bullying analysis essay

Essay Samples
College Essay
Writing Tools
Writing guide

Creative samples from the experts

↑ Return to Essay Samples

Analytical Essay: The Reasons for Bullying

Bullying can cause real misery and depression to the extent that it can destroy people’s lives. As a result, bullies are often greatly disliked and punished harshly, as they should be, but it is also important to understand the reasons for bullying so that the bully can be helped too. While we all know that it is important to help the victims of bullying, the bullies need to be helped too, or they will continue to be unhappy and will probably go on and bully others. This is one of the solutions for bullying .

One main cause of bullying is for bullies to try and make themselves look big in front of other people. They think that if they pick on somebody smaller and weaker than them, then they will look bigger and stronger by comparison. Bullies usually do this for popularity, even though people usually fear them rather than actually like them, by making themselves look ‘good’ in front of friends and potential friends. Differently, but also for popularity, other people also bully others because of peer pressure, perhaps because their friends are bullying someone and they do not want to be cast out from the group for not joining in.

Both of these causes really come down to a lack of self-esteem, and this in itself can have a number of different causes. Many bullies have been bullied themselves, which is why it is important to always help the bullies as well as the victims. They have been belittled by others, so they then have to try and prove that they are better than someone else so that they don’t feel that they are below everyone.

Many bullies also have a very unhappy home life, and then bully for a number of different reasons. This home life could be the cause of a lack of self-esteem, especially if they are abused by their parents, or they could be bullying for other reasons. It could just be that they have never been taught how to behave correctly because they have never had any positive role models, or their parents are nasty to them so they just think that it is completely normal. In other cases, people start bullying because they are acting out and trying to get attention. This is often the case with children and young people who feel ignored by their families and want to get their attention in any way possible.

All in all, there are a numerous different reasons for bullying, and they vary from person to person. It is important to understand a bully’s personal motives though, because only then can we help them and stop them from hurting others.

Follow Us on Social Media

Get more free essays

Send via email

Most useful resources for students:.

Free Essays Download
Writing Tools List
Proofreading Services
Universities Rating

Contributors Bio

Find more useful services for students

Free plagiarism check, professional editing, online tutoring, free grammar check.

Research article
Open access
Published: 14 December 2021

Bullying at school and mental health problems among adolescents: a repeated cross-sectional study

Håkan Källmén 1 &
Mats Hallgren ORCID: orcid.org/0000-0002-0599-2403 2

Child and Adolescent Psychiatry and Mental Health volume 15 , Article number: 74 ( 2021 ) Cite this article

99k Accesses

13 Citations

37 Altmetric

Metrics details

To examine recent trends in bullying and mental health problems among adolescents and the association between them.

A questionnaire measuring mental health problems, bullying at school, socio-economic status, and the school environment was distributed to all secondary school students aged 15 (school-year 9) and 18 (school-year 11) in Stockholm during 2014, 2018, and 2020 (n = 32,722). Associations between bullying and mental health problems were assessed using logistic regression analyses adjusting for relevant demographic, socio-economic, and school-related factors.

The prevalence of bullying remained stable and was highest among girls in year 9; range = 4.9% to 16.9%. Mental health problems increased; range = + 1.2% (year 9 boys) to + 4.6% (year 11 girls) and were consistently higher among girls (17.2% in year 11, 2020). In adjusted models, having been bullied was detrimentally associated with mental health (OR = 2.57 [2.24–2.96]). Reports of mental health problems were four times higher among boys who had been bullied compared to those not bullied. The corresponding figure for girls was 2.4 times higher.

Conclusions

Exposure to bullying at school was associated with higher odds of mental health problems. Boys appear to be more vulnerable to the deleterious effects of bullying than girls.

Introduction

Bullying involves repeated hurtful actions between peers where an imbalance of power exists [ 1 ]. Arseneault et al. [ 2 ] conducted a review of the mental health consequences of bullying for children and adolescents and found that bullying is associated with severe symptoms of mental health problems, including self-harm and suicidality. Bullying was shown to have detrimental effects that persist into late adolescence and contribute independently to mental health problems. Updated reviews have presented evidence indicating that bullying is causative of mental illness in many adolescents [ 3 , 4 ].

There are indications that mental health problems are increasing among adolescents in some Nordic countries. Hagquist et al. [ 5 ] examined trends in mental health among Scandinavian adolescents (n = 116, 531) aged 11–15 years between 1993 and 2014. Mental health problems were operationalized as difficulty concentrating, sleep disorders, headache, stomach pain, feeling tense, sad and/or dizzy. The study revealed increasing rates of adolescent mental health problems in all four counties (Finland, Sweden, Norway, and Denmark), with Sweden experiencing the sharpest increase among older adolescents, particularly girls. Worsening adolescent mental health has also been reported in the United Kingdom. A study of 28,100 school-aged adolescents in England found that two out of five young people scored above thresholds for emotional problems, conduct problems or hyperactivity [ 6 ]. Female gender, deprivation, high needs status (educational/social), ethnic background, and older age were all associated with higher odds of experiencing mental health difficulties.

Bullying is shown to increase the risk of poor mental health and may partly explain these detrimental changes. Le et al. [ 7 ] reported an inverse association between bullying and mental health among 11–16-year-olds in Vietnam. They also found that poor mental health can make some children and adolescents more vulnerable to bullying at school. Bayer et al. [ 8 ] examined links between bullying at school and mental health among 8–9-year-old children in Australia. Those who experienced bullying more than once a week had poorer mental health than children who experienced bullying less frequently. Friendships moderated this association, such that children with more friends experienced fewer mental health problems (protective effect). Hysing et al. [ 9 ] investigated the association between experiences of bullying (as a victim or perpetrator) and mental health, sleep disorders, and school performance among 16–19 year olds from Norway (n = 10,200). Participants were categorized as victims, bullies, or bully-victims (that is, victims who also bullied others). All three categories were associated with worse mental health, school performance, and sleeping difficulties. Those who had been bullied also reported more emotional problems, while those who bullied others reported more conduct disorders [ 9 ].

As most adolescents spend a considerable amount of time at school, the school environment has been a major focus of mental health research [ 10 , 11 ]. In a recent review, Saminathen et al. [ 12 ] concluded that school is a potential protective factor against mental health problems, as it provides a socially supportive context and prepares students for higher education and employment. However, it may also be the primary setting for protracted bullying and stress [ 13 ]. Another factor associated with adolescent mental health is parental socio-economic status (SES) [ 14 ]. A systematic review indicated that lower parental SES is associated with poorer adolescent mental health [ 15 ]. However, no previous studies have examined whether SES modifies or attenuates the association between bullying and mental health. Similarly, it remains unclear whether school related factors, such as school grades and the school environment, influence the relationship between bullying and mental health. This information could help to identify those adolescents most at risk of harm from bullying.

To address these issues, we investigated the prevalence of bullying at school and mental health problems among Swedish adolescents aged 15–18 years between 2014 and 2020 using a population-based school survey. We also examined associations between bullying at school and mental health problems adjusting for relevant demographic, socioeconomic, and school-related factors. We hypothesized that: (1) bullying and adolescent mental health problems have increased over time; (2) There is an association between bullying victimization and mental health, so that mental health problems are more prevalent among those who have been victims of bullying; and (3) that school-related factors would attenuate the association between bullying and mental health.

Participants

The Stockholm school survey is completed every other year by students in lower secondary school (year 9—compulsory) and upper secondary school (year 11). The survey is mandatory for public schools, but voluntary for private schools. The purpose of the survey is to help inform decision making by local authorities that will ultimately improve students’ wellbeing. The questions relate to life circumstances, including SES, schoolwork, bullying, drug use, health, and crime. Non-completers are those who were absent from school when the survey was completed (< 5%). Response rates vary from year to year but are typically around 75%. For the current study data were available for 2014, 2018 and 2020. In 2014; 5235 boys and 5761 girls responded, in 2018; 5017 boys and 5211 girls responded, and in 2020; 5633 boys and 5865 girls responded (total n = 32,722). Data for the exposure variable, bullied at school, were missing for 4159 students, leaving 28,563 participants in the crude model. The fully adjusted model (described below) included 15,985 participants. The mean age in grade 9 was 15.3 years (SD = 0.51) and in grade 11, 17.3 years (SD = 0.61). As the data are completely anonymous, the study was exempt from ethical approval according to an earlier decision from the Ethical Review Board in Stockholm (2010-241 31-5). Details of the survey are available via a website [ 16 ], and are described in a previous paper [ 17 ].

Students completed the questionnaire during a school lesson, placed it in a sealed envelope and handed it to their teacher. Student were permitted the entire lesson (about 40 min) to complete the questionnaire and were informed that participation was voluntary (and that they were free to cancel their participation at any time without consequences). Students were also informed that the Origo Group was responsible for collection of the data on behalf of the City of Stockholm.

Study outcome

Mental health problems were assessed by using a modified version of the Psychosomatic Problem Scale [ 18 ] shown to be appropriate for children and adolescents and invariant across gender and years. The scale was later modified [ 19 ]. In the modified version, items about difficulty concentrating and feeling giddy were deleted and an item about ‘life being great to live’ was added. Seven different symptoms or problems, such as headaches, depression, feeling fear, stomach problems, difficulty sleeping, believing it’s great to live (coded negatively as seldom or rarely) and poor appetite were used. Students who responded (on a 5-point scale) that any of these problems typically occurs ‘at least once a week’ were considered as having indicators of a mental health problem. Cronbach alpha was 0.69 across the whole sample. Adding these problem areas, a total index was created from 0 to 7 mental health symptoms. Those who scored between 0 and 4 points on the total symptoms index were considered to have a low indication of mental health problems (coded as 0); those who scored between 5 and 7 symptoms were considered as likely having mental health problems (coded as 1).

