essay about bullying in the school

Essay on Bullying in Schools

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

Types of Bullying in Schools

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

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

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

Measures to Control Bullying

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

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

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

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

Effects of School Bullying 

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

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

Causes of Bullying

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

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

Works Cited

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

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

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

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

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

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The Broad Impact of School Bullying, and What Must Be Done

Major interventions are required to make schools safe learning environments..

Posted May 2, 2021 | Reviewed by Hara Estroff Marano

• How to Handle Bullying
• Find a therapist to support kids or teens
• At least one in five kids is bullied, and a significant percentage are bullies. Both are negatively affected, as are bystanders.
• Bullying is an epidemic that is not showing signs of improvement.
• Evidence-based bullying prevention programs can be effective, but school adoption is inconsistent.

According to the U.S. federal government website StopBullying.gov :

There is no federal law that specifically applies to bullying . In some cases, when bullying is based on race or ethnicity , color, national origin, sex, disability, or religion, bullying overlaps with harassment and schools are legally obligated to address it.

The National Bullying Prevention Center reports data suggesting that one in five children have been bullied. There are many risk factors for being targeted, including being seen as weak, being different from peers including being LGBT or having learning differences or visible disabilities, being depressed or anxious, and having few friends. It's hard to measure how many engage in bullying, but estimates range from one in twenty, to much higher .

The American Association of University Women reports that in grades 7-12, 48 percent of students (56 percent of girls and 40 percent of boys) are sexually harassed. In college, rates of sexual harassment rise to 66 percent. Eleven percent are raped or sexually assaulted.

Silence facilitates traumatization

Only 20 percent of attacked young women report sexual assault . And 89 percent of undergraduate schools report zero sexual harassment. This means that children, adolescents, young adults and their friends are at high risk for being victimized. It means that many kids know what is happening, and don't do anything.

This may be from fear of retaliation and socialization into a trauma-permissive culture, and it may be from lack of proper education and training. Institutional betrayal , when organizations fail to uphold their promises and responsibilities, adds to the problem.

In some states such as New York, laws like “ the Dignity for All Students Act ” (DASA) apply only to public schools. Private, religious, and denominational schools are not included, leaving 20 percent of students in NYC and 10 percent throughout the state unprotected. Research shows that over the last decade, bullying in U.S. high schools has held steady around 20 percent, and 15 percent for cyberbullying.

The impact of bullying

While there is much research on how bullying affects mental health, social function, and academics, the results are scattered across dozens of papers. A recent paper in the Journal of School Violence (Halliday et al., 2021) presents a needed systematic literature review on bullying’s impact in children aged 10-18.

1. Psychological: Being a victim of bullying was associated with increased depression , anxiety , and psychosis . Victims of bullying reported more suicidal thinking and engaged in greater self-harming behaviors. They were more likely to experience social anxiety , body-image issues, and negative conduct. Simultaneous cyberbullying and conventional bullying were associated with more severe depression.

2. Social: Bullying victims reported greater problems in relationships with family, friends and in day-to-day social interactions. They reported they enjoyed time with family and friends less, felt they were being treated unfairly more easily, and liked less where they lived. Victimized children were less popular and likeable, and experienced more social rejection. They tended to be friends with other victims, potentially heightening problems while also providing social support.

3. Academic achievement: Victimized kids on average had lower grades. Over time, they did worse especially in math. They tended to be more proficient readers, perhaps as a result of turning to books for comfort in isolation (something people with a history of being bullied commonly report in therapy ).

4. School attitudes: Bullied children and adolescents were less engaged in education, had poorer attendance, felt less belonging, and felt more negatively about school.

5. What happens with age? Researchers studied adult psychiatric outcomes of bullying, looking at both victims and bullies, reported in the Journal of the American Medical Association (JAMA) Psychiatry (Copeland et al., 2013). After controlling for other childhood hardships, researchers found that young adults experience increased rates of agoraphobia (fear of leaving the house), generalized anxiety, panic disorder, and increased depression risk. Men had higher suicide risk.

The impact of bullying does not stop in early adulthood. Research in the Journals of Gerontology (Hu, 2021) found that people over the age of 60 who were bullied as children had more severe depression and had lower life satisfaction.

6. Bullying and the brain: Work reported in Frontiers in Psychiatry (Muetzel et al., 2019) found that victims of bullying had thickening of the fusiform gyrus, an area of the cerebral cortex involved with facial recognition, and sensing emotions from facial expressions. 1 For those with posttraumatic stress disorder, brain changes may be extensive.

7. Bystanders are affected: Research also shows that bystanders have higher rates of anxiety and depression (Midgett et al., 2019). The problem is magnified for bystanders who are also victims. It is likely that taking appropriate action is protective.

Given that victims of bullying are at risk for posttraumatic stress disorder ( PTSD ; Idsoe et al., 2012), it’s important to understand that many of the reported psychiatric findings may be better explained by PTSD than as a handful of overlapping but separate diagnoses. Trauma often goes unrecognized.

What can be done?

The psychosocial and academic costs of unmitigated bullying are astronomical, to say nothing of the considerable economic cost. Change is needed, but resistance to change, as with racism, gender bias, and other forms of discrimination , is built into how we see things.

Legislation: There is no federal antibullying legislation, and state laws may be weak and inconsistently applied. Given that bullying rates are no longer falling, it’s important for lawmakers and advocates to seek immediate changes.

Bullying prevention: Schools can adopt antibullying programs, though they are not universally effective and sometimes may backfire. Overall, however, research in JAMA Pediatrics (Fraguas et al., 2021) shows that antibullying programs reduce bullying, improve mental health outcomes, and stay effective over time. 2

Trauma-informed education creates an environment in which all participants are aware of the impact of childhood trauma and the need for specific modifications given how trauma is common among children and how it affects development.

According to the National Child Traumatic Stress Network (NCTSN):

"The primary mission of schools is to support students in educational achievement. To reach this goal, children must feel safe, supported, and ready to learn. Children exposed to violence and trauma may not feel safe or ready to learn. Not only are individual children affected by traumatic experiences, but other students, the adults on campus, and the school community can be impacted by interacting or working with a child who has experienced trauma. Thus, as schools maintain their critical focus on education and achievement, they must also acknowledge that mental health and wellness are innately connected to students’ success in the classroom and to a thriving school environment."

Parenting makes a difference. Certain parenting styles may set kids up for emotional abuse in relationships , while others may be protective. A 2019 study reported in Frontiers in Public Health (Plexousakis et al.) found that children with anxious, overprotective mothers were more likely to be victims.

Those with cold or detached mothers were more likely to become bullies. Overprotective fathering was associated with worse PTSD symptoms, likely by getting in the way of socialization. The children of overprotective fathers were also more likely to be aggressive.

Quality parental bonding, however, appeared to help protect children from PTSD symptoms. A healthy home environment is essential both for helping victims of bullying and preventing bullying in at-risk children.

Parents who recognize the need to learn more positive approaches can help buffer again the all-too-common cycle of passing trauma from generation to generation, building resilience and nurturing secure attachment to enjoy better family experiences and equip children to thrive.

State-by-state legislation

Bullying prevention programs (the KiVA program is also notable)

Measuring Bullying Victimization, Perpetration and Bystander Experiences , Centers for Disease Control

Trauma-informed teaching

US Government Stop Bullying

1. Such differences could both result from being bullied (e.g. needing to scan faces for threat) and could also make being bullied more likely (e.g. misreading social cues leading to increased risk of being targeted).

