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Reach out for Help
If you experiencing feelings of hopelessness, don’t wait another moment. Contact one of these organizations for support:
The National Suicide Prevention Lifeline – (1-800-273-8255)
The Trevor Project– (1-866-488-7386)
Jed Foundation – (1-800-273-8255) or Text “START” to 741-741
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Bullying by the Numbers
Rates of Traditional Bullying
20% of U.S. students in grades 6-12 report experiencing bullying during the school year.
30% of U.S. youth report that they have behaved as the aggressor in a bullying scenario.
70% of students and staff members report witnessing bullying in their school.
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Rates of Cyberbullying
15% of U.S. students in grades 9-12 report experiencing cyberbullying through texting, Instagram, Facebook, or other social media.
59% of parents reported talking to their children about internet safety after cyberbullying occurred.
34% of parents reported notifying their child’s school about cyberbullying.
Bullying Prevention
57% when Upstanders intervene or interrupt, the bullying behavior stops within 10 seconds.
25% bullying decreased by up to 25% when school-wide bullying prevention programs are implemented.
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Bullying Targeted at Minority Groups
60% of LGBTQ+ students report feeling unsafe at school because of their sexual orientation.
70% of LGBTQ+ students report experiencing being called names or threatened as a result of their sexual orientation.
42% of transgender/gender-nonconforming students report not being allowed to use their preferred pronouns at school.
63% of LGBTQ+ students report experiencing anti-LGBTQ+ policies at their school that discriminate against them based on gender identity or sexual orientation.
18% of LGBTQ+ students report having been taught negative classroom content regarding LGBTQ+ history or topics.
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When bystanders intervene, bullying stops within 10 seconds 57% of the time. Stop bullying on #Day1!
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Contents by Topic
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Introduction: What is Bullying?
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Cyberbullying on Anonymous Apps
The Harmful Effects of Bullying
How to Prevent and Interrupt Bullying
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What is Bullying?
Bullying is any intentional, unwanted, and harmful threat or action that includes a real or perceived imbalance of power; the action is repeated or has the potential to be repeated over time. A bullying scenario includes an individual or group– the aggressor(s) who aim(s) their actions at the target. Bystanders witness or hear about their bullying behavior but do nothing. Upstanders choose to interrupt and report the aggressor’s actions and reach out to the target for support. Cyberbullying is any threat or action in the digital world that is intentional, unwanted, and harmful; it has the potential to be repeated and may include a real or perceived power imbalance.
The 3 Types of Traditional Bullying
- Verbal bullying includes repeated teasing, name-calling, inappropriate comments (ex. slurs based on race/ethnicity or sexual orientation), repeated taunting, repeatedly threatening to cause harm.
- Social/relational bullying, sometimes referred to as relational bullying, involves hurting someone’s reputation or relationships. Social bullying includes: leaving someone out on purpose, telling other children not to be friends with someone, spreading rumors about someone, taking action to humiliate or embarrass someone else in public
- Physical bullying involves hurting a person’s body or possessions. Physical bullying includes hitting, kicking, pinching, spitting, tripping/pushing, taking or breaking someone’s things, making cruel or rude hand gestures.
Cyberbullying
- Cyberbullying – any unwanted and harmful online behavior through forms of online communication or texting that may include a real or perceived threat or imbalance of power; the behavior is repeated or has the potential to be repeated over time.
According to the Pew Research Center, 42% of American teens surveyed reported experiencing offensive name-calling while online or on their cell phones. Other prevalent forms of cyberbullying include the spreading of false rumors (32%); receiving explicit images they didn’t ask for (25%); constant asking of who they are, what they’re doing, and who they’re with by someone other than a parent (21%); physical threats (16%) and having explicit images shared without their consent (7%).
Cyberbullying is more common than you might think and is more likely to take place among students who attend school together.
According to a Pew Research study from 2018, a majority of teens (59%) have experienced cyberbullying at some point. The aggressors are not simply “internet trolls” who target strangers. Instead, cyberbullying is more likely to take place among students who attend schools that have a negative or aggressive school climate.
Cyberbullying is caused by many of the same social-emotional factors found among aggressors including increased levels of anger, depression, and impulsivity. These have been shown to predict a higher likelihood of both bullying and cyberbullying. The same can be said for students who report feeling a lack of empathy for their peers. Because roughly 20% of all bullying occurs on social-media, social-emotional education should focus on how students manage and express their emotions online.