Primary exposure

Experiences of bullying were measured by the following two questions: Have you felt bullied or harassed during the past school year? Have you been involved in bullying or harassing other students during this school year? Alternatives for the first question were: yes or no with several options describing how the bullying had taken place (if yes). Alternatives indicating emotional bullying were feelings of being mocked, ridiculed, socially excluded, or teased. Alternatives indicating physical bullying were being beaten, kicked, forced to do something against their will, robbed, or locked away somewhere. The response alternatives for the second question gave an estimation of how often the respondent had participated in bullying others (from once to several times a week). Combining the answers to these two questions, five different categories of bullying were identified: (1) never been bullied and never bully others; (2) victims of emotional (verbal) bullying who have never bullied others; (3) victims of physical bullying who have never bullied others; (4) victims of bullying who have also bullied others; and (5) perpetrators of bullying, but not victims. As the number of positive cases in the last three categories was low (range = 3–15 cases) bully categories 2–4 were combined into one primary exposure variable: ‘bullied at school’.

Assessment year was operationalized as the year when data was collected: 2014, 2018, and 2020. Age was operationalized as school grade 9 (15–16 years) or 11 (17–18 years). Gender was self-reported (boy or girl). The school situation To assess experiences of the school situation, students responded to 18 statements about well-being in school, participation in important school matters, perceptions of their teachers, and teaching quality. Responses were given on a four-point Likert scale ranging from ‘do not agree at all’ to ‘fully agree’. To reduce the 18-items down to their essential factors, we performed a principal axis factor analysis. Results showed that the 18 statements formed five factors which, according to the Kaiser criterion (eigen values > 1) explained 56% of the covariance in the student’s experience of the school situation. The five factors identified were: (1) Participation in school; (2) Interesting and meaningful work; (3) Feeling well at school; (4) Structured school lessons; and (5) Praise for achievements. For each factor, an index was created that was dichotomised (poor versus good circumstance) using the median-split and dummy coded with ‘good circumstance’ as reference. A description of the items included in each factor is available as Additional file 1 . Socio-economic status (SES) was assessed with three questions about the education level of the student’s mother and father (dichotomized as university degree versus not), and the amount of spending money the student typically received for entertainment each month (> SEK 1000 [approximately $120] versus less). Higher parental education and more spending money were used as reference categories. School grades in Swedish, English, and mathematics were measured separately on a 7-point scale and dichotomized as high (grades A, B, and C) versus low (grades D, E, and F). High school grades were used as the reference category.

Statistical analyses

The prevalence of mental health problems and bullying at school are presented using descriptive statistics, stratified by survey year (2014, 2018, 2020), gender, and school year (9 versus 11). As noted, we reduced the 18-item questionnaire assessing school function down to five essential factors by conducting a principal axis factor analysis (see Additional file 1 ). We then calculated the association between bullying at school (defined above) and mental health problems using multivariable logistic regression. Results are presented as odds ratios (OR) with 95% confidence intervals (Cis). To assess the contribution of SES and school-related factors to this association, three models are presented: Crude, Model 1 adjusted for demographic factors: age, gender, and assessment year; Model 2 adjusted for Model 1 plus SES (parental education and student spending money), and Model 3 adjusted for Model 2 plus school-related factors (school grades and the five factors identified in the principal factor analysis). These covariates were entered into the regression models in three blocks, where the final model represents the fully adjusted analyses. In all models, the category ‘not bullied at school’ was used as the reference. Pseudo R-square was calculated to estimate what proportion of the variance in mental health problems was explained by each model. Unlike the R-square statistic derived from linear regression, the Pseudo R-square statistic derived from logistic regression gives an indicator of the explained variance, as opposed to an exact estimate, and is considered informative in identifying the relative contribution of each model to the outcome [ 20 ]. All analyses were performed using SPSS v. 26.0.

Prevalence of bullying at school and mental health problems

Estimates of the prevalence of bullying at school and mental health problems across the 12 strata of data (3 years × 2 school grades × 2 genders) are shown in Table 1 . The prevalence of bullying at school increased minimally (< 1%) between 2014 and 2020, except among girls in grade 11 (2.5% increase). Mental health problems increased between 2014 and 2020 (range = 1.2% [boys in year 11] to 4.6% [girls in year 11]); were three to four times more prevalent among girls (range = 11.6% to 17.2%) compared to boys (range = 2.6% to 4.9%); and were more prevalent among older adolescents compared to younger adolescents (range = 1% to 3.1% higher). Pooling all data, reports of mental health problems were four times more prevalent among boys who had been victims of bullying compared to those who reported no experiences with bullying. The corresponding figure for girls was two and a half times as prevalent.

Associations between bullying at school and mental health problems

Table 2 shows the association between bullying at school and mental health problems after adjustment for relevant covariates. Demographic factors, including female gender (OR = 3.87; CI 3.48–4.29), older age (OR = 1.38, CI 1.26–1.50), and more recent assessment year (OR = 1.18, CI 1.13–1.25) were associated with higher odds of mental health problems. In Model 2, none of the included SES variables (parental education and student spending money) were associated with mental health problems. In Model 3 (fully adjusted), the following school-related factors were associated with higher odds of mental health problems: lower grades in Swedish (OR = 1.42, CI 1.22–1.67); uninteresting or meaningless schoolwork (OR = 2.44, CI 2.13–2.78); feeling unwell at school (OR = 1.64, CI 1.34–1.85); unstructured school lessons (OR = 1.31, CI = 1.16–1.47); and no praise for achievements (OR = 1.19, CI 1.06–1.34). After adjustment for all covariates, being bullied at school remained associated with higher odds of mental health problems (OR = 2.57; CI 2.24–2.96). Demographic and school-related factors explained 12% and 6% of the variance in mental health problems, respectively (Pseudo R-Square). The inclusion of socioeconomic factors did not alter the variance explained.

Our findings indicate that mental health problems increased among Swedish adolescents between 2014 and 2020, while the prevalence of bullying at school remained stable (< 1% increase), except among girls in year 11, where the prevalence increased by 2.5%. As previously reported [ 5 , 6 ], mental health problems were more common among girls and older adolescents. These findings align with previous studies showing that adolescents who are bullied at school are more likely to experience mental health problems compared to those who are not bullied [ 3 , 4 , 9 ]. This detrimental relationship was observed after adjustment for school-related factors shown to be associated with adolescent mental health [ 10 ].

A novel finding was that boys who had been bullied at school reported a four-times higher prevalence of mental health problems compared to non-bullied boys. The corresponding figure for girls was 2.5 times higher for those who were bullied compared to non-bullied girls, which could indicate that boys are more vulnerable to the deleterious effects of bullying than girls. Alternatively, it may indicate that boys are (on average) bullied more frequently or more intensely than girls, leading to worse mental health. Social support could also play a role; adolescent girls often have stronger social networks than boys and could be more inclined to voice concerns about bullying to significant others, who in turn may offer supports which are protective [ 21 ]. Related studies partly confirm this speculative explanation. An Estonian study involving 2048 children and adolescents aged 10–16 years found that, compared to girls, boys who had been bullied were more likely to report severe distress, measured by poor mental health and feelings of hopelessness [ 22 ].

Other studies suggest that heritable traits, such as the tendency to internalize problems and having low self-esteem are associated with being a bully-victim [ 23 ]. Genetics are understood to explain a large proportion of bullying-related behaviors among adolescents. A study from the Netherlands involving 8215 primary school children found that genetics explained approximately 65% of the risk of being a bully-victim [ 24 ]. This proportion was similar for boys and girls. Higher than average body mass index (BMI) is another recognized risk factor [ 25 ]. A recent Australian trial involving 13 schools and 1087 students (mean age = 13 years) targeted adolescents with high-risk personality traits (hopelessness, anxiety sensitivity, impulsivity, sensation seeking) to reduce bullying at school; both as victims and perpetrators [ 26 ]. There was no significant intervention effect for bullying victimization or perpetration in the total sample. In a secondary analysis, compared to the control schools, intervention school students showed greater reductions in victimization, suicidal ideation, and emotional symptoms. These findings potentially support targeting high-risk personality traits in bullying prevention [ 26 ].

The relative stability of bullying at school between 2014 and 2020 suggests that other factors may better explain the increase in mental health problems seen here. Many factors could be contributing to these changes, including the increasingly competitive labour market, higher demands for education, and the rapid expansion of social media [ 19 , 27 , 28 ]. A recent Swedish study involving 29,199 students aged between 11 and 16 years found that the effects of school stress on psychosomatic symptoms have become stronger over time (1993–2017) and have increased more among girls than among boys [ 10 ]. Research is needed examining possible gender differences in perceived school stress and how these differences moderate associations between bullying and mental health.

Strengths and limitations

Strengths of the current study include the large participant sample from diverse schools; public and private, theoretical and practical orientations. The survey included items measuring diverse aspects of the school environment; factors previously linked to adolescent mental health but rarely included as covariates in studies of bullying and mental health. Some limitations are also acknowledged. These data are cross-sectional which means that the direction of the associations cannot be determined. Moreover, all the variables measured were self-reported. Previous studies indicate that students tend to under-report bullying and mental health problems [ 29 ]; thus, our results may underestimate the prevalence of these behaviors.

In conclusion, consistent with our stated hypotheses, we observed an increase in self-reported mental health problems among Swedish adolescents, and a detrimental association between bullying at school and mental health problems. Although bullying at school does not appear to be the primary explanation for these changes, bullying was detrimentally associated with mental health after adjustment for relevant demographic, socio-economic, and school-related factors, confirming our third hypothesis. The finding that boys are potentially more vulnerable than girls to the deleterious effects of bullying should be replicated in future studies, and the mechanisms investigated. Future studies should examine the longitudinal association between bullying and mental health, including which factors mediate/moderate this relationship. Epigenetic studies are also required to better understand the complex interaction between environmental and biological risk factors for adolescent mental health [ 24 ].

Availability of data and materials

Data requests will be considered on a case-by-case basis; please email the corresponding author.

Code availability

Not applicable.

Olweus D. School bullying: development and some important challenges. Ann Rev Clin Psychol. 2013;9(9):751–80. https://doi.org/10.1146/annurev-clinpsy-050212-185516 .

Article Google Scholar

Arseneault L, Bowes L, Shakoor S. Bullying victimization in youths and mental health problems: “Much ado about nothing”? Psychol Med. 2010;40(5):717–29. https://doi.org/10.1017/S0033291709991383 .