2. Such programs focus on reducing negative messaging in order to keep stakeholders engaged, monitor and respond quickly to bullying, involve students in bullying prevention and detection in positive ways (e.g. being an “upstander” instead of a bystander), monitor more closely for bullying when the risk is higher (e.g. after anti-bullying trainings), respond fairly with the understanding that bullies often have problems of their own and need help, involved parents and teachers in anti-bullying education, and devote specific resources for anti-bullying.

Sarah Halliday, Tess Gregory, Amanda Taylor, Christianna Digenis & Deborah Turnbull (2021): The Impact of Bullying Victimization in Early Adolescence on Subsequent Psychosocial and Academic Outcomes across the Adolescent Period: A Systematic Review, Journal of School Violence, DOI: 10.1080/15388220.2021.1913598

Copeland WE, Wolke D, Angold A, Costello EJ. Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA Psychiatry. 2013;70(4):419–426. doi:10.1001/jamapsychiatry.2013.504

Bo Hu, PhD, Is Bullying Victimization in Childhood Associated With Mental Health in Old Age, The Journals of Gerontology: Series B, Volume 76, Issue 1, January 2021, Pages 161–172, https://doi.org/10.1093/geronb/gbz115

Muetzel RL, Mulder RH, Lamballais S, Cortes Hidalgo AP, Jansen P, Güroğlu B, Vernooiji MW, Hillegers M, White T, El Marroun H and Tiemeier H (2019) Frequent Bullying Involvement and Brain Morphology in Children. Front. Psychiatry 10:696. doi: 10.3389/fpsyt.2019.00696

Midgett, A., Doumas, D.M. Witnessing Bullying at School: The Association Between Being a Bystander and Anxiety and Depressive Symptoms. School Mental Health 11, 454–463 (2019). https://doi.org/10.1007/s12310-019-09312-6

Idsoe, T., Dyregrov, A. & Idsoe, E.C. Bullying and PTSD Symptoms. J Abnorm Child Psychol 40, 901–911 (2012). https://doi.org/10.1007/s10802-012-9620-0

Fraguas D, Díaz-Caneja CM, Ayora M, Durán-Cutilla M, Abregú-Crespo R, Ezquiaga-Bravo I, Martín-Babarro J, Arango C. Assessment of School Anti-Bullying Interventions: A Meta-analysis of Randomized Clinical Trials. JAMA Pediatr. 2021 Jan 1;175(1):44-55. doi: 10.1001/jamapediatrics.2020.3541. PMID: 33136156; PMCID: PMC7607493.

Plexousakis SS, Kourkoutas E, Giovazolias T, Chatira K and Nikolopoulos D (2019) School Bullying and Post-traumatic Stress Disorder Symptoms: The Role of Parental Bonding. Front. Public Health 7:75. doi: 10.3389/fpubh.2019.00075

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Bullying Essay for Students and Children

500+ words essay on bullying.

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

Types of bullying :

There can be various types of bullying, like:

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

Read Essay on Cyber Bullying

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

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

Prevention strategies:

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

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

Anti-bullying laws :

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

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

Conclusion:

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

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Home ➔ Free Essay Examples ➔ Bullying Essay

Bullying Essay – Writing Guide

A bullying essay is a piece of writing that explores the issue of bullying, its causes, effects, and possible solutions. Bullying is a widespread problem that affects people of all ages, genders, and backgrounds. It is a form of aggressive behavior that can be physical, verbal, or psychological, and is often repeated over time. Bullying can significantly impact the mental and emotional well-being of those affected, leading to anxiety, depression, low self-esteem, and even suicide.

A bullying essay is an assignment that students can be required to write at all education levels. The problem of bullying is pervasive in schools and has many facets that must be addressed with equal consideration. That’s why there are many things you can write about in your essay on bullying. Read on to see a short essay example on this topic with a few comments and some topics you can use as examples for this assignment.

The bullying paper example below is divided into three core elements: introduction, body, and conclusion. 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. According to the Centers for Disease Control and the Department of Education, bullying comprises three core elements: unwanted aggressive behavior, observed or perceived power imbalance, and repetition or high likelihood of repetition. It is alarming that almost 20% of students aged 12 to 18 experience bullying nationwide. School bullying can adversely affect kids, including health conditions, learning problems, low self-esteem, and mental health issues.

Introduction analysis:

The introduction oof this essay provides background information on bullying. Then, the writer uses statistics from credible sources as an attention hook, which is one of the good ways to start an essay. And it ends with a thesis statement that states the three main aspects that will be discussed in the essay. However, it lacks a proper transition between the hook and the thesis statement.

Body paragraphs

The first and one of the major negative effects of bullying in school is its ability to wreak havoc on a child’s health and well-being. Aside from physical injuries which may result from physical shoving or pushing, bullying can cause headaches, trouble sleeping, and stomach aches. The mind and body are connected; hence, any stressor to a child’s well-being can manifest as physical symptoms. Bullying may also aggravate pre-existing health conditions like skin, heart, and gastrointestinal diseases. The negative impact on a child’s health is one of the more obvious adverse effects of school bullying.

In addition to affecting the child’s physical health, bullying can cause learning struggles and delays in development. The academic impact on the child experiencing bullying can be overwhelming. Often, one of the first indicators that a child may be experiencing bullying is a sudden decline in grades or poor academic performance. Sometimes, kids are so caught up with how bullying makes them feel that they forget to study, don’t do their homework, or have difficulty paying attention in class and digesting the study material. Bullied children often make excuses to skip school, pretend to be sick, or lie to their parents about attending classes. Overall, the academic impact of bullying is one of the worst ones that must be considered when tackling the problem.

To make matters worse, besides negative physical health outcomes and unsatisfactory grades or a decline in academic achievement, kids who experience bullying in schools also suffer from poor self-esteem and mental health effects. For example, bullied kids tend to experience negative emotions such as social isolation, anger, loneliness, and more. In some cases with high school students, these negative emotions can lead to the misuse of drugs or alcohol. Bullying causes kids to feel poorly about themselves, increasing their risk for depression, anxiety, self-harm, or suicide. These effects can be short-term or long-lasting, even when bullying has ended.

Body analysis:

The body of the essay discusses the three main negative consequences of bullying mentioned in the thesis statement of this bullying essay. Each of these points is elaborated on with specific examples. The language used is clear and easy to understand. However, the essay does not flow smoothly from one point to the next and feels somewhat choppy as a result.

School bullying can have significant and detrimental negative effects on kids, including adverse health outcomes, inadequate academic performance, and mental struggles. Kids who are bullied are more likely to experience a manifestation of health conditions, which may become chronic. Bullying causes kids to be less likely to perform well academically and may cause them to skip class, thereby impacting their learning. Lastly, bullying causes kids to experience unhealthy emotions and poor self-esteem. Bullying is a chronic problem that we must continue to address in schools everywhere.

Conclusion analysis:

The essay’s conclusion restates the three main points of the body and reaffirms that bullying is a serious problem with far-reaching consequences. But, it feels somewhat abrupt and could be further developed at the very end, even though it is an informative piece.

97 Bullying Essay Examples – Here’s a PDF file with more examples of papers about bullying (by various authors). They vary in size and quality, so make sure to analyze them thoroughly.