Most parents respond proactively when they find out that their child is being cyberbullied; approximately 60% of parents spoke to their children about internet safety following a cyberbullying incident. Unfortunately, far fewer parents reported the cyberbullying incident to their child’s school. By reporting cyberbullying to school administrators, parents can help schools address the problem of cyberbullying for all students.
Recognizing the newly researched risk factors for cyberbullying can help parents and educators plan interventions. Studies suggest that internet addiction predicts the likelihood of cyberbullying aggression. The more time students spend on the internet, the more likely they are to engage in cyberbullying as a target or aggressor. Students who are currently attending virtual classes should be monitoring their time on devices and the internet. Additionally, a lack of control over personal information predicts cyberbullying victimization. Students who share too much personal information or leave themselves vulnerable to privacy attacks are more likely to be targeted by cyberbullying.
There are many other forms of cyberbullying that can cause harmful emotional effects. For example, outing/doxing is the malicious posting of private (sometimes explicit) information including personal messages, photos, or other private information. This is also known as revenge porn when it is done by a person’s ex-partner. It is often done anonymously. Another deceitful form of cyberbullying is trickery: the act of befriending someone online in order to gain their trust only to reveal secrets or other deeply personal information. The criminal act of cyberstalking may be accompanied by threats of physical harm, surveillance, and can include physical stalking.
Other forms of cyberbullying involve “taking over” someone’s identity. Recent trends include fraping or accessing someone’s accounts in order to ruin their reputation and masquerading under a fake account to cyberbully others. While not always malicious, posting inflammatory comments through trolling or flaming can be especially dangerous when done with the intent to harm.
According to Google data, searches for information on cyberbullying have increased over the past 15 years and it is an issue of greater concern during the school year. Young people who tend to instigate cyberbullying behavior are often involved in traditional in-person bullying, especially relational bullying. Studies of online and offline activities suggest there are similarities in behaviors between these contexts. Interventions should focus on the behavior of bullying. Much like traditional bullying, a lack of confidence in oneself, a desire for social control, and a need for retaliation increase the likelihood of cyberbullying. Finally, screen-time plays an important role in the chances of cyberbullying. Internet addiction is one key indicator, and having easy access and unmonitored time on social media can make individuals more likely to engage in cyberbullying.
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Cyberbullying on Anonymous Apps
Anonymous apps such as Whisper, Ask.FM, YOLO, LMK, Fess (and many more) may pose an increased risk of cyberbullying. Many anonymous apps are not formally associated with an individual’s identity.
The anonymity of these apps has the potential to lead to:
- Increased user language that expresses negative emotions related to sadness or anger;
- Increased user levels of aggressive or violent online behavior;
- A decrease in inhibition related to the sharing of private information;
- An increase in aggression levels toward other users.
When compared to a non-anonymous app like Twitter, researchers found that language used on the anonymous app Whisper was more likely to convey negative emotions related to sadness or anger. Anonymity has been shown by researchers to influence user behavior in both online and offline settings. When users are less constrained by social norms, researchers have found that they are more likely to engage in aggressive or violent behavior. Social psychologists have also found that the anonymous setting can cause users to lack inhibition related to sharing of information and potentially disclose more personal information.
Anonymity has been shown to be a predictor of online aggression. Acting anonymously online can lead to increased levels of aggression direct toward others within or outside of their community. Increased anonymity online has also lead to especially destructive cyberbullying practices such as revenge porn, or the malicious posting of private (sometimes explicit) material by an ex-partner attached to a person’s true identity. Young people should aim for prevention by using anonymous platforms cautiously if at all and always safeguard private information, photos, and videos.
Educators should consider how school policies can encourage students to come forward about their experiences with anonymous apps. In this case, the school may act as a liaison between students and their parents by making space for a conversation about students’ negative experiences with anonymous apps. By creating opportunities for students to share their negative experiences with anonymous apps, schools can support students’ ability to make safe choices in the digital world.
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Who Experiences Bullying?
In the United States, roughly 20% of middle and high school students reported experiencing traditional bullying while approximately 15% of U.S. high school students reported experiencing cyberbullying through texting, Instagram, Facebook, or other social media. Among teenagers, males and females experience similar levels of cyberbullying, however, females are more likely to have rumors spread about them or receive explicit images they did not request.