Article CAS PubMed Google Scholar

Arseneault L. The long-term impact of bullying victimization on mental health. World Psychiatry. 2017;16(1):27–8. https://doi.org/10.1002/wps.20399 .

Article PubMed PubMed Central Google Scholar

Moore SE, Norman RE, Suetani S, Thomas HJ, Sly PD, Scott JG. Consequences of bullying victimization in childhood and adolescence: a systematic review and meta-analysis. World J Psychiatry. 2017;7(1):60–76. https://doi.org/10.5498/wjp.v7.i1.60 .

Hagquist C, Due P, Torsheim T, Valimaa R. Cross-country comparisons of trends in adolescent psychosomatic symptoms—a Rasch analysis of HBSC data from four Nordic countries. Health Qual Life Outcomes. 2019;17(1):27. https://doi.org/10.1186/s12955-019-1097-x .

Deighton J, Lereya ST, Casey P, Patalay P, Humphrey N, Wolpert M. Prevalence of mental health problems in schools: poverty and other risk factors among 28 000 adolescents in England. Br J Psychiatry. 2019;215(3):565–7. https://doi.org/10.1192/bjp.2019.19 .

Article PubMed Central Google Scholar

Le HTH, Tran N, Campbell MA, Gatton ML, Nguyen HT, Dunne MP. Mental health problems both precede and follow bullying among adolescents and the effects differ by gender: a cross-lagged panel analysis of school-based longitudinal data in Vietnam. Int J Ment Health Syst. 2019. https://doi.org/10.1186/s13033-019-0291-x .

Bayer JK, Mundy L, Stokes I, Hearps S, Allen N, Patton G. Bullying, mental health and friendship in Australian primary school children. Child Adolesc Ment Health. 2018;23(4):334–40. https://doi.org/10.1111/camh.12261 .

Article PubMed Google Scholar

Hysing M, Askeland KG, La Greca AM, Solberg ME, Breivik K, Sivertsen B. Bullying involvement in adolescence: implications for sleep, mental health, and academic outcomes. J Interpers Violence. 2019. https://doi.org/10.1177/0886260519853409 .

Hogberg B, Strandh M, Hagquist C. Gender and secular trends in adolescent mental health over 24 years—the role of school-related stress. Soc Sci Med. 2020. https://doi.org/10.1016/j.socscimed.2020.112890 .

Kidger J, Araya R, Donovan J, Gunnell D. The effect of the school environment on the emotional health of adolescents: a systematic review. Pediatrics. 2012;129(5):925–49. https://doi.org/10.1542/peds.2011-2248 .

Saminathen MG, Låftman SB, Modin B. En fungerande skola för alla: skolmiljön som skyddsfaktor för ungas psykiska välbefinnande. [A functioning school for all: the school environment as a protective factor for young people’s mental well-being]. Socialmedicinsk tidskrift [Soc Med]. 2020;97(5–6):804–16.

Google Scholar

Bibou-Nakou I, Tsiantis J, Assimopoulos H, Chatzilambou P, Giannakopoulou D. School factors related to bullying: a qualitative study of early adolescent students. Soc Psychol Educ. 2012;15(2):125–45. https://doi.org/10.1007/s11218-012-9179-1 .

Vukojevic M, Zovko A, Talic I, Tanovic M, Resic B, Vrdoljak I, Splavski B. Parental socioeconomic status as a predictor of physical and mental health outcomes in children—literature review. Acta Clin Croat. 2017;56(4):742–8. https://doi.org/10.20471/acc.2017.56.04.23 .

Reiss F. Socioeconomic inequalities and mental health problems in children and adolescents: a systematic review. Soc Sci Med. 2013;90:24–31. https://doi.org/10.1016/j.socscimed.2013.04.026 .

Stockholm City. Stockholmsenkät (The Stockholm Student Survey). 2021. https://start.stockholm/aktuellt/nyheter/2020/09/presstraff-stockholmsenkaten-2020/ . Accessed 19 Nov 2021.

Zeebari Z, Lundin A, Dickman PW, Hallgren M. Are changes in alcohol consumption among swedish youth really occurring “in concert”? A new perspective using quantile regression. Alc Alcohol. 2017;52(4):487–95. https://doi.org/10.1093/alcalc/agx020 .

Hagquist C. Psychometric properties of the PsychoSomatic Problems Scale: a Rasch analysis on adolescent data. Social Indicat Res. 2008;86(3):511–23. https://doi.org/10.1007/s11205-007-9186-3 .

Hagquist C. Ungas psykiska hälsa i Sverige–komplexa trender och stora kunskapsluckor [Young people’s mental health in Sweden—complex trends and large knowledge gaps]. Socialmedicinsk tidskrift [Soc Med]. 2013;90(5):671–83.

Wu W, West SG. Detecting misspecification in mean structures for growth curve models: performance of pseudo R(2)s and concordance correlation coefficients. Struct Equ Model. 2013;20(3):455–78. https://doi.org/10.1080/10705511.2013.797829 .

Holt MK, Espelage DL. Perceived social support among bullies, victims, and bully-victims. J Youth Adolscence. 2007;36(8):984–94. https://doi.org/10.1007/s10964-006-9153-3 .

Mark L, Varnik A, Sisask M. Who suffers most from being involved in bullying-bully, victim, or bully-victim? J Sch Health. 2019;89(2):136–44. https://doi.org/10.1111/josh.12720 .

Tsaousis I. The relationship of self-esteem to bullying perpetration and peer victimization among schoolchildren and adolescents: a meta-analytic review. Aggress Violent Behav. 2016;31:186–99. https://doi.org/10.1016/j.avb.2016.09.005 .

Veldkamp SAM, Boomsma DI, de Zeeuw EL, van Beijsterveldt CEM, Bartels M, Dolan CV, van Bergen E. Genetic and environmental influences on different forms of bullying perpetration, bullying victimization, and their co-occurrence. Behav Genet. 2019;49(5):432–43. https://doi.org/10.1007/s10519-019-09968-5 .

Janssen I, Craig WM, Boyce WF, Pickett W. Associations between overweight and obesity with bullying behaviors in school-aged children. Pediatrics. 2004;113(5):1187–94. https://doi.org/10.1542/peds.113.5.1187 .

Kelly EV, Newton NC, Stapinski LA, Conrod PJ, Barrett EL, Champion KE, Teesson M. A novel approach to tackling bullying in schools: personality-targeted intervention for adolescent victims and bullies in Australia. J Am Acad Child Adolesc Psychiatry. 2020;59(4):508. https://doi.org/10.1016/j.jaac.2019.04.010 .

Gunnell D, Kidger J, Elvidge H. Adolescent mental health in crisis. BMJ. 2018. https://doi.org/10.1136/bmj.k2608 .

O’Reilly M, Dogra N, Whiteman N, Hughes J, Eruyar S, Reilly P. Is social media bad for mental health and wellbeing? Exploring the perspectives of adolescents. Clin Child Psychol Psychiatry. 2018;23:601–13.

Unnever JD, Cornell DG. Middle school victims of bullying: who reports being bullied? Aggr Behav. 2004;30(5):373–88. https://doi.org/10.1002/ab.20030 .

Download references

Acknowledgements

Authors are grateful to the Department for Social Affairs, Stockholm, for permission to use data from the Stockholm School Survey.

Open access funding provided by Karolinska Institute. None to declare.

Author information

Authors and affiliations.

Stockholm Prevents Alcohol and Drug Problems (STAD), Center for Addiction Research and Department of Clinical Neuroscience, Karolinska Institutet, Solna, Sweden

Håkan Källmén

Epidemiology of Psychiatric Conditions, Substance Use and Social Environment (EPiCSS), Department of Global Public Health, Karolinska Institutet, Level 6, Solnavägen 1e, Solna, Sweden

Mats Hallgren

You can also search for this author in PubMed Google Scholar

Contributions

HK conceived the study and analyzed the data (with input from MH). HK and MH interpreted the data and jointly wrote the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Mats Hallgren .

Ethics declarations

Ethics approval and consent to participate.

As the data are completely anonymous, the study was exempt from ethical approval according to an earlier decision from the Ethical Review Board in Stockholm (2010-241 31-5).

Consent for publication

Competing interests.

The authors declare that they have no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Additional file 1..

Principal factor analysis description.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Källmén, H., Hallgren, M. Bullying at school and mental health problems among adolescents: a repeated cross-sectional study. Child Adolesc Psychiatry Ment Health 15 , 74 (2021). https://doi.org/10.1186/s13034-021-00425-y

Download citation

Received : 05 October 2021

Accepted : 23 November 2021

Published : 14 December 2021

DOI : https://doi.org/10.1186/s13034-021-00425-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Mental health
Adolescents
School-related factors
Gender differences

Child and Adolescent Psychiatry and Mental Health

ISSN: 1753-2000

Submission enquiries: [email protected]

Conclusion: Implications and Addressing School Bullying and Inequality

First Online: 22 December 2020

Cite this chapter

Anthony A. Peguero ORCID: orcid.org/0000-0002-4541-865X 4 &
Jun Sung Hong ORCID: orcid.org/0000-0003-2816-9900 5

Part of the book series: Springer Series on Child and Family Studies ((SSCFS))

1373 Accesses

In the concluding Chap. 9 , we discuss why ameliorating violence and victimization should be a priority. Of course, addressing bullying victimization that occurs within schools for all youth is paramount toward sustaining a system that is supposed to facilitate educational progress and sustainability. There is a persistent history of disparities linked to socioeconomic and social status, family cohesion and interactions, sexual orientation, gender identity, and gender expression, race, ethnicity, immigration, and religion, and disabilities and special health needs in the U.S. school system. The social problem of bullying within U.S. schools is both complex and diverse. It is clear that the sources and factors associated with the vulnerability and marginalization of youth to being victimized at school presented in this book also intersect. Although homes, schools, and neighborhoods may never be completely bully-free environments, there are several ways to assist students in breaking the bullying and peer victimization cycles. The information presented in this book is also one calling for advocacy, which will suggest that if policymakers, school administrators, and community stakeholders are seeking to address and ameliorate bullying within schools, it is vital to consider the significance of various forms of social inequality.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Available as EPUB and PDF
Read on any device
Instant download
Own it forever
Compact, lightweight edition
Dispatched in 3 to 5 business days
Free shipping worldwide - see info
Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Espelage, D. L. (2016). Sexual orientation and gender identity in schools: A call for more research in school psychology—No more excuses. Journal of School Psychology, 54 , 5–8.