What to Write About (Topics)

Below, you will find various ideas you can use to write an essay on bullying. The topics are divided by essay type as it will affect how you write and what you write about.

Expository essay : You can educate or inform your audience about bullying or define bullying from your unique perspective. Here are a few topic examples:

• Bullying in Primary and Secondary Schools
• How to Stand up to a Bully Effectively
• What Role Bystanders Play in Bullying Situations
• How to Support Someone Who is Being Bullied
• The Legal Repercussions of Bullying
• Existing Policies and Laws That Fight Bullying
• Best Ways to Handle Bullying for Educators
• How to Overcome the Consequences of Bullying
• Examples of Effective and Ineffective Anti-bullying Programs in Educational Institutions

Classification essay : You can explore and describe the types and subtypes of bullying. For example:

• Bullying in schools
• Workplace bullying
• Cyberbullying
• Bullying of children
• Bullying of teenagers
• Bullying of adults
• Verbal bullying
• Physical bullying
• Emotional bullying
• Racial bullying
• Religious bullying
• Cultural bullying
• Fat shaming

Problem-solution essay : You can explore and describe the possible solutions to bullying. Here are some topic examples for this bullying essay type:

• How schools can effectively address bullying
• The role of parents in preventing bullying
• How we can change the culture of bullying
• How we can support a bullying victim
• How to create a more positive school climate to prevent bullying

Cause and effect essay : You can explore and describe the effects of bullying or the causes that lead to bullying. Below are several topic samples:

• How bullying leads to school violence
• How bullying can lead students to suicidal thoughts
• The long-term effects of being bullied
• How bullying affects the academic performance of students
• The psychological consequences of bullying

Persuasive essay : You can try to take a stance on bullying and persuade the readers to take action. Such a bullying essay could be written on the following topics:

• School shootings: why do school shootings happen, and how can we prevent them?
• Repeated verbal abuse: how does repeated verbal abuse affect bullying victims, and what can be done to stop it?
• Family members: should family members be held responsible for bullying?
• Bystanders: what role do bystanders play in bullying, and how can we encourage them to take action?
• Social media: how does social media contribute to bullying, and what can be done to stop it?

Argumentative essay : You can argue your point of view on bullying or any of its aspects in an argumentative paper. Topic examples:

• What causes people to bully others?
• Can we end school bullying for sure?
• Should people who bully others be punished?
• Is there a difference between boys and girls who bully?
• Is there a link between bullying and poor mental health?

Narrative essay : You can tell your personal story related to bullying (if you have one) or a story of someone you know. Topic examples might include the following:

• How I studied bullying behavior for my project
• How spreading rumors ruined my middle-school life
• How other countries I have been to deal with school bullying
• Why I changed schools five times and don’t have many friends
• How it can get to you even through text messages

Bullying is a serious and growing problem affecting individuals, their families, and communities. It is a complex subject to broach and talk about because it provides little comfort to parents, but it should be discussed to implement strategies to mitigate bullying and its effects. And while it is true that some young people will likely “grow out of” being bullied, it’s also true that some never stop being bullied.

In conclusion, this essay guide on bullying has provided a comprehensive overview of the issue and its impact on individuals. It is a problem that affects individuals of all ages, backgrounds, and walks of life. By working together and taking action, we can help create a world where everyone feels safe, valued, and respected, and where bullying has no place. If you are writing an essay on this topic, this guide can serve as a valuable resource to help you better understand the issue and develop practical solutions to address it. Remember, if you or someone you know is being bullied, speaking out and seeking help is important.

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School Bullying: Causes and Effects

Bullying has become one of the most urgent problems in modern society. It comes from different sources and affects victims’ psychological state and quality of life. In this essay, we analyze the causes of bullying in school, its effects on victims, and mitigation measures that should be taken.

Cause and Effect of Bullying: Essay Introduction

Cause of bullying in school, bullying causes and effects: mitigation measures, works cited.

Bullying is one of the main challenges children face at school. It is a global problem that is currently affecting many youth. The rate at which bullying cases are reported causes many worries to parents. The issue is severe to the extent that many children have learned to live with it, and some have created the notion that bullying is part of their life in the early years of their development. Several cases, especially in the United States and Japan, have been reported about children’s humiliation, mistreatment, physical attacks, and even rape cases of young female learners.

The effects of bullying on a child can be very traumatizing if not carefully addressed. These effects sometimes are long-lasting and can provoke the victim to take dangerous measures to forget the incidents. According to Rigby (64), bullying experiences can cost the lives of the victims if not prevented in time. In New York, it is reported that a young immigrant killed herself due to excessive bullying. This researcher argues that it is high time for the issue of bullying in schools to be addressed. The notion that bullying is a rite of passage should be eliminated. This research paper aims to explore the causes, effects, and possible solutions to bullying in schools.

According to Olweus (34), many reasons lead to bullying in schools. One of the main causes is the cultural factor. This includes race and ethnicity. A child may be a bully or a victim if he or she comes from a majority or minority race, respectively. Another cause of bullying in schools is the nature of life a child is exposed to. In many families in developed countries, children can comfortably watch TV even in their bedrooms. Instead of studying, such children spend their time playing computer games. Their games make them bullies because they see others practice the same.

According to Tattumand Lane (27), high expectations of parents of their children contribute to bullying. The reason is that a child will spend much time studying to perform well and meet the parents’ expectations. Failure to achieve the target may develop stress in a child, and they will express anger through shouting or bullying fellow learners. Another cause of bullying in schools emanates from the family’s social status. A child from a humble background will always have some pressurizing needs that are not met. This child will always want to express this frustration to fellow learners, especially those from stable families, by bullying them.

The effects of bullying, as mentioned above, can be very traumatizing. Victims of bullying may opt to drop out of school because of the trauma they experience. Others may develop irresponsible behavior that involves missing classes on most occasions. School irregularities among the learners result in poor performance. Bullying leads to stress among the victims. This, in turn, results in poor communication with these children. McGrath (44) argues that, in some cases, excessive bullying can lead to victims committing suicide to escape from painful experiences and memories.

Some of the effects are short-term, but if not well addressed, they can result in serious complications. The victims may have bed-wetting problems, unexplained worries, and digestive problems because of the fear instilled in them. Some victims with the intention of hitting back may develop very destructive behavior. Other victims may end up engaging in drug abuse to make them forget their painful experiences. Bullying affects the normal development of victims and makes them have low self-esteem (Dupper 62). 

Mitigating bullying in schools is not a one-person battle. Since it is a global issue, it calls for a collaborative and participatory approach to addressing the problem. Teachers, parents, and policymakers have a significant role in curbing this bad behavior in schools. Teachers spend much of their time with the learners and, therefore, can easily control their behavior while in school. They should be tough and keen to identify the bullies and expel or suspend them from school to avoid spreading such behaviors among other learners. School administrators should seriously punish the physically strong learners who take advantage of the weak ones by mistreating them. The administration should not tolerate any sign of bullying within the school (Tattum&Lane 53). 

Parents should also be strict with their children and avoid anything that may turn them into bullies. Watching TV and playing computer games must be regulated at home. The child should be seriously punished if he or she shows some bullying behavior while at home. The government also has an essential role in curbing this vice. Policymakers must enact policies that address bullying in schools. These policies should be implemented and strictly adhered to, and whoever violates them should face the law irrespective of age. All the stakeholders, including the humanitarian non-governmental organizations, must join hands to curb this vice in society. Through this collaborative approach, success will be achieved.

