent. The topic: whether Anderson Cooper, another of her clients, was happy with the view out of his new office.

I stood there waiting to hear my fate.

What the fucking fuck.

Textbook power move. I just stood there. Paralyzed. In fear? In shame?

Then Jeff turned to me and threatened, “I could give your show to someone in Washington tomorrow. ” [ Long pause ] “But I won’t…because I believe you’re the best broadcaster on this network.” He told me that I needed my executive producer and that he would not remove him.

Whiplash. Instability. Another classic play. I’d lost. Some months later, the pandemic hit. I got a severe case of COVID early, and my sickness became national news. I was getting alerts about myself. Thousands of viewers reached out to me and showed me so much love. But what they didn’t know was that, in addition to my health, I was fighting for my own self-respect.

To summarize the next year: With very little explanation (read: some excuse about “not enough available control rooms” to produce my show), my boss yanked me off the air for the two months leading up to and including Election Day 2020. When people understandably started asking why I was “taking vacation” during such a crucial time, I responded to a random, buried comment on Instagram: “Not my choice.”

My three little words made news around the globe. So I got slapped again. When I got my show back, Jeff cut it in half. This time I kept my mouth shut. “Be grateful,” Jeff had once told me over lunch a year or two before, while we were in contract negotiations. “Don’t be like Megyn Kelly. Don’t you dare get bored.”

Why didn’t I leave earlier? For one thing, that little girl deep inside of me would have been disappointed. She and I, we lived in small-town West Virginia. We dated the wrong guys. We put off having kids. The hustling. We can’t quit now. We worked too hard for this. This was our dream.

CNN beat me to it. In January 2021, the morning Trump was impeached for a second time, my cell phone rang. It wasn’t my boss —rather, it was my agent.

Jeff wanted me out. No explanation. Just out. From that moment on, after I’d spent 13 years at CNN, Jeff never spoke to me again. Neither did my former executive producer, who ended up getting moved to another show for COVID-protocol reasons and then eventually promoted. (When I emailed them to let them know I’d be publishing this piece, offering each of them a chance to comment on or dispute my recollections, Jeff’s publicist responded by saying that “he wishes you all the best.” My old producer never responded.)

After 10 years: crickets. And the worst part? I had to lie to my team, my friends and family, and my viewers.

My lawyer and publicist worked hard to negotiate my exit, fighting to allow me to announce my own news on my own show. In February, I got to do exactly that. My end date was mutually agreed upon—coincidentally coming less than two weeks after I would be publishing my first book. Eventually, I did an interview with the Ms. magazine podcast during which I called out gender inequality at CNN. Another phone call from my agent. Another “Jeff is going nuclear.” This time he was apparently threatening to yank me off the air. My response: “But he’s already yanking me off the air!” My then agent: “He is threatening to yank you even sooner.” He didn’t.

Through my final days at CNN, I was so allergic to the idea of that man that instead of risking running into him on the way to the bathroom, I contemplated peeing in a Gatorade bottle in my office.

Everything was upside down.

On my last day at the network, after I said my goodbyes, I slipped out the literal side door of the building, and of my dream.

On my way out, the only CNN face I saw was a security guard’s. Masked, hands trembling, Anthony stood there clutching a shoebox. He’d bought me a pair of Air Jordans as a goodbye. I hugged him and wept.

No cheesy plaque. No Champagne. No send-off party.

Just quiet.

Life is unfair. People are shitty. Bosses are bullies. This is not news. In the hierarchy of giving a shit, I didn’t think my story, my thousand little cuts, amounted to much.

It’s taken me nearly three years to remove the blinders, feel the anger, welcome the fear, and recognize that in all my yesses, in all my silence, in all my enabling, the person who betrayed me the most was me.

I wanted to obey. I wanted to please. I wanted to be the good girl. I was afraid they’d let me go—joke’s on me.

It starts in childhood. We want approval—from our parents, then our lovers, then our bosses. I wanted the people who had certain control over me to want me so that I could get what I wanted.

It’s a transaction and it’s a gamble, and the house always wins.

A former colleague of mine in her 20s knew what I was going through at work. She confessed to me years later that she was aghast and afraid: If it could happen to me, how would it not happen to her?

Which brings me back to wanting to punch my man in the face. Why was I so angry?

Because all of the truths were flooding into my mind the night before GMA. The muzzling. The charade. My childhood. My accountability.

I didn’t hit Peter, of course. Instead, he threw his arms around me, showing me how to feel seen and safe—and I wept. I wept for my mother. I wept for the versions of a woman I’d been throughout my life. I wept for the woman I was finally becoming.

So this is my confession. I’m calling myself out. And it feels powerful.

As for my family? My mother eventually left my father. She has found love with a man, a kind of love she had never known. And I don’t speak to my father, who is remarried. I wish him well.

Part of my own unraveling meant I became a believer in divorce. Including my divorce, so to speak, from CNN. Like my marriage ending, it was painful. I miss being a vessel for information and clarity and news—the good and the bad. I miss my audience. But I’m experiencing a rebirth. As with a forest fire, you can burn out the debris and foster new growth.

And it turns out that once you find your voice, you can’t unfind it. You can still say yes, as long as it’s using that voice.

Yes to hosting a social-experiment show on Netflix.

Yes to becoming a filmmaker, my own storyteller.

Yes to getting divorced.

Yes to starting the fuck over.

Yes to finding new love.

Yes to chopping your hair.

Remove your armor.

Burn the boats.

Unraveling. A funny word. I always took it to mean “coming apart,” but it also can mean “getting to the truth.”

Now I realize it’s both.

Brooke Baldwin

By Charlotte Klein

When Candidate Trump Becomes Defendant Trump

By Molly Jong-Fast

Defendant Trump Is Not Helping Candidate Trump

By Joe Pompeo

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Essay on Bullying in Schools

100 Words Essay on Bullying in Schools

Effects of Bullying

Preventing Bullying

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The Role of the Internet

Prevention Strategies

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The Nature of Bullying

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Essay on Bullying

Essay on Bullying in 150 words

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