Article PubMed Google Scholar

Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and questioning students in schools: The moderating effects of homophobic bullying and school climate on negative outcomes. Journal of Youth and Adolescence, 38 (7), 989–1000.

Article PubMed PubMed Central Google Scholar

Kahle, L. (2017). Are sexual minorities more at risk? Bullying victimization among lesbian, gay, bisexual, and questioning youth. Journal of Interpersonal Violence , 0886260517718830.

Google Scholar

Kahle, L. (2018). Feminist and queer criminology: A vital place for theorizing LGBTQ youth. Sociology Compass, 12 (3), e12564.

Article Google Scholar

Pascoe, C. J. (2011). Dude, you’re a fag: Masculinity and sexuality in high school . University of California Press.

Meyer, E. (2008). A feminist reframing of bullying and harassment: Transforming schools through critical pedagogy. McGill Journal of Education/Revue des sciences de l’éducation de McGill, 43 (1), 33–48.

Peguero, A. A., & Bondy, J. M. (2020). The importance of immigration with future research about school safety. Race and Justice, 10 (3), 247–268.

Schwartz, A. E., Stiefel, L., & Rothbart, M. W. (2016). Do top dogs rule in middle school? Evidence on bullying, safety, and belonging. American Educational Research Journal, 53 (5), 1450–1484.

Zembylas, M. (2010). Teachers’ emotional experiences of growing diversity and multiculturalism in schools and the prospects of an ethic of discomfort. Teachers and Teaching: Theory and Practice, 16 (6), 703–716.

Zembylas, M. (2012). Transnationalism, migration and emotions: Implications for education. Globalisation, Societies and Education, 10 (2), 163–179.

Espelage, D. L. (2014). Ecological theory: Preventing youth bullying, aggression, and victimization. Theory Into Practice, 53 (4), 257–264.

Gonzales, R. G. (2015). Lives in limbo: Undocumented and coming of age in America . Berkeley, CA: University of California Press.

Book Google Scholar

Foucault, M. (1977). Discipline and punish: The birth of the prison. Vintage.

Simon, J. (2007). Governing through crime: How the war on crime transformed American democracy and created a culture of fear . Oxford University Press.

Crenshaw, K., Ocen, P., & Nanda, J. (2015). Black girls matter: Pushed out, overpoliced, and underprotected . New York, NY: Center for Intersectionality and Social Policy Studies, Columbia University.

Morris, M. (2016). Pushout: The criminalization of black girls in schools . New York: The New Press.

Portillos, E. L., González, J. C., & Peguero, A. A. (2012). Crime control strategies in school: Chicanas’/os’ perceptions and criminalization. The Urban Review, 44 (2), 171–188.

Rios, V. M. (2011). Punished: Policing the lives of black and Latino boys . NYU Press.

Rios, V. M. (2017). Human targets: Schools, police, and the criminalization of Latino youth . University of Chicago Press.

Noguera, P. A. (2009). The trouble with black boys:... And other reflections on race, equity, and the future of public education . San Francisco, CA: Jossey-Bass.

Peguero, A. A., & Shekarkhar, Z. (2011). Latino/a student misbehavior and school punishment. Hispanic Journal of Behavioral Sciences, 33 (1), 54–70.

Muschert, G. W., & Peguero, A. A. (2010). The Columbine effect and school anti-violence policy. Research in Social Problems and Public Policy, 17 , 117–148.

Kupchik, A. (2010). Homeroom security: School discipline in an age of fear . New York: NYU Press.

Addington, L. A. (2009). Cops and cameras: Public school security as a policy response to Columbine. American Behavioral Scientist, 52 (10), 1426–1446.

Muschert, G. W., Henry, S., Bracy, N. L., & Peguero, A. A. (2013). Responding to school violence: Confronting the Columbine effect . Boulder, CO: Lynne Rienner Publishers.

Bradshaw, C. P. (2013). Preventing bullying through positive behavioral interventions and supports (PBIS): A multitiered approach to prevention and integration. Theory Into Practice, 52 (4), 288–295.

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23 (4), 462.

Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10 (2), 100.

Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide positive behavior supports: Primary systems and practices. Teaching Exceptional Children, 40 (6), 32–40.

Sprague, J. R., & Golly, A. (2005). Best behavior: Building positive behavior support in schools . Longmont, CO: Sopris-West.

Sugai, G., & Horner, R. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-Based Practices for Schools, 11 (1), 62–83.

Peguero, A. A., & Bondy, J. M. (2015). Schools, justice, and immigrant students: Segmented assimilation, race, ethnicity, gender, and perceptions of fairness and order. Teachers College Record, 117 (7), n7.

Peguero, A. A., Bondy, J. M., & Shekarkhar, Z. (2017). Punishing Latina/o youth: School justice, fairness, order, dropping out, and gender disparities. Hispanic Journal of Behavioral Sciences, 39 (1), 98–125.

Shedd, C. (2015). Unequal city: Race, schools, and perceptions of injustice . Russell Sage Foundation.

Gottfredson, D. C. (2001). Schools and delinquency . New York: Cambridge University Press.

Gottfredson, D. C. (2017). Prevention research in schools: Past, present, and future. Criminology & Public Policy, 16 (1), 7–27.

Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42 (4), 412–444.

Payne, A. A. (2004). School community and disorder: Communal schools, student bonding, delinquency, and victimization . El Paso, TX: LFB Scholarly Publishing.

Payne, A. A. (2008). A multilevel analysis of the relationships among communal school organization, student bonding, and delinquency. Journal of Research in Crime and Delinquency, 45 (4), 429–455.

Payne, A. A., Gottfredson, D. C., & Gottfredson, G. D. (2003). Schools as communities: The relationships among communal school organization, student bonding, and school disorder. Criminology, 41 (3), 749–778.

Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America . Broadway Books.

Kozol, J. (2012). Savage inequalities: Children in America’s schools . Broadway Books.

Lareau, A. (2011). Unequal childhoods: Class, race, and family life . Univ of California Press.

Lewis, A. E. (2003). Race in the schoolyard: Reproducing the color line in school 2003b New Brunswick . New Brunzwick, NJ: Rutgers University Press.

Lewis, A. E., & Diamond, J. B. (2017). Despite the best intentions: How racial inequality thrives in good schools . Oxford University Press.

Kao, G., Vaquera, E., & Goyette, K. (2013). Education and immigration . John Wiley & Sons.

Lee, S. J. (2009). Unraveling the" model minority" stereotype: Listening to Asian American youth . New York: Teachers College Press.

Lee, J., & Zhou, M. (2015). The Asian American achievement paradox . New York: Russell Sage Foundation.

Peguero, A. A. (2008). Is immigrant status relevant in school violence research? An analysis with Latino students. Journal of School Health, 78 (7), 397–404.

Peguero, A. A. (2009). Victimizing the children of immigrants: Latino and Asian American student victimization. Youth & Society, 41 (2), 186–208.

Peguero, A. A. (2013). An adolescent victimization immigrant paradox? School-based routines, lifestyles, and victimization across immigration generations. Journal of Youth and Adolescence, 42 (11), 1759–1773.

Peguero, A. A. (2008). Bullying victimization and extracurricular activity. Journal of School Violence, 7 (3), 71–85.

Espelage, D. L., & Swearer, S. M. (2010). Bullying in North American schools . Routledge.

Olweus, D. (1993). Bullying at school: What we know and what we can do . Oxford, UK: Blackwell Publishers.

Olweus, D., Limber, S., & Mihalic, S. (1999). Bullying prevention program: Blueprints for violence prevention, book nine . Boulder, CO: Center for the Study and Prevention of Violence.

Farrington, D. P., & Ttofi, M. M. (2009). School-based programs to reduce bullying and victimization. Campbell systematic reviews, 5 (1), i–148.

Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7 (1), 27–56.

Mishna, F. (2008). An overview of the evidence on bullying prevention and intervention programs. Brief Treatment and Crisis Intervention, 8 (4), 327.

Hong, J. S. (2009). Feasibility of the Olweus bullying prevention program in low-income schools. Journal of School Violence, 8 (1), 81–97.

Peguero, A. A. (2012). Schools, bullying, and inequality: Intersecting factors and complexities with the stratification of youth victimization at school. Sociology Compass, 6 (5), 402–412.

Safran, E. R. (2007). Bullying behavior, bully prevention programs, and gender. Journal of Emotional Abuse, 7 (4), 43–67.

Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32 (6), 486–495.

Gonzalez, T. (2012). Keeping kids in schools: Restorative justice, punitive discipline, and the school to prison pipeline. JL & Educ., 41 , 281.

Lockhart, A., Zammit, L., Charboneau, R., Owens, R., & Ross, R. (2005). Restorative justice: Transforming society . Inclusion Press.

Stinchcomb, J. B., Bazemore, G., & Riestenberg, N. (2006). Beyond zero tolerance: Restoring justice in secondary schools. Youth Violence and Juvenile Justice, 4 (2), 123–147.

Pavelka, S. (2013). Practices and policies for implementing restorative justice within schools. The Prevention Researcher, 20 (1), 15–18.

Morrison, B. E., & Vaandering, D. (2012). Restorative justice: Pedagogy, praxis, and discipline. Journal of School Violence, 11 (2), 138–155.

Payne, A. A., & Welch, K. (2013). Restorative justice in schools: The influence of race on restorative discipline. Youth & Society, 47 (4), 539–564.

Miller, H. V., Ripepi, M., Ernstes, A. M., & Peguero, A. A. (2020). Immigration policy and justice in the era of COVID-19. American Journal of Criminal Justice , 1–17.

Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Booy, R. et al. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child & Adolescent Health 4 .

Tessler, H., Choi, M., & Kao, G. (2020). The anxiety of being Asian American: Hate crimes and negative biases during the COVID-19 pandemic. American Journal of Criminal Justice , 1–11.