Dupper, David. School Bullying: New Perspectives on a Growing Problem . New York: Oxford University Press, 2013. Print.

McGrath, Mary. School Bullying: Tools for Avoiding Harm and Liability . Thousand Oaks, Calif: Corwin Press, 2007. Print.

Olweus, Dan. Bullying at School: What We Know and What We Can Do . Oxford, UK: Blackwell, 1993. Print.

Rigby, Ken. Bullying in Schools and What to Do About It . Melbourne, Vic: ACER, 2007. Print.

Tattum, Delwyn, and David Lane. Bullying in Schools . Stoke-on-Trent: Trentham, 1988. Print.

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Bullying: Problems and Solutions, Essay Example

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In recent years bullying has received greater attention in America’s schools, though the issue of bullying is hardly a new one. While many people might consider bullying to be a matter involving physical intimidation and even physical violence, the range of behaviors that comprise bullying are much broader, and include psychological as well as physical intimidation and actions. According to Long and Alexander (2010), bullying “has been defined as hostile actions, recurring over time that is deliberately destructive and occurs without provocation.” Long and Alexander go on to describe bullying as “a subtype of violent behavior,” driving home the point that the emotional impact of bullying is a form of violence even if no actual physical contact is involved. Bullying behaviors are not restricted to schools; they’re also found ion homes and other social settings, and even in the workplace among adults. From a statistical standpoint, however, bullying is especially pervasive among students of middle-school age (Long & Alexander), and as such it is of significant concern to administrators, teachers, and parents. The following paper examines some of the issues and problems associated with school bullying, as well as several possible solutions.

While bullying is associated with a number of problems for victims and those whose role it is to protect them, perhaps the most significant problem involving bullying is simply recognizing it. There are a number of reasons why bullying often goes unnoticed; among these is that many of the behaviors that constitute bullying often take place less overtly than some of the most blatant acts of physical intimidation or violence. Identifying is inherently subjective, and those who are tasked with identifying it and reporting it will not always see bullying when it occurs (Brank, Hoetger& Hazen, 2012). What might look like harmless teasing to one person might appear to be a clear case of bullying to another. Many forms of bullying fall under the heading of indirect or “relational” bullying, including gossip and rumor, social exclusion, and other social behaviors that can be difficult to identify as bullying (Long & Alexander). Another related problem is that even when some teachers or administrators are aware of bullying, they choose not to intervene. According to one study, 71% of teachers simply ignore most instances of bullying (Schroeder, 1999). Before any effective solutions can be found to bullying it is first necessary for teachers, administrators and parents to know how to identify it and to take it seriously.

Another set of problems associated with bullying are the risk factors that correlate to becoming a potential victim of bullying.Being the victim of bullying is known to be associated with a number of serious risk factors. Studies have determined that there are some cognitive and emotional factors that are commonly seen in victims, which seems to indicate a causal relationship between the two (Brank et al.) These include such conditions as Asperger’s syndrome, a condition on the autism spectrum that undermines an individual’s capacity to understand social norms and respond with socially appropriate behaviors. Children with stronger peer and friend relationships are less likely to be targeted for bullying, though there may be an inverse relationship at work, with victims of bullying retreating from social relationships, thereby affirming the conditions of victim status (Brank et al.). External factors such as socioeconomic background and race are also correlated with bullying, especially when these factors place victims in a social minority at school.

The most serious problems associated with bullying are, of course, the effects on victims. Bullying victims suffer from a range of problems, including higher rates of emotional disturbances such as depression and anxiety (Long & Alexander). Victims of bullying are at a greater risk of committing suicide, using drugs and alcohol, and becoming detached from social settings such as school and family (Brank et al). Victims may develop overt physical symptoms predicated by the stress of victimization, and often report headaches, stomachaches, and other ailments (Collier, 2013). Bullying has clear and often serious effects on victims.

Solving the problem of bullying has no one-size-fits-all solution, and typically requires a multi-pronged approach. The first step towards addressing the issue of bullying is simply raising awareness among responsible adults about the seriousness of the problem. Teachers, administrators, and parents must be given the tools and information to identify bullying behaviors and to understand their negative consequences in order to be able to intervene appropriately. This requires more than just informal conversations, and must include appropriate programs that are provided in an adequate and complete fashion. Settings fort this might include seminars and forums for school officials and teachers, as well as parent-teacher conferences and other settings where parents can be given educational materials and information about available resources.

This educational information must be backed up by practical structures and interventions in schools, with clearly-defined anti-bullying policies and clearly-defined consequences for students who victimize other students (Long & Alexander). Students must also be properly informed about the seriousness of bullying and about the consequences for bullies who engage in inappropriate behavior.  Many states have passed anti-bullying legislation which makes bullying a legal matter, and such legislation generally includes significant punitive measures for bullies, including suspension, expulsion, and even incarceration (Duncan, 2011). While such rules and laws are helpful and appropriate, the best way to protect potential victims is for those responsible for supervising students to intervene as early as possible to minimize the damage of bullying.

Parents of bullying victims can also take steps to minimize the effects of bullying. This can include providing “insulating or protective factors” (Brank et al) to help the victim avoid contact with the bully and to provide positive emotional support. For victims who do not have strong social bonds, parents can help by involving their children in activities of interest or, in some cases, switching schools or finding alternatives to typical education. Victims of bullying may be helped by counseling, and schools should help provide information about the resources available to victims and their families.

While bullying is clearly a serious problem for many victims, it is also clear that bullying behaviors often go unnoticed or ignored by those who are in a position to intervene. Teachers and school officials must learn to identify the range of bullying behaviors and to take these behaviors seriously, while school officials must provide appropriate information for teachers and establish guidelines and policies for students related to anti-bullying measures. Parents must learn to spot the signs that indicate their child is being bullied, and take advantage of the resources and information available to protect and help their children. There is no single solution to stopping bullying, but by working together, parents and schools can help to reduce the problem.

Brank,, E., Hoetger, L., & Hazen, K. (2012). Bullying.  Annual Review Of Law And Social Science I , 8 (2132).

Long, T., Alexander, K. (2010). Bullying: Dilemmas, Definitions, And Solutions. (2010).  Contemporary Issues In Education Research ,  3 (2).

Collier, R. (2013). Bullying Symptoms.  CMAJ: Canadian Medical Association Journal ,  85 (16).

Duncan, S. (2011). Restorative Justice and Bullying: A Missing Solution in the Anti-Bullying Laws.  New England Journal On Criminal & Civil Confinement ,  327 (267).

Schroeder, K. (1999). Bullying.  The Education Digest ,  65 (4).

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Essay on Bullying in Schools

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

Let’s take a look…

100 Words Essay on Bullying in Schools

Understanding bullying.

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

Effects of Bullying

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

Preventing Bullying

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

Role of Students

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

250 Words Essay on Bullying in Schools

Introduction.

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

Prevalence and Impacts

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

The Role of the Internet

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

Prevention Strategies

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

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

500 Words Essay on Bullying in Schools

The nature of bullying.

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

The Underlying Causes

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

The Role of Schools

Prevention and intervention strategies.