Overall rates of reported experiences with bullying were higher for female students compared to male students. When it comes to physical bullying, male students were more likely to report experiencing it, while female students were more likely to report being subjected to rumors through various forms of social/relational bullying. A higher percentage of students ages 12-18 in rural areas reported experiencing bullying at school compared to their peers in urban and suburban areas. Somewhat surprisingly, no measurable difference in rates of bullying has been found between public and private school settings. Of students ages 12-18, a hig
her percentage of Multi-Racial, Black students, and White students reported experiencing bullying at school compared to Latinx students and Asian, Pacific Islander students. A higher percentage of students in each grade from 6-8 reported experiencing bullying when compared to students in grades 9-12.
The truth is that bullying can happen to anyone and may often go unnoticed. In many cases, it can be extremely difficult to talk about and even harder to ask for help. Here are some important warning signs to look out for:
- Avoidance of social situations or friends who were once a normal part of a young person’s life;
- Unexplained injuries or bruises, efforts to hide injuries;
- Loss of interest in hobbies, activities, schoolwork, attending events;
- Increased feelings of self-pity, victimization, helplessness; sudden declines in self-confidence or self-esteem;
- Internet, social-media or mobile-device addiction;
- Increased illness, headaches, faking illness;
- Feelings of depression or anxiety related to attending school;
- Lost or broken personal items;
- Sudden changes in eating habits; skipping meals or binge eating;
- Sudden changes in sleeping habits; difficulty sleeping or avoidance of sleep.
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LGBTQIA+ Bullying
Before discussing LGBTQIA+ bullying, it’s important to understand some basic ideas about gender identity. In the U.S., sex is identified by medical factors at birth as male, female, or intersex. Being born intersex is naturally occurring and not uncommon (roughly 1-2%). The male and female genders are socially-constructed ideas and labels based on biological sex.
Gender identity, however, is how an individual chooses to express how they feel inside. Children develop a gender identity beginning around age 2 – 3 and for some, this identity may not match their biological sex identified at birth. An individual may feel like a masculine female or a feminine male. Individuals who feel that their gender identity generally matches their sex are considered cisgender. If an individual’s gender identity is different from their sex determined at birth, they may choose language, labels, and pronouns that feel right to them. Individuals may choose terms such as transgender/trans, trans*, trans male, trans female; gender non-conforming, gender variant, or gender fluid. Those who choose to identify as trans may be choosing to intentionally omit the term gender, therefore it is always best to use the language, labels, and pronouns chosen by the person with whom you are interacting.
If you are meeting someone 1-1 for the first time, you can say, “Hi, my name is _____ and I go by she/her/hers pronouns. How should I refer to you?”
Gender identity does not necessarily relate to sexual orientation, which is one’s chosen identity related to sex(es) or gender(s) that they are sexually or romantically attracted to.
LGBTQ+ bullying happens when an individual feels targeted-online or offline- as a result of their real or perceived identity related to their gender identity or sexual orientation. Individuals may feel targeted as a result of an array of factors related to identities including their clothing, mannerisms, or physical traits.
Research suggests that schools can be an especially hostile environment for LGBTQ+ students. Experiencing bullying as a result of gender identity or sexual orientation can make attending school an especially difficult experience and may harm academic engagement. This underlines the importance of creating school policies that address anti-LGBTQ+ bullying as well as more inclusive policies.
Schools should prioritize inclusivity and safety among their LGBTQ+ students. One way to do this is by providing safe spaces. According to a 2017 GLSEN report, only half of the LGBTQ+ students surveyed had access to a Gay-Straight Alliance or Gender & Sexuality Alliance (GSA) organization. These clubs, when facilitated by a trusted school staff member, can be a powerful force for improving the experience of all students.
Schools can use a curriculum that is inclusive of historical and modern LGBTQ+ issues and enact policies that increase inclusivity and avoid discriminating based on gender identity and sexual orientation. As more states begin to require LGBTQ+ content, school leaders should consider how they can teach historical narratives that reflect the lived experiences of this community. According to GLSEN, over 60% of LGBTQ+ students reported experiencing discriminatory policies while 18% report being taught some negative content about LGBTQ+ topics. Furthermore, the same survey reported that approximately 42% of transgender/gender-nonconforming students reported not being allowed to use their preferred pronouns.