Taylor, K.-Y. (2016). From #BlackLivesMatter to black liberation . Haymarket Books.

Download references

Author information

Authors and affiliations.

Arizona State University, Tempe, AZ, USA

Anthony A. Peguero

School of Social Work, Wayne State University, Detroit, MI, USA

Jun Sung Hong

You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

About this chapter

Peguero, A.A., Hong, J.S. (2020). Conclusion: Implications and Addressing School Bullying and Inequality. In: School Bullying. Springer Series on Child and Family Studies. Springer, Cham. https://doi.org/10.1007/978-3-030-64367-6_9

Download citation

DOI : https://doi.org/10.1007/978-3-030-64367-6_9

Published : 22 December 2020

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-64366-9

Online ISBN : 978-3-030-64367-6

eBook Packages : Behavioral Science and Psychology Behavioral Science and Psychology (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Publish with us

Policies and ethics

Find a journal
Track your research

School Bullying: Case Analysis Essay

Bullying is an act where the perpetrator intentionally wants to case harm to others using verbal pestering, physical violence and other more devious methods to intimidate and influence some people. 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 or more person this negative behavior and action here is when it is intentionally meted out on someone through verbal or physical actions. It can be occur in any palace and is not just limited to school, it can occur at workplace and it can target a certain class gender or social group.

In the case of school bullying the characteristics generally displayed by the bullies is:

The bully wants to control and suppress other students and make all the decisions
The bully is not only very rash and reckless but also can get angry very easily
He or she usually is disobedient and hostile towards his or her parents and other adults
The bully is not sympathetic towards those who are victims
In the case of boys the bully is more stronger than other boys

On the other hand the victims usually display the following characteristics:

The victim usually is precautious, overly-sensitive, silent, introvert and timid
He or she is usually nervous, apprehensive, discontented and have low self-respect
The victim is depressed and in some cases more suicidal then others
He or she does not have a good friend and usually relate better with adults rather then peers
In case of boys they may be weaker physically then others

In terms of peer acceptance capacity the bullies would be in the controversial category while the victim would be in the rejected or neglected category.

Some of the methods are:

Making reporting of bullying easier
Creating awareness among people
Supporting the victims
Working with bullies to change their behavior
Increasing playground supervision

The author in this article talks primarily about two things which lead to bullying and which also encourage bullying behavior. First of all in schools children don’t understand diversity and since it’s new for them they approach it in a negative manner. They demonstrate an insensitivity and intolerance of any kind of variance from the standard in form of ethnicity, sexual orientation, social acceptance and even in the ability of doing things. It is the ignorance and intolerance of diversity which make students at school behave as bullies. The author gives an example of a Puerto Rican girl who was being teased and insulted because she came from a different place. In another case a gay teenager was harassed by his peers because of his sexual orientation. In another incident as mentioned by the author another girl was called names and labeled because of her choice of clothes.

Secondly bullying is so prevalent in school is because most of the other students who are witnesses of acts of bullying are actually ready to stand up for the victims but they just know what to do or where to go or the steps to take so that they can prevent such occurrences. Most of the cases schools don’t generally have a reporting system which supports creating awareness for such altruistic actions and most of the students generally are unaware of ways if they actually exist.

Play-back Theater is a very effective way of preventing bullying because:

It creates awareness among the children about the prevalence of bullying and gives both the victims and the bullies a chance to see for themselves what it is to be like in their place.
Secondly it creates awareness and leads to students becoming more aware and tolerant as they appreciate that there are other societies and therefore allow the student to learn about other and accept them as they are.
Third it can be incorporated into the curriculum in such a way that the regular curriculum is not affected and through it the students learn about issues from different perspective, like civil rights and when they discuss and write about it.
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2021, September 7). School Bullying: Case Analysis. https://ivypanda.com/essays/school-bullying-case-analysis/

"School Bullying: Case Analysis." IvyPanda , 7 Sept. 2021, ivypanda.com/essays/school-bullying-case-analysis/.

IvyPanda . (2021) 'School Bullying: Case Analysis'. 7 September.

IvyPanda . 2021. "School Bullying: Case Analysis." September 7, 2021. https://ivypanda.com/essays/school-bullying-case-analysis/.

1. IvyPanda . "School Bullying: Case Analysis." September 7, 2021. https://ivypanda.com/essays/school-bullying-case-analysis/.

Bibliography

IvyPanda . "School Bullying: Case Analysis." September 7, 2021. https://ivypanda.com/essays/school-bullying-case-analysis/.

Bullying in Schools: Worldwide Study and Survey
The Issue of Bullying in the Schools
“Adolescents’ Perception of Bullying” by Frisen et al.
The Academic Effects of Smaller Classrooms.
Successful Research Planning in Education.
College and University Maintenance of Public Trust
Preschool Teacher Burnout Prevention
Students’ Information Privacy Problem and Solution

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.

Customize your course in 30 seconds

Which class are you in.

Travelling Essay
Picnic Essay
Our Country Essay
My Parents Essay
Essay on Favourite Personality
Essay on Memorable Day of My Life
Essay on Knowledge is Power
Essay on Gurpurab
Essay on My Favourite Season
Essay on Types of Sports

Download the App

Bullying - Essay Samples And Topic Ideas For Free

Every day, someone somewhere, from toddlers squabbling over a toy to employees to older people in a nursing home, experiences some form of bullying. Bullying is a hidden evil that has a far-reaching impact on numerous lives, creating invisible wounds. It’s a sobering reminder of the imbalance of power in our society, where some people use words and deeds as weapons to hurt and demean others. Bullying has catastrophic impacts on its bullied victims’ mental, emotional, and physical health. Confidence is snuffed out and replaced with the oppressive shadows of anxiety and loneliness.

However, we must stand together against this threat, as each act of kindness, compassion, and support shines a light into the darkness and reminds us of the tremendous power and resilience we all possess. If we work together, we can make a world in which kindness triumphs over cruelty and everyone’s individuality is cherished. Providing students with essay topics about bullying is one strategy for addressing this global problem in schools. Students can learn valuable coping skills by writing papers on bullying essay examples.

Bullying is a sensitive topic to many, especially when discussing its effects, such as anxiety, depression, and suicide. Regardless, when students conduct thorough research and see alarming facts, such as the rate of bullying in the United States among teenagers, we can be confident that some level of awareness has been made.

A clear structure is vital when writing an argumentative essay on bullying to earn an A and feel good about your thesis statement, outline, essay introduction, and conclusion. You also don’t have to invent the wheel because plenty of prewritten papers are available online that discuss various argumentative essay topics about bullying.

A simple way to begin writing argumentative essays about bullying is to develop exciting and applicable concepts to your course. Then, investigate things that will round out your understanding of the subject. Finally, look for a specialist’s research paper whose ideas fascinate you and keep up with the news on your topic of interest by reading relevant newspapers.

How Cyberbullying Impact on Mental Health

Abstract Cyberbullying has been at an all time high since the invention of technology. With the use of cell phones and the internet it now easier then ever for adolescents to bully one another through text messages, social media, and through email. The internet it an extraordinary piece of technology but it can also be used to bully others. The majority of adolescents who bully through the internet or text messages don’t understand or know the dangers and how harmful […]

Cyberbullying Vs. Traditional Bullying

Many studies show that cyberbullying and traditional bullying are much different from each other. They also say that one is worse than the other, but just how different are they? Many teens think that what they are posting or texting is a joke, but think if you would be on the receiving end. If the social media “joking”, continues it later becomes classified as cyberbullying. Cyberbullying and traditional bullying may have their differences, but they both are just as painful […]

Combating Gun Violence

A school shooting is an attack at an educational institution, such as a school or university, involving the use of firearms. The first recorded school shooting in the United States took place in 1840, when a law student shot and killed his professor at the University of Virginia. Despite that crime rates in the United States are declining, and homicide specifically is especially rare, many people believe that school shootings are becoming epidemic, occurring more frequently than the have in […]

We will write an essay sample crafted to your needs.

Cyberbullying – how to Protect yourself

Cyber bullying is defined as misusing information to harass other people. Cyber bullying can come in many forms such as posting rude or negative words and rumors with the intent to publicly make fun of them in public. Cyber bullying is one of the main things that has become more frequent among teenagers, especially girls. Cyber bullying includes any kind of communications that want to do things such as control or manipulate any individual. A cyber bully's actions are frequent, […]

What Makes Cyberbullying Dangerous?

160,000 kids stay home from school every day because of the fear of getting bullied. Getting bullied is the third leading cause of death among young people. Bullying has become an epidemic. Being targeted by cyber bullies is not just emotional, but also physical. Cyberbullying can create anxiety and depression and sometimes it can lead to suicide. Cyberbullying is bullying that occurs through cell phones, tablets, and other devices. This type of bullying is done in many ways. For example, […]

Problems Nurses Face

This article is focusing on the problems nurses face when attempting to report knowing if a child is being abuse and neglected and the reason and what barriers nurses face with. This paper will include information that was covered in the article, explain how the research was conducted, and provide ways to improve in this area when becoming a nurse and being faced with the same issues. It will also have suggestions and ideas on how future research may be […]

Cyberbullying Among Teens

Before the internet, bullying was a problem, a problem that occurred in school hallways and popular hangout spots. Face-to-face bullying could only reach so far, the victims could choose to walk away and find a safe place. Adolescents and teenagers were safe in the privacy of their own homes. Hateful words and physical harm could not enter the walls of their own bedrooms. Now with rapidly growing technology bullying knows no boundaries. Cyberbullying has become a world-wide problem that can […]

What are the Causes of Cyber Bullying?