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

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

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Factors predicting in-school and electronic bullying among high school students in the united states: an analysis of the 2021 youth risk behavior surveillance system.

1. Introduction

2. materials and methods, 2.1. data source, 2.2. variables, 2.3. analysis, 3.1. cyberbullying model, 3.2. in-school bullying, 4. discussion, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Nguyen, T.H.; Shah, G.H.; Kaur, R.; Muzamil, M.; Ikhile, O.; Ayangunna, E. Factors Predicting In-School and Electronic Bullying among High School Students in the United States: An Analysis of the 2021 Youth Risk Behavior Surveillance System. Children 2024 , 11 , 788. https://doi.org/10.3390/children11070788

Nguyen TH, Shah GH, Kaur R, Muzamil M, Ikhile O, Ayangunna E. Factors Predicting In-School and Electronic Bullying among High School Students in the United States: An Analysis of the 2021 Youth Risk Behavior Surveillance System. Children . 2024; 11(7):788. https://doi.org/10.3390/children11070788

Nguyen, Tran H., Gulzar H. Shah, Ravneet Kaur, Maham Muzamil, Osaremhen Ikhile, and Elizabeth Ayangunna. 2024. "Factors Predicting In-School and Electronic Bullying among High School Students in the United States: An Analysis of the 2021 Youth Risk Behavior Surveillance System" Children 11, no. 7: 788. https://doi.org/10.3390/children11070788

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What you need to know about school violence and bullying

Bullying in schools deprives millions of children and young people of their fundamental right to education. A recent UNESCO report revealed that more than 30% of the world's students have been victims of bullying, with devastating consequences on academic achievement, school dropout, and physical and mental health.

The world is marking the first International Day against Violence and Bullying at School Including Cyberbullying , on 5 November. Here is what you need to know about school violence and bullying.

What is school violence?

School violence refers to all forms of violence that takes place in and around schools and is experienced by students and perpetrated by other students, teachers and other school staff. This includes bullying and cyberbullying. Bullying is one of the most pervasive forms of school violence, affecting 1 in 3 young people.

What forms may school violence take?

Based on existing international surveys that collect data on violence in schools, UNESCO recognizes the following forms of school violence:

• Physical violence, which is any form of physical aggression with intention to hurt perpetrated by peers, teachers or school staff.
• Psychological violence as verbal and emotional abuse, which includes any forms of isolating, rejecting, ignoring, insults, spreading rumors, making up lies, name-calling, ridicule, humiliation and threats, and psychological punishment.
• Sexual violence, which includes intimidation of a sexual nature, sexual harassment, unwanted touching, sexual coercion and rape, and it is perpetrated by a teacher, school staff or a schoolmate or classmate.
• Physical bullying, including hitting, kicking and the destruction of property;
• Psychological bullying, such as teasing, insulting and threatening; or relational, through the spreading of rumours and exclusion from a group; and
• Sexual bullying, such as making fun of a victim with sexual jokes, comments or gestures, which may be defined as sexual ‘harassment’ in some countries.
• Cyberbullying is a form of psychological or sexual bullying that takes place online. Examples of cyberbullying include posting or sending messages, pictures or videos, aimed at harassing, threatening or targeting another person via a variety of media and social media platforms. Cyberbullying may also include spreading rumours, posting false information, hurtful messages, embarrassing comments or photos, or excluding someone from online networks or other communications.

Who perpetrates school violence?

School violence is perpetrated by students, teachers and other school staff. However, available evidence shows that violence perpetrated by peers is the most common.

What are the main reasons why children are bullied?

All children can be bullied, yet evidence shows that children who are perceived to be “different” in any way are more at risk. Key factors include physical appearance, ethnic, linguistic or cultural background, gender, including not conforming to gender norms and stereotypes; social status and disability.

What are the consequences of school violence?

Educational consequences: Being bullied undermines the sense of belonging at school and affects continued engagement in education. Children who are frequently bullied are more likely to feel like an outsider at school, and more likely to want to leave school after finishing secondary education. Children who are bullied have lower academic achievements than those who are not frequently bullied.

Health consequences: Children’s mental health and well-being can be adversely impacted by bullying. Bullying is associated with higher rates of feeling lonely and suicidal, higher rates of smoking, alcohol and cannabis use and lower rates of self-reported life satisfaction and health. School violence can also cause physical injuries and harm.

What are the linkages between school violence and bullying, school-related gender-based violence and violence based on sexual orientation and gender identity or expression?

School violence may be perpetrated as a result of gender norms and stereotypes and enforced by unequal power dynamics and is therefore referred to as school-related gender-based violence. It includes, in particular, a specific type of gender-based violence that is linked to the actual or perceived sexual orientation and gender identity or expression of victims, including homophobic and transphobic bullying. School-related gender-based violence is a significant part of school violence that requires specific efforts to address.

Does school-related gender-based violence refer to sexual violence against girls only?         

No. School-related gender-based violence refers to all forms of school violence that is based on or driven by gender norms and stereotypes, which also includes violence against and between boys.

Is school violence always gender-based?           

There are many factors that drive school violence. Gender is one of the significant drivers of violence but not all school violence is based on gender. Moreover, international surveys do not systematically collect data on the gendered nature of school violence, nor on violence based on sexual orientation and gender identity or expression. 

Based on the analysis of global data, there are no major differences in the prevalence of bullying for boys and girls. However, there are some differences between boys and girls in terms of the types of bullying they experience. Boys are much more exposed to physical bullying, and to physical violence in general, than girls. Girls are slightly more exposed to psychological bullying, particularly through cyberbullying. According to the same data, sexual bullying the same proportion of boys and girls. Data coming from different countries, however, shows that girls are increasingly exposed to sexual bullying online.

How does UNESCO help prevent and address school violence and bullying?

The best available evidence shows that responses to school violence and bullying that are effective should be comprehensive and include a combination of policies and interventions. Often this comprehensive response to school violence and bullying is referred to as a whole-school approach. Based on an extensive review of existing conceptual frameworks that describe that whole-school approach, UNESCO has identified nine key components of a response that goes beyond schools and could be better described as a whole-education system or whole-education approach.  These components are the following:

• Strong political leadership and robust legal and policy framework to address school violence and bullying;
• Training and support for teachers on school violence and bullying prevention and positive classroom management
• Curriculum, learning & teaching to promote, a caring (i.e. anti- school violence and bullying) school climate and students’ social and emotional skills
• A safe psychological and physical school and classroom environment
• Reporting mechanisms for students affected by school violence and bullying, together with support and referral services
• Involvement of all stakeholders in the school community including parents
• Student empowerment and participation
• Collaboration and partnerships between the education sector and a wide range of partners (other government sectors, NGOs, academia)
• Evidence: monitoring of school violence and bullying and evaluation of responses

More on UNESCO’s work to prevent and address school violence and bullying

Read UNESCO's publication Behind the numbers: Ending school violence and bullying

Photo: Eakachai Leesin/Shutterstock.com

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The Columbine High School Shooting: a Turning Point in American History

This essay about the Columbine High School shooting on April 20, 1999, explores the profound impact of the event on American society. It describes how the tragedy, carried out by students Eric Harris and Dylan Klebold, resulted in 13 deaths and numerous injuries, leading to widespread media attention and public discourse. The essay examines the factors behind the attack, such as bullying, mental health issues, and the influence of the internet. It also discusses the resulting changes in school security measures, the ongoing gun control debate, and the psychological effects on survivors. The essay underscores the importance of addressing these complex issues to prevent future tragedies.