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Religious Bullying
Religious bullying is similarly prevalent and just as dangerous as other forms of bullying. For many students, religion is an integral aspect of their cultural identity, which can make the effects of bullying even more harmful. Bullying that is related to a student’s individual identity has been shown to result in a deeper emotional impact. Religious bullying can result from any real or perceived difference in religious identity and is likely to include a power imbalance. Some research suggests that there are common factors between the trajectory of religious extremism and the effects of religious bullying. Simply put, students who experience bullying as a result of their religion may be more likely to feel angry, alienated, and threatened. These feelings may be compounded by existing perceptions or feelings of marginalization and systemic inequality.
Among students surveyed in a poll by cyberbullying.org, some religious communities may face a higher risk of bullying and cyberbullying. Of all students who reported being bullied as a result of their religion, Muslim, Hindu, Catholic, and Jewish students reported the highest rates of bullying and cyberbullying. Despite limited available research, religious bullying is becoming more prevalent. Over one-third of teachers surveyed reported seeing an increase in anti-Muslim sentiment since 2016. Other reports suggest an increase in anti-Muslim and anti-Sikh bullying due to a falsely perceived association with terrorism. One sample of Muslim students in California ages 11-18 found that 50% reported being called names because of their religion.
Regardless of type, religious bullying causes harm mainly because of its deep connection to identity. Nobody should have to hide their religious identity for fear of harassment. Schools, therefore, can promote religious acceptance by educating their students. By encouraging understanding and celebration of all global religions, schools can be an inclusive environment in which all students feel proud of their religious identity.
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The Harmful Effects of Bullying
Bullying is a serious educational issue and a matter of public health and safety. It creates a climate of fear and panic within schools, on playgrounds, and throughout neighborhoods – and in today’s digital age, bullying is carried out after school hours over the Internet.
Children, adolescents, and adults harmed by bullying often suffer from a wide range of psychological and school-related problems, including anxiety, depression, low self-esteem, suicidal ideation, chronic lateness and absences, and difficulty concentrating.
Some potential harmful effects of bullying include:
- Social anxiety or generalized anxiety;
- Physical or emotional trauma;
- Difficulty sleeping;
- Poor attendance at school; lapses in school attendance
- Feelings of disempowerment or alienation on social-media or while using digital devices;
- Physical pain, illness, headaches;
- Feelings of depression or anxiety related to attending school; difficulty completing schoolwork;
- Lost or broken personal items;
- Serious body image issues; eating disorders;
- Sudden changes in eating habits; skipping meals or binge eating;
- Thoughts, ideations, or behaviors related to self-harm or suicide.
Bullying can often have painful physical and emotional effects such as emotional distress including depression and anxiety; increased risk of substance use/abuse; loss of interest in school; increased likelihood of missing school or dropping out of school; worsened academic performance; increased risk of self-harm or suicide.
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How To Prevent and Interrupt Bullying
School administrators, staff, educators, parents, and community members can help prevent bullying by discussing it in classes, building a safe school environment, and by creating a bullying prevention strategy in their commun
ity. The #Day1 Campaign is an effective, immediate and free way to reduce bullying, harassment, and humiliation.
Bullying can also be prevented through legislation, including the proposed Tyler Clementi Higher Education Anti-Harassment Act that will grant protections from online and offline bullying for college students.
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References
- National Center for Education Statistics and Bureau of Justice Statistics, School Crime Supplement, 2017.
- Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382.
- Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System, 2013
- Hawkins, D. L., Pepler, D., and Craig, W. M. (2001). Peer interventions in playground bullying. Social Development, 10, 512-527.
- Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. (2012). The 2011 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN.
- StopBullying.Gov
Sources
- https://d3n8a8pro7vhmx.cloudfront.net/themes/51172dcc1ad07a63d6000002/attachments/original/1361410358/BullyingToday.pdf?1361410358
- http://ojp.gov/newsroom/factsheets/ojpfs_bullying.html
- https://www.psychologytoday.com/basics/bullying
- http://www.pacer.org/bullying/about/media-kit/stats.asp
- https://www.stopbullying.gov/bullying/what-is-bullying