David Molak was a high school sophomore in Texas. He was an Eagle Scout, Spurs fan, and devoted to fitness. In January 2016, he hung himself in his family's backyard. Before the suicide, David had received a series of texts from at least six to ten bullies. The messages insulted him and put him down. He had not done anything to attract this attention, his brother, Cliff, reported. His brother, Cliff, said, They crushed his spirit and took away his […]

Growing Problem of School Violence

School Violence has been something that has changed the way we experience school. School violence has been something that's been going on for a long time. School violence has been happening around the world and has just changed the way our safety is at school. School violence is very dangerous and very deadly. In this case school violence may refer to school shootings, stabbings, bullying, sexual harassment , fights and or any harm that causes harm to anyone in the […]

Cyberbullying: the New Abuse of the Modern World

Cyberbullying has been an ongoing issue not just in the United States but for other countries as well. According to the Funk and Wagnalls New World Encyclopedia the definition of cyberbullying is intentional and repeated harm inflicted on people through the use of computers, cellular telephones, and other electronic devices (Cyberbullying). Cyberbullies often mock, harass, threaten, or humiliate others through electronic messages, images, or video (Cyberbullying). With technology continuing to progress, we have more sites like Facebook, Instagram, Snapchat and […]

The Dangers of Cyberbullying

In this essay I will explain to you what cyberbullying is, where you can find it the most, and why you should stop it. Cyberbullying has been around for a long time and can be used to in many ways. I personally have never dealt with someone cyberbullying me, but I have had friends that went through it and I can say to you it was very rough for them and I don’t wish that upon anyone. The reason that […]

Educational Journey

Introduction Educational journey is a lifetime journey. This is a journey that gives us knowledge this journey help us to think critically and independently it help us to be innovative. I interviewed 2 people about their educational journey. I interviewed Sandile Ngcobo who is an 18 year old boy. He is from Pinetown in a place called KwaNdengezi. He was raised by his mother who is a single parent. He’s the only boy in the family he is the last […]

Cyberbullying: Exploring Components of Offending in the Lens of the Social Learning Theory

Introduction As technology continues to advance in the 21st century, adolescents have become susceptible to the potential dangers that the Internet poses. Cross et al. (2015), stated that 98% of adolescents aged 12-14 years old have accessed the internet and have electronic devices such as cell phones and computers. It is suggested that the more time adolescents spend online in chat rooms, emails, and other social networking sites the more likely they are to be victims of various online crimes […]

Cyberbullying is a Serious Cause for Concern

Introduction For this project I wanted to discuss Cyberbullying. I chose this because it is a huge issue still and has been since technology became more prominent in the youth. It is something that can be ignored and needs to be talked about. Educational Significance- The importance of this topic is that cyberbullying not only mentally effects students, follows them home, and can affect their school work. About half of young people have experienced some form of cyberbullying, and 10 […]

A Discussion on the Effects of Cyberbullying Among the Youth in Namibia

Introduction Cyberbullying became a major concern issue among the youth. Statistics revealed that 44.6% of pupils in secondary school are bullied, with 66% being grade 8 pupils'' (Nekomba, 2015) . According to the oxford dictionary (2014), cyberbullying is defined as the use of electronic communication to bully a person, typically by sending messages of intimidating or threatening nature''. Cyberbullying occur through text messages, and applications or social media. This threatening act involves scaring someone. Social media refers to applications such […]

Racism and Racial Bullying

Many people in the United States have been treated really bad, due in part to racism. People that are African-American, Hispanic, Latino, Jewish, etc. are the main people that are getting pushed around by mainly white people. I'm not saying all white people do it, but most do. It's an increase of hatred in America. Racism hasn't just started, it started many, many years ago and much worse than how racism is now. In the 1950's, black people were not […]

Homeschooling Vs Public School

Homeschooling Education is an essential and determines the future of every child. In order to give children a bright future and a good education, parents must choose the best type of schooling for their children. The main education systems are public school, private school and homeschool. Homeschooling is led and managed by parents and public school is led by the government and qualified teachers. The real question is, which is better? While homeschooling has its benefits, public schooling is superior […]

The Effects of Bullying and Cyber Bullying

Cyberbullying is defined as posting, sending, or sharing negative, harmful, false, or mean content about someone else over digital devices (U.S. Department of Health and Human Services, 2018). However, cyberbullying is very dangerous and has the ability to cross the line into unlawful or criminal behavior. This, in brief, is the argument that cyberbullying is damaging to teens, adolescents, and even some adults. The following paper shall be an assessment on the issue. Following, I will further explain the the […]

How is Cyberbullying Affecting Students of all Ages?

How is cyberbullying affecting students of All ages? Bullying has been a problem in schools since most of us can remember. As modern technology advances cyberbullying advances with it and takes on a new appearance. Kids these days have so many outlets of which they can use to bully one another. While Cyberbullying has been all over the news recently, technologies continue to advance, and this bullying seems to become more prevalent. Bullying has been happening for as long as […]

What is Cyberbullying?

Human all around the world are living in the 21st century and there is one thing most of us cannot live without is our phone. The number of internet uses and social networking have increased unbelievably. From that major problem of the society which people let the use of social networking increases, it creates many more concerns to the society. Most people use social networks for the sake of enriching their lives, to connect to other people. But there are […]

Cyberbullying – Growing Problem

Cyberbullying is a Growing Problem that Isn’t being Dealt with enough “go kill yourself” or “nobody needs you” or “disappear” is what appears on young children’s screens on a daily basis, mostly on snapchat, Facebook, Instagram and many more socializing apps. Nowadays, technology has advanced and evolved over the years and they have benefited us in so many ways. Such as work, school, socializing, and many more. But what if that technology was used against us, more specifically; adolescence. This […]

Positive Effects of Peer Pressure

What is peer pressure? Peer pressure is any influence from a group of people that changes a person’s behaviour or attitude. The term ‘peer pressure’ raises a lot of eyebrows; it is automatically assumed that it is inherently negative. However, this is not always the case. Despite the obvious stigma surrounding social influences, it is possible to be pressured in a positive way. There is another side of this phenomenon that most people don’t even consider to be peer pressure. […]

Cyberbullying: what Can you Do?

Abstract The literature review article is on Cyberbullying. The areas that are covered in the review have been separated from the learning definition of cyberbullying. The roles of adolescents involved in this issue that are targeted are a part of the statistics. The reasons that cyberbullying has become an issue are the differences between traditional bullying and cyberbullying. The discovery of cyberbullying will provide a foundation for developing cyberbullying intervention programs. The issue of cyberbullying is in existence has become […]

The Effects of Bullying and Cyberbullying

Cyberbullying basically refers to a type of bullying that usually occurs through the digital devices such as phones, tablets and computers. Normally this type of bullying occurs through SMS or rather text messages, phone applications or sometimes it may involve the social media platforms including and not limited to Facebook, Whatsapp and Instagram. Moreover, this type of bullying is commonly experienced by the young people and when it involves adults, it may yield to illegal cyber-stalking or cyber-harassment and in […]

Cyberbullying is a Serious Problem

The Cyberbullying has become a major social concern because raises questions about the ethical use of technology. In recent years, has been the subject of research and information and prevention and activities for different groups such as organizations, schools and parents’ to protect against the muse of technology, and because of that, this paper explains on how cyberbullying is the same to sociology and the issue of how is related to the world. Cyber-bullying is defined as an aggressive, intentional […]

Cyberbullying Laws

One myth that is prevalent in today's society is that cyberbullying is less serious and has less implications than traditional physical bullying. Although many people would believe that traditional bullying is more extensive and has a larger effect on a person's well-being because it is face to face, this may not be true. In fact, cyberbullying may be just as bad. "Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior […]

What are the Causes and Effects of Suicide?

Suicide is a profound problem in today’s society. It has many negative effects on the friends and family of the victim. Self blame and guilt are a few of the negative effects that are felt by the family of the suicide victim. These effects can also be felt by the friends of the victim. The causes and effects of suicide are seen very prominently in the teen population, the family of the victim, and in the workforce. The causes of […]

How Protecting Oneself from Cyberbullying

Cyberbullying is prevalent in our society today and it radically affects teenagers. The impact is seen in news stories, posts on social media, and incidents happening at numerous schools around the country. Cyberbullying is ubiquitous, and victims can be identified by their behavior. The bullies themselves possess specific characteristics. This needs to be stopped. I will be discussing how to prevent cyberbullying, how parents can contribute to halting it, signs of cyberbullying, and finally, how to prevent it on social […]

Cyberbullying and Business

Cyberbullying is it normally associated with large corporations. Now social media is a company's downfall (David, 2018). The word cyber has anything dealing with networking and computers. It is a way someone can use computers to cause dangers or harm to anyone (Benner, 2012). This can be done by being hacked to where they can get your credit card information. This can also can destroy family and an individual's life. Businesses cannot protect themselves from this type of illegal attack. […]

The Internet has Changed Bullying

Many people around the world now have access to the internet. Teenagers use the internet for many reasons such as socializing, education, and to maintain personal and professional relationships. However, some teenagers misuse the internet for wrong reasons such as cyberbullying and racisms through social media. Teenagers should only be allowed to use social media only if they are using it the appropriate reasons. Cyberbullying and racisms happen even to this day because of immature behaviors that teenagers do not […]

Understanding Cause and Effect of Bullying in Adolescence

Categories: Bullying Youth Violence

About this sample

Words: 2981 |

15 min read

Published: Feb 8, 2022

Words: 2981 | Pages: 7 | 15 min read

Cite this Essay

Let us write you an essay from scratch

450+ experts on 30 subjects ready to help
Custom essay delivered in as few as 3 hours

Get high-quality help

Dr. Heisenberg

Verified writer

Expert in: Social Issues

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

3 pages / 1210 words

6 pages / 2868 words

4 pages / 1795 words

5 pages / 2604 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Bullying

In this essay, readers can expect to delve into the pervasive issue of bullying and its detrimental consequences on mental health and well-being. The essay explores how bullying not only affects individuals but also has [...]

Centers for Disease Control and Prevention. (2021). Childhood Obesity Facts. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK436791/pdf/Bookshelf_NBK436791.pdf

School bullies represent a persistent and troubling issue in educational institutions worldwide. The negative consequences of bullying extend beyond the classroom, affecting the well-being and academic performance of both [...]

Bullying is a prevalent issue in educational institutions and society at large. According to the National Center for Education Statistics, 20.8% of students reported being bullied in 2019. Bullying is defined as intentional [...]

What is bullying? In these research paper we are going to discuss a very difficult topic which is bullying. We will go in depth and we will analyze what causes bullying, what is bullying, types of bullying and much more. [...]

Bullying has become a major problem, and the use of the internet has just made it worse. Cyber bullying is bullying done by using technology; it can be done with computers, phones, and the biggest one social media. Children need [...]