How it works

On April 20, 1999, the quiet suburban town of Littleton, Colorado, became the site of one of the most tragic and transformative events in American history. The Columbine High School shooting, carried out by two students, Eric Harris and Dylan Klebold, left 12 students and one teacher dead, with many more injured. This devastating event not only shocked the nation but also marked a significant turning point in discussions about school safety, gun control, and the psychological well-being of teenagers.

The Columbine shooting was not the first instance of school violence in the United States, but its scale and the manner in which it was carried out brought unprecedented media attention and public scrutiny.

Harris and Klebold had meticulously planned their attack for over a year, amassing a small arsenal of firearms and homemade explosives. Their plan, as revealed in their journals and videos, was not just to kill their classmates but to cause as much destruction as possible, with the hope of surpassing even the Oklahoma City bombing in terms of casualties.

In the aftermath, the media delved into the lives of the shooters, seeking to understand what could drive two teenagers to commit such an atrocity. The investigation revealed a complex web of factors, including bullying, mental health issues, and a fascination with violent video games and movies. However, it was the role of the internet that caught many by surprise. Harris and Klebold had maintained a website where they expressed their anger and hatred, detailing their plans and even posting instructions for building bombs. This revelation highlighted the growing influence of the internet as a tool for radicalization and the need for better monitoring of online activities.

The immediate response to the Columbine shooting was one of horror and confusion, but it quickly evolved into a broader discussion about how to prevent such tragedies in the future. Schools across the country implemented stricter security measures, including the installation of metal detectors and the hiring of armed security personnel. There was also a significant push for more comprehensive anti-bullying programs, aimed at addressing the root causes of school violence. However, these measures were not without controversy. Critics argued that turning schools into fortresses could create an environment of fear and distrust, potentially exacerbating the very issues they sought to solve.

Gun control became another focal point in the aftermath of Columbine. The shooters had obtained their weapons through both legal and illegal means, exposing loopholes in the existing laws. This led to renewed calls for stricter gun control measures, including background checks for all firearm purchases and restrictions on the sale of certain types of weapons. The debate over gun control remains one of the most polarizing issues in American politics, with Columbine often cited as a pivotal moment in the ongoing struggle to balance Second Amendment rights with the need for public safety.

The psychological impact of the Columbine shooting on survivors and the broader community cannot be understated. Many of those who lived through the attack suffered from post-traumatic stress disorder (PTSD) and other mental health issues, prompting a reevaluation of how schools and communities support individuals affected by such trauma. Counseling services were expanded, and there was a greater emphasis on mental health education in schools. The long-term effects of such a traumatic event are still being studied, but it is clear that the legacy of Columbine extends far beyond the immediate aftermath.

In the years since Columbine, there have been numerous other school shootings in the United States, each reigniting the debate over how to prevent such tragedies. While there have been improvements in school safety protocols and mental health services, the underlying issues of gun control, internet radicalization, and societal pressures on teenagers remain contentious and unresolved. The Columbine shooting was a watershed moment that forced the nation to confront these complex issues, but the search for solutions continues.

The legacy of Columbine is a somber reminder of the fragility of safety in our schools and communities. It underscores the need for vigilance, compassion, and a willingness to address difficult questions about violence, mental health, and the role of media and technology in our lives. As we reflect on the events of April 20, 1999, we must continue to strive for a society where such tragedies are not only less likely but unthinkable. The lessons of Columbine are still relevant today, urging us to find a path forward that ensures the safety and well-being of future generations.

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Home — Essay Samples — Social Issues — Bullying — What are The Causes and Effects of Bullying

What Are The Causes and Effects of Bullying

• Categories: Anger Bullying

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Words: 583 |

Updated: 12 December, 2023

Words: 583 | Page: 1 | 3 min read

The essay analyzes the complex issue of bullying, exploring its underlying causes and the significant effects it has on individuals. The author defines bullying as a repetitive act of causing harm or hurt by individuals or groups with more power to those who feel helpless to respond. The essay delves into the root causes of bullying, highlighting family dynamics as a crucial factor. Growing up in a dysfunctional family with abusive or neglectful parents can lead to feelings of insecurity and anger, which may manifest as bullying behavior later in life.

The essay emphasizes that bullying can have profound and wide-ranging effects on victims. From mental health perspectives, victims often experience anxiety, depression, and various emotional struggles. They may exhibit symptoms such as poor appetite, sleep disorders, and nervous habits. In severe cases, bullying can lead to self-destructive behaviors and even suicidal tendencies.

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Prompt Examples for the “Bullying” Essays

• Root Causes of Bullying Examine the various underlying causes of bullying, such as family dynamics, jealousy, attention-seeking, and low self-esteem. How do these factors contribute to the development of bullies, and what can be done to address them effectively?
• The Psychological Effects of Bullying Analyze the psychological consequences of bullying on victims. Explore the link between bullying and conditions like anxiety, depression, and sleep disorders. How does bullying affect a person’s mental health, and what interventions can help mitigate these effects?
• Social and Academic Impact Discuss how bullying can interfere with a student’s academic performance and social involvement. Explore the effects of bullying on a student’s school attendance, grades, and participation in extracurricular activities. How can schools and communities address these challenges?
• Prevention and Intervention Strategies Examine strategies for preventing bullying and intervening when it occurs. What proactive measures can schools, families, and communities take to create a safe environment? How can bystanders be empowered to help stop bullying?
• Raising Awareness and Advocacy Discuss the importance of raising awareness about the issue of bullying and advocating for change. How can individuals and organizations work together to combat bullying and its long-term consequences? Share examples of successful anti-bullying campaigns.
• Jan, A., & Husain, S. (2015). Bullying in elementary schools: Its causes and effects on students. Journal of Education and Practice, 6(19), 43-56. (https://eric.ed.gov/?id=EJ1079521)
• Oliveira, W. A. D., Silva, M. A. I., Mello, F. C. M. D., Porto, D. L., Yoshinaga, A. C. M., & Malta, D. C. (2015). The causes of bullying: results from the National Survey of School Health (PeNSE). Revista latino-americana de enfermagem, 23, 275-282. (https://www.scielo.br/j/rlae/a/kbysthNprHBwbVCSZpNb5vQ/abstract/?lang=en)
• Smith, P. K. (2016). Bullying: Definition, types, causes, consequences and intervention. Social and Personality Psychology Compass, 10(9), 519-532. (https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/spc3.12266)
• Thornberg, R. (2010). Schoolchildren’s social representations on bullying causes. Psychology in the Schools, 47(4), 311-327. (https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20472)
• Weinhold, B. K. (2000). Uncovering the hidden causes of bullying and school violence. Counseling and Human Development, 32(6), 1. (https://www.proquest.com/openview/6f5477270563031cf4aa049c68f14717/1?pq-origsite=gscholar&cbl=48224)

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How Congress Could Protect Free Speech on Campus

Shielding students from discrimination matters. So does preserving academic freedom.

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Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

Last year at Harvard, three Israeli Jews took a course at the Kennedy School of Government. They say that because of their ethnicity, ancestry, and national origin, their professor subjected them to unequal treatment, trying to suppress their speech in class and allowing teaching assistants and classmates to create a hostile climate for Jews.