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

Instructions Followed To The Letter
Deadlines Met At Every Stage
Unique And Plagiarism Free

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.

Cite this page

Similar essay samples.

Conflict Analysis
Demand & balance of payments in developing countries
Essay on Brexit and Parliamentary Sovereignty
Essay on the Growth and Increases in Hackings and Potential Counter Me...
Women´s experiences of initiation of breastfeeding on the labour ward

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

Publications
Our Methods
Short Reads
Tools & Resources

Read Our Research On:

Teens and Video Games Today

Appendix A: Detailed charts

Who plays video games?
How often do teens play video games?
What devices do teens play video games on?
Social media use among gamers
Teen views on how much they play video games and efforts to cut back
Are teens social with others through video games?
Do teens think video games positively or negatively impact their lives?
Why do teens play video games?
Bullying and violence in video games
Acknowledgments
Methodology

A detailed bar chart showing the Share of U.S. teens who play video games, by demographic group

Sign up for our weekly newsletter

Fresh data delivery Saturday mornings

Sign up for The Briefing

Weekly updates on the world of news & information

Friendships
Online Harassment & Bullying
Teens & Tech
Teens & Youth

How Teens and Parents Approach Screen Time

Teens and internet, device access fact sheet, teens and social media fact sheet, teens, social media and technology 2023, what the data says about americans’ views of artificial intelligence, most popular, report materials.

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 | Media Inquiries

Research Topics

Age & Generations
Coronavirus (COVID-19)
Economy & Work
Family & Relationships
Gender & LGBTQ
Immigration & Migration
International Affairs
Internet & Technology
Methodological Research
News Habits & Media
Non-U.S. Governments
Other Topics
Politics & Policy
Race & Ethnicity
Email Newsletters

ABOUT PEW RESEARCH CENTER Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

Terms & Conditions

Cookie Settings

Reprints, Permissions & Use Policy

Supported by

Xi Visits Europe, Seeking Strategic Opportunity

The Chinese leader has carefully chosen three countries — France, Serbia and Hungary — that to varying degrees embrace Beijing’s push for a new global order.

Share full article

President Xi Jinping of China and his wife, Peng Liyuan, on the tarmac in front of steps leading up to their plane.

By Roger Cohen and Chris Buckley

Reporting from Paris and Taipei, Taiwan

On his first visit to Europe in five years, the Chinese president, Xi Jinping, appears intent on seizing opportunities to loosen the continent’s bonds with the United States and forge a world freed of American dominance.

The Chinese leader has chosen three countries to visit — France, Serbia and Hungary — that all, to a greater or lesser degree, look askance at America’s postwar ordering of the world, see China as a necessary counterweight and are eager to bolster economic ties.

At a time of tensions with much of Europe — over China’s “no limits” embrace of Russia despite the war in Ukraine, its surveillance state and its apparent espionage activities that led to the recent arrest in Germany of four people — Mr. Xi, who arrived in France on Sunday, wants to demonstrate China’s growing influence on the continent and pursue a pragmatic rapprochement.

For Europe, the visit will test its delicate balancing act between China and the United States and will no doubt be seen in Washington as a none-too-subtle effort by Mr. Xi to divide Western allies. Chinese-French relations “have established a model for the international community of peaceful coexistence and win-win cooperation between countries with different social systems,” Mr. Xi said in a statement issued soon after he arrived in Paris.

He has timed his arrival at his second stop, Serbia, to coincide with the 25th anniversary of the deadly NATO bombing of the Chinese Embassy in Belgrade during the Kosovo war. That mistaken strike on May 7, 1999, for which the White House apologized, killed three Chinese journalists and ignited furious protests around the U.S. Embassy in Beijing.

“For Xi, being in Belgrade is a very economical way to ask if the United States is really serious about international law,” said Janka Oertel, the director of the Asia program at the European Council on Foreign Relations in Berlin, “and to say, how about NATO overreach as a problem for other countries?”

The Chinese government has continued to commemorate the Belgrade bombing, using it as an occasion to denounce what it sees as Western hypocrisy and bullying.

“The United States always views itself as the leader — or hegemon — of the world, so China is a competitor or adversary that is challenging its hegemony,” said Tu Xinquan, the dean of a trade institute at the University of International Business and Economics in Beijing. “The European Union does not have a hegemonic mind-set.”

The official doctrine of the 27-member European Union defines China as “a partner for cooperation, an economic competitor and a systemic rival.” If that seems a mouthful, and a perhaps contradictory one, it is because the continent is torn between how to balance economic opportunity in China with national security risk, cybersecurity risk and economic risk to various industries.

In March, China’s foreign minister, Wang Yi, told reporters that Europe’s formula was unworkable. “It’s like driving to a crossing and finding the red, yellow and green lights all on at the same time,” he said. “How can one drive on?”

Now, Mr. Xi would like to ease the lights toward green.

To that end, Mr. Xi’s first and most important stop will be in France, whose president, Emmanuel Macron, has often made the Gaullist point that Europe “must never be a vassal of the United States,” as he did last month at a speech at the Sorbonne . The French leader insists that the survival of the European Union depends on “strategic autonomy” and developing the military resilience to become a “Europe power.” He rejects the notion of “equidistance” between China and the United States — France is one of America’s oldest allies — but wants to keep his options open.

All of this is music to Mr. Xi’s ears.

“Macron is trying to bring a third way in the current global chaos,” said Philippe Le Corre, a prominent French expert on relations with China. “He is trying to walk a fine line between the two main superpowers.”

Just over a year ago, Mr. Macron was lavishly entertained during a visit to China that ended with a Sino-French declaration of a “global strategic partnership.” The French leader echoed the Chinese lexicon of a “multipolar” world, freed of “blocs” and the “Cold War mentality.”

Now, in anticipation of Mr. Xi’s visit, China has praised France as a great power and expressed hopes that their ties “will always be at the forefront of China’s relations with Western countries,” in the words of Lu Shaye , China’s ambassador to France, in People’s Daily.

Mr. Macron, who recently warned that “our Europe is mortal” and will be saved only if it can become “sovereign,” will host a state dinner for Mr. Xi on Monday in Paris before, in a personal touch, ushering him to a favorite childhood haunt in the Pyrenees.

The chemistry between the two men appears to lie essentially in a shared view that the postwar order is moribund and must be replaced by a new architecture that takes account of shifting power. That Mr. Xi is almost certainly the most repressive and authoritarian leader in recent Chinese history, and that China’s military threats to Taiwan have intensified, has not come between the two leaders.

In the past six months, Mr. Macron has visited both India and Brazil in a push to place France at a fulcrum between the BRICS group of developing countries, which includes China, and Western powers. At a time of growing tension between the “Global South” and Western powers, he sees France as a bridge.

From France, Mr. Xi will move on to the warm embrace of Serbia, where China is the second largest trading partner, and Hungary, where its prime minister, Viktor Orban, has backed enormous Chinese investment and used his country’s position as a European Union member to dilute criticism of China. Both countries bridle at American power.

Beyond these two friends of China, there are, however, serious European differences with Beijing, whose economy was roughly the same size, measured in dollars, as the European Union’s when Mr. Xi last visited in 2019. China’s economy is now some 15 percent bigger.

Last fall, the European Union opened an investigation into whether electric vehicles made in China benefited from unfair subsidies, with a decision expected by this summer. That has caused tensions with Beijing and with Germany, whose presence in the Chinese auto market dwarfs that of other European countries. China accounts for at least half of Volkswagen’s annual profits.

German manufacturers, with plants in China, fear that any imposition of European tariffs could affect its own exports from China, as well as cause tit-for-tat retaliation.

The European Union Commission president, Ursula von der Leyen, will join the talks in Paris with Mr. Xi. Chancellor Olaf Scholz of Germany, whose relations with Mr. Macron have been strained, dined with the French president in Paris this past week. All of this is clearly part of an attempt to forge a united European front.

That, however, is always elusive.

Anger toward Russia in Europe runs highest in frontline states with Russia, like Poland and the Baltic States. They are perhaps the most fiercely attached to the alliance with the United States that Mr. Macron wants to offset by building a sovereign Europe. They are also the most wary of China, which has never condemned Russia’s war in Ukraine.

Mr. Macron, like Mr. Scholz during a visit to China last month, believes that Chinese leverage in bringing an end to the war in Ukraine is critical. Only Beijing, in the French analysis, can bring real pressure to bear on President Vladimir V. Putin of Russia, who will be sworn in for a fifth term during Mr. Xi’s European visit.

The issue, as it was last year during Mr. Macron’s visit to Beijing, is that China has shown little or no inclination to do so. Indeed, Mr. Xi is scheduled to host Mr. Putin in China later this month.

“It’s hard to imagine another discussion on Ukraine,” François Godement, a special adviser and resident senior fellow at the Institut Montaigne in Paris, said of the talks between Mr. Macron and Mr. Xi. “Those dice have been rolled.”

Still, there is little doubt that Mr. Macron will try again to enlist Mr. Xi’s support ahead of a Ukraine peace conference in Switzerland in mid-June.

At a deeper level, Mr. Macron appears certain to try to use Mr. Xi’s visit to advance an agenda that guarantees Europe’s relevance in the coming decades. He is wary of a United States that may re-elect former President Donald J. Trump in November, with unpredictable consequences.

Mr. Wang, the Chinese foreign minister, has said , “As long as China and Europe join hands, bloc confrontation will not occur, the world will not fall apart, and a new Cold War will not take place.”

For all of the fundamental differences in governance between China’s one-party state and Western liberal democracy, the leaders of the three European countries Mr. Xi has chosen to visit appear to embrace that Chinese statement.

Reporting was contributed by Olivia Wang from Hong Kong, Keith Bradsher from Beijing, Christopher F. Schuetze and Melissa Eddy from Berlin and Ségolène Le Stradic from Paris.

An earlier version of a picture caption with this article misstated the year of the NATO bombing of the Chinese Embassy in Belgrade. It was 1999, not 1993.

How we handle corrections

Roger Cohen is the Paris Bureau chief for The Times, covering France and beyond. He has reported on wars in Lebanon, Bosnia and Ukraine, and between Israel and Gaza, in more than four decades as a journalist. At The Times, he has been a correspondent, foreign editor and columnist. More about Roger Cohen

Chris Buckley , the chief China correspondent for The Times, reports on China and Taiwan from Taipei, focused on politics, social change and security and military issues. More about Chris Buckley

IMAGES

essay on bullying
Speech About Bullying
😱 Effects of bullying essay. Bullying and Its Effects, How to Recognize
Business paper: Bullying essay
On Stop Bullying Free Essay Example
Bullying Essay

VIDEO

Short Essay On Bullying a Student
NEWS ANALYSIS 04-25-24: Bullying in Schools: who is to be blamed?
Cyber Bullying Essay In English
Essay Boyca
Share your Truth. #newpodcast #vulnerability #bullying #videopodcast #womenover50 #essay #mother
Is Bullying Good or Bad?

COMMENTS

Bullying Essay ⇒ Sample with Analysis and Topic Examples
Each part is followed by a short analysis of that part. Bullying Essay Example (with commentaries) Topic: The Three Major Effects of Bullying in Schools. Type: Informative Essay. Introduction. Bullying in schools has remained constant from decade to decade. Bullying is terrible for children in schools and can have various detrimental effects.
Bullying in schools: the state of knowledge and effective interventions
In a recent meta-analysis on bullying and cyberbullying prevalence across contexts (Modecki et al., Citation 2014) with an overall sample of 335,519 youth (12-18 years), the authors estimated a mean prevalence of 35% for traditional bullying (both perpetration and victimisation roles) and 15% for cyberbullying involvement.
Analytical Essay: The Reasons for Bullying
This is one of the solutions for bullying. One main cause of bullying is for bullies to try and make themselves look big in front of other people. They think that if they pick on somebody smaller and weaker than them, then they will look bigger and stronger by comparison. Bullies usually do this for popularity, even though people usually fear ...
Full article: Understanding bullying from young people's perspectives
Introduction. With its negative consequences for wellbeing, bullying is a major public health concern affecting the lives of many children and adolescents (Holt et al. 2014; Liu et al. 2014 ). Bullying can take many different forms and include aggressive behaviours that are physical, verbal or psychological in nature (Wang, Iannotti, and Nansel ...
Bullying at school and mental health problems among adolescents: a
Bullying involves repeated hurtful actions between peers where an imbalance of power exists [].Arseneault et al. [] conducted a review of the mental health consequences of bullying for children and adolescents and found that bullying is associated with severe symptoms of mental health problems, including self-harm and suicidality.Bullying was shown to have detrimental effects that persist into ...
Bullying Widespread: A Critical Analysis of Research and Public
Results, based on a grounded theory analysis of 22 anti-bullying books, reveal that the texts generally decoupled bullying from power relations based on sexuality, overlooking homophobia and ...
Preventing Bullying: Consequences, Prevention, and Intervention
Bullying is considered to be a significant public health problem with both short- and long-term physical and social-emotional consequences for youth. A large body of research indicates that youth who have been bullied are at increased risk of subsequent mental, emotional, health, and behavioral problems, especially internalizing problems, such as low self-esteem, depression, anxiety, and ...
Bullying: What We Know Based On 40 Years of Research
WASHINGTON — A special issue of American Psychologist® provides a comprehensive review of over 40 years of research on bullying among school age youth, documenting the current understanding of the complexity of the issue and suggesting directions for future research. "The lore of bullies has long permeated literature and popular culture.
Conclusion: Implications and Addressing School Bullying and ...
We then discuss the implications of inequality for commonly practiced school safety and anti-bullying policies such as zero-tolerance and social control, Schoolwide Positive Behavioral Interventions and Supports programs (SWBIS), communal schools, Olweus bullying prevention, and restorative justice programs. We then highlight the importance of ...
An Analysis of Bullying Among Students Within Schools: Estimating the
An Analysis of Bullying Among Students Within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate Brian P. Gendron Department of Psychology, University of California at Riverside, Riverside, California, USA Correspondence [email protected]
Bullying: Description and Analysis of the Phenomenon.
Solberg & Olweus (2003) on the prevalence of the phenomenon in Norway shows that the. percentage of students involved in episodes of bullying comes to 18.2% of the population. studied: 10.1% are ...
154 Bullying Topics & Bullying Essay Examples
Table of Contents. 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!
Identifying and Addressing Bullying
Bullying is a significant and pervasive yet preventable public health problem with detrimental consequences for children's physical and mental well-being. Bullying is a repeated and deliberate pattern of aggressive or hurtful behavior targeting individuals perceived as less powerful.[1] The CDC's formal and somewhat unwieldy definition is "any unwanted aggressive behavior by another youth or ...
How to Stop Bullying: Exploring The Causes, Effects, and Strategies
Introduction. Bullying is a pervasive issue that affects individuals across all ages and demographics. It refers to the repeated aggressive behavior towards someone with the intention to cause harm, eTher physically or emotionally. Addressing bullying is of utmost importance as it can have severe and long-lasting effects on the victims.
School Bullying: Case Analysis
School Bullying: Case Analysis Essay Exclusively available on IvyPanda Available only on IvyPanda Bullying is an act where the perpetrator intentionally wants to case harm to others using verbal pestering, physical violence and other more devious methods to intimidate and influence some people.
The causes of bullying: results from the National Survey of School
Introduction. The term bullying refers to a specific form of aggressive and violent behavior among peers in the school context. It is characterized by three criteria: intentionality, repeatability and imbalance of power ().Given the emphasis of this definition, school bullying are acts that repeat over time and involve a desire to harm colleagues or expose them to negative situations, while ...
Bullying In Schools: Causes, Effects, And Solutions: [Essay Example
Published: Dec 16, 2021. It is common to see bullying happen in the high school age group. Many teenagers often believe they can get away with bullying due to their lack of consequences or unclear consequences. Due to the advancement of technology, kids now have another source of bullying; social media. Children are no longer able to escape the ...
Bullying and Suicidal Ideation and Behaviors: A Meta-Analysis
Consistent with 2 previous review articles 10,11 and 1 meta-analysis, 12 the current meta-analysis indicates that bullying involvement is associated with an increased risk for suicidality, and being a bully-victim is associated with greatest risk. The results of this meta-analysis also provide the first combined results for the association ...
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 ...
Bullying Free Essay Examples And Topic Ideas
Free essay examples about Bullying ️ Proficient writing team ️ High-quality of every essay ️ Largest database of free samples on PapersOwl. Writing Service; ... Common acts of bullying in A Raisin In The Sun literary analysis essay include teasing, insults, name-calling, provoking, threats, taunting, and it can get physical by beating or ...
Essay on Bullying, Perspectives, and Solutions
Essay on Bullying, Perspectives, and Solutions. Bullying is an aggressive behaviour primarily identified among teenagers that involves maltreating and harassing the less privileged in schools and the community. Bullying has a long-lasting effect on the bully and the bullied individual and is a repeated and prolonged infliction of pain.
Understanding Cause and Effect of Bullying in Adolescence: [Essay
This research assignment is for the analysis and expansion in understanding cause and effect of Bullying in adolescence, and how this topic relates to the many stages of development. It is critical for the further understanding of what effects and problems bullying may present in a biosocial analysis. Bullying in middle-aged adolescence can ...
Essay on Bullying in Schools
Published: 2021/11/05. Number of words: 1829. 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.
Appendix A: Detailed charts
ABOUT PEW RESEARCH CENTER Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world.It conducts public opinion polling, demographic research, media content analysis and other empirical social science research.
Xi Visits Europe, Seeking Strategic Opportunity
The Chinese leader has carefully chosen three countries — France, Serbia and Hungary — that to varying degrees embrace Beijing's push for a new global order.

Creative samples from the experts

Analytical Essay: The Reasons for Bullying

Follow Us on Social Media

Get more free essays

Send via email

Contributors Bio

Find more useful services for students

Bullying at school and mental health problems among adolescents: a repeated cross-sectional study

Conclusions

Introduction

Participants

Study outcome

Primary exposure

Statistical analyses

Prevalence of bullying at school and mental health problems

Associations between bullying at school and mental health problems

Strengths and limitations

Availability of data and materials

Code availability

Acknowledgements

Author information

Contributions

Corresponding author

Ethics declarations

Consent for publication

Additional information

Supplementary Information

Rights and permissions

About this article

Share this article

Child and Adolescent Psychiatry and Mental Health

Conclusion: Implications and Addressing School Bullying and Inequality

Cite this chapter

Access this chapter

Author information

Rights and permissions

Copyright information

About this chapter

Download citation

Share this chapter

School Bullying: Case Analysis Essay

Bullying Essay for Students and Children

Types of bullying :

Prevention strategies:

Anti-bullying laws :

Conclusion:

Customize your course in 30 seconds

Leave a Reply Cancel reply

Download the App

Bullying - Essay Samples And Topic Ideas For Free

How Cyberbullying Impact on Mental Health

Cyberbullying Vs. Traditional Bullying

Combating Gun Violence

Cyberbullying – how to Protect yourself

What Makes Cyberbullying Dangerous?

Problems Nurses Face

Cyberbullying Among Teens

What are the Causes of Cyber Bullying?

Growing Problem of School Violence

Cyberbullying: the New Abuse of the Modern World

The Dangers of Cyberbullying

Educational Journey

Cyberbullying: Exploring Components of Offending in the Lens of the Social Learning Theory

Cyberbullying is a Serious Cause for Concern

A Discussion on the Effects of Cyberbullying Among the Youth in Namibia

Racism and Racial Bullying

Homeschooling Vs Public School

The Effects of Bullying and Cyber Bullying

How is Cyberbullying Affecting Students of all Ages?

What is Cyberbullying?

Cyberbullying – Growing Problem

Positive Effects of Peer Pressure

Cyberbullying: what Can you Do?

The Effects of Bullying and Cyberbullying

Cyberbullying is a Serious Problem

Cyberbullying Laws

What are the Causes and Effects of Suicide?

How Protecting Oneself from Cyberbullying

Cyberbullying and Business

The Internet has Changed Bullying