Afterward, they filed a complaint with Harvard alleging a violation of their civil rights. In May, their allegations appeared in a federal civil-rights lawsuit. It cites their claims as evidence that Harvard “ignores and tolerates” anti-Semitism. Their professor, who is also Jewish, rejects that narrative and maintains that he taught the class appropriately.

What do colleges owe their Jewish students? Administrators, faculty, and members of Congress have debated that polarizing question in recent months. Soon, judges and juries may impose some answers. At least 19 lawsuits pending against institutions of higher education allege anti-Semitism that violates Title VI of the Civil Rights Act, which mandates that no person shall, on grounds of race or national origin, “be denied the benefits of, or be subjected to discrimination under” a program that receives federal funds.

Dara Horn: Why the most educated people in America fall for anti-Semitic lies

If you had to choose just one of these cases to illustrate their fraught implications, you couldn’t do better than the dispute at Harvard. The students make a strong case that they were subject to discrimination, strong enough that an outside attorney hired by Harvard to investigate agreed. At a minimum, I think they were treated unfairly.

Yet validating their claims would also mean rejecting their professor’s plausible defense of his pedagogical judgments, despite his indisputable expertise, undermining academic freedom.

More worryingly, Title VI doesn’t just guarantee equal treatment. It has been interpreted to mandate that colleges stop and remedy harassing behavior and prevent a persistently hostile climate. The lawsuit defines those concepts so expansively that, should all its arguments prevail, Title VI will conflict with free-speech protections more than it already does––and in doing so, the suit underscores the problem with Title VI, because its interpretation of the statute is plausibly consistent with the law’s vague and malleable text.

The way forward is to reaffirm equal treatment for Jewish students without undermining free speech or academic freedom. But we cannot rely on the justice system to achieve that balance. Congress should intervene, amending Title VI to add robust free-speech protections for all.

The course the lawsuit focuses on, “Organizing: People, Power, Change,” teaches graduate students how to be community organizers. Students form small groups and are asked to decide “Who are my people, what is our challenge, and how can we turn resources we have into the power we need to meet that challenge?” Then each group conceives an organizing campaign and shares it with classmates.

In the spring of 2023, the Israeli students, all mid-career professionals, teamed up in the 116-person class and proposed this plan: “Organizing a growing majority of Israelis, that act in harmony, building on a shared ethos of Israel as a liberal-Jewish-democracy, based on our mixed heritage and identities, being a cultural, economical, and security lighthouse.”

That idea drew complaints from Muslim and Arab students, according to Professor Marshall Ganz, who ordered it altered. Many “find the term ‘Jewish democracy’ deeply offensive because it limits membership in a political community to those who share a specific ethno-religious identity,” Ganz emailed one student, “whereas democracy is based on the equal worth of each person, regardless of race, ethnicity, and religion.”

The three countered that the idea of Jewish democracy is “woven within our identities as Israelis and as Jews.” In a class on learning how to mobilize others around ideas, they argued, “academic freedom is not served by silencing ideas” or “people from unpopular countries.” They refused to alter their campaign.

Later, two teaching assistants did a role-playing presentation for the class to illustrate how to recruit for a cause. They used “Palestinian solidarity” as their example––a choice the Israeli students felt was aimed at them––and, according to the lawsuit, the presentation included “a litany of aggressively anti-Israeli diatribes,” prompting other anti-Israel remarks from one student.

The Israeli students asked to respond with a different perspective. But Ganz rejected the request, the lawsuit states, saying they had “caused enough problems already.” Then the teaching assistants “organized a class photo wherein students posed wearing keffiyehs to demonstrate Palestinian solidarity.” This made the students feel “that they were not welcome” in the photo, according to the lawsuit. The lawsuit also alleges that the Israelis received lower grades than their classmates as punishment––grade inflation is so comically extreme in the Ivy League that they are pressing that claim even after receiving grades of a B+, a B+, and an A-. Ganz has contested the Israeli students’ narrative in an outside investigation, a Nation essay, and an interview with me.

By biography, Ganz, 81, seems an unlikely target of an anti-Semitism lawsuit. His father was a conservative rabbi. His grandparents fled pogroms. His great-uncle was murdered at Auschwitz. He dropped out of Harvard to volunteer with the 1964 Mississippi Summer Project, then became an organizer for United Farm Workers, helping Cesar Chavez unionize farm labor. At 49, he returned to Harvard, finished his degree, then completed a master of public affairs and a Ph.D. in sociology, and became a professor. “My life has been deeply rooted in Jewish values and traditions,” he wrote in his February essay for The Nation , which cast Exodus as the inspiration for his life’s work. “Each generation had to decide: Who are you with?” he wrote. “Pharaoh’s warriors trying to return the people to slavery? Or people trying to break free?”

Ganz was surprised, then angry, when a Title VI complaint, a precursor to the lawsuit, was filed with Harvard. “In my organizing years in the 1960s and ’70s in Mississippi and rural California, I was routinely called out as a Jew Communist outside agitator ,” he wrote in The Nation . “But now, I was being investigated at the Kennedy School? As an antisemite?!” He believes that he taught not just lawfully, but with sound pedagogy informed by decades of experience as an organizer and a teacher.

The outside investigator Harvard hired, an attorney named Allyson Kurker, reached a different conclusion. Her June 2023 report sided with the students in significant respects, finding that their free speech was stymied and that they faced a hostile learning environment based on their Jewish ethnicity. When Ganz rejected their campaign, he was motivated by “real concern” for “students and teaching fellows he viewed as members of a group oppressed by Israel,” she wrote, but the Kennedy School’s Statement of Rights and Responsibilities emphasizes that the school should expose students to “even unpopular and controversial” ideas and encourage them to “talk openly” about “highly charged issues.”

Her report acknowledged that the First Amendment, a lodestar for Harvard free-speech policies, does give professors latitude to restrict speech to avoid controversy, if the restriction is limited to “legitimate pedagogical concerns.” So Ganz “could, perhaps, limit students from making hateful or inflammatory statements about Israel or Palestine that are unsupported by authoritative sources,” Kurker wrote. Still, she found “no pedagogical support” for forbidding the trio from calling Israel “a Jewish democracy,” because that is not a merely provocative, unsupportable view––it is a common, if contested, view held by some experts.

The investigation validated Ganz’s decision to allow Palestine-aligned students to express their views. Only the fact that Ganz passively permitted the exercise about Palestinian solidarity to go forward after “seeking to silence the voices of the Students who sought to organize ways to improve Israel as a liberal Jewish democracy” was deemed discriminatory.

In this telling, Ganz could have avoided trouble by letting everyone air their views, even when controversial, rather than hold students to different standards.

Overall, the investigation found that “Ganz treated the Students differently on the basis of their Israeli national origin and Jewish ethnicity,” limiting their ability to participate in the class. But Ganz called the investigation a “kangaroo court.” He told me that neither the investigator nor the lawsuit understands his class and its purpose. “The point of this assignment was for students to learn how to create an organizing space that welcomed others in to build social movements,” he said. “Using contested and inflammatory language conflicted with the purpose of the assignment.”

I asked if he would have objected to an organizing campaign on “Palestinian solidarity.” He answered no, because “creating solidarity as a goal is consistent with the goals of our course.” He added that “a project on advancing a certain state as a ‘Muslim democracy’ (or ‘Christian democracy’)” would have had the same issues as the Israeli students’ project.

Although I don’t think Ganz’s behavior was motivated by anti-Semitism, I do think everyone in the class would’ve been better served by airing and discussing controversial campaign ideas. The attempt to suppress controversial ideas to avoid distraction clearly failed. And if the Israeli students’ framing hurt their ability to organize, surely that taught them something.

That doesn’t mean that whatever ideas a student brings to a class must go unchallenged. I’d defend Ganz had he told the Israeli students, “The phrase ‘Jewish democracy’ will alienate some of your classmates. I need you to understand why, and then to consider: Are you needlessly alienating people? Or is this framing so intrinsic to your cause that you can’t alter it, because to do so would alter the core of your campaign?” But ordering them to change their campaign, having allowed other students to proceed with controversial subjects, makes me suspect that ideological bias distorts Ganz’s sense of what is framing versus substance, what constitutes an unacceptable distraction, and when it is necessary to tell offended students that they will face consequences if they derail a class, rather than preempting ideas.

Of course, that’s just my opinion. Ganz himself raised the important question of who decides when I asked him about the finding that he tried to suppress a contested idea rather than an unsupportable provocation.

“As a scholar in this field,” he wrote, “I have significantly more background and expertise on this matter than a lawyer,” and because the class taught how to organize by way of actually organizing other Harvard students, he reasoned that the three students’ framing “would not only be divisive, but isolate themselves from engagement with others, making it far harder for them to realize the learning the class had to offer.”

Though I question his approach, I am hesitant to advocate for federal courts or bureaucrats to second-guess the judgments of a longtime professor who has expertise in the field in a dispute where the ostensibly wronged students got good grades and course credit.

Title VI allows students who feel they’ve experienced unequal treatment to appeal to civil-rights bureaucrats and the courts for a remedy. Yet the mere possibility of Title VI complaints creates an incentive for colleges to maintain costly, invariably biased speech-policing bureaucracies. Most monitor and micromanage interactions among faculty, teaching assistants, and students, chilling pedagogy and speech that should be protected.

This particular lawsuit is a major clash that highlights and could exacerbate this broken approach. Harvard has more resources than any other university to defend itself, if it decides that publicly litigating the case is preferable to settling it. The nonprofit that filed the lawsuit, the Brandeis Center , is formidable too: It was founded and is led by Kenneth Marcus , a former Department of Education official who helped ensure that Jews were considered a protected class under Title VI. The lawsuit is likely to benefit from his expertise at spotting fact patterns that help expand protections of Jews.

Conor Friedersdorf: The wrong way to fight anti-Semitism on campus

The Brandeis Center does important work to challenge discriminatory double standards that disadvantage Jewish and Israeli students. “Harvard’s permissive posture towards antisemitism is the opposite of its aggressive enforcement of the same anti-bullying and anti-discrimination policies to protect other minorities,” its lawsuit persuasively argues. If the courts follow the lead of Kurker’s report and resolve double standards by protecting everyone’s expressive rights, the precedent could help protect Jews from discrimination without restricting anyone’s speech.

But its lawsuit doesn’t merely argue for resolving double standards, like the one the students allegedly faced, by emphasizing everyone’s free-speech rights. It argues that some of the protected speech of their professor and of their Palestine-aligned classmates was unlawfully harassing.

And policing more speech on behalf of any group sets a community standard on campus. Colleges must then regulate all speech just as vigorously, or else deploy a double standard that invites lawsuits from members of groups who correctly see that they are treated unequally. Harvard’s past policing of microaggressions informs today’s anti-Semitism complaints. What will Palestinian students be owed in the future?

Rather than risk policing everyone’s speech more intensely, Americans should demand a reaffirmation of that most foundational civil right: the ability of everyone to speak freely. Safeguarding this right requires Congress to act. It should not repeal Title VI—the prohibition on discriminatory double standards should stand. Instead it should amend the statute to clarify that nothing in the law requires policing speech protected by academic freedom or the First Amendment.

Friendship, theater and drag in Chicago’s Mexican-American community

How a reporter’s interview turned into a friendship with esteban pantoja, actor and creator of one of the most beloved drag characters in the mexican american community in the south side of chicago..

Esteban Pantoja as his drag queen character, “La Más Mejor.”

Esteban Pantoja

I met Esteban Pantoja at a Teatro Tariákuri performance in a school auditorium in the South Side more than 10 years ago.

We ran into each other again at several plays until I finally had an opportunity to do interviews as entertainment editor of the now-defunct Hoy Newspaper.

When we started talking, we realized we had things in common: We were born on the same year, we are originally from the same state of Mexico, Guanajuato, and we are from neighboring cities — he is from Moroleón, I’m from Yuriria. We have similar musical and film interests, and we are both immigrants.

That was enough for us to be friends. As a heterosexual woman, I respect the LGBTQ+ community, and regarding Esteban, I admire his courage, talent and people skills.

I’ve found in Esteban — aka Xebas, La Más Mejor or “la marida” as I call him — a friend, a confidant, a unique kind of “sisterhood” and a friendship like no other, with mutual respect for our differences and points of view.

We talked a little more about what it was like for him to give way to his identity.

“All my life, I have been aware of who I am,” he told me, and acknowledged that coming from a small town, “You don’t know what’s going on, but you know who you are. That’s when the fears settle in, the insecurities, the traumas.”

• Tell the truth about immigration: It makes America stronger

When he was 14, he immigrated to Chicago with his family. Arriving in this country and this city was a cultural and language shock; he was a teenager who suffered bullying in his last year of elementary school.

“‘What you see, you don’t ask,’” Esteban said, quoting a famous late Mexican queer artist, the “Divo de Mexico,” Juan Gabriel. “I’m very feminine. I knew it, but I was in denial.”

It wasn’t until attending Kelly High School, in the Brighton Park neighborhood, that he began to see more people like him. But he was still grappling with his identity in the eyes of others.

He had more female friends and got along well with rockers. One time, someone told him he was gay. He denied it. The guy, who was already fully living his identity, was the one who helped him to “come out” in school, something that was pretty revolutionary 30 years ago.

With his family, the process was different. There was no need for a formal announcement or a heart-to-heart conversation. It was a natural progression, a part of him that was accepted without question.

“It’s all been very organic,” he reflected. “Mom and Dad haven’t asked me, and I haven’t told them; there was no need. I’m still me.”

When he finished high school, Esteban’s friendships had become like family.

Always interested in the arts, he was among the young people from the South Side of Chicago who attended youth classes at Radio Arte, an initiative of the National Museum of Mexican Art active from 1998 to 2013.

• How Chicago became a ‘safe haven’ for the drag queens who call it home

He studied audio while working a job and began “pretending to be an actor” at Tariákuri Theater Company. His stage name was Xebastián Pantoja.

And then came “La Más Mejor,” his drag queen character. He heard the name in the telenovela, “Prisionera” (Telemundo), starring Venezuelan actress Gabriela Spanic in 2004.

“It was the name of a female boxer character that first appeared in the episode. It was a name that made me laugh, a name that was a pleonasm and was boldly used on national television. It stuck with me,” he said .

In 2005, he began hosting exclusive events for the gay community, playing with his comedic style a bit, until one day he decided to create a character.

“It occurred to me that I should start dressing more gothic and rocker. I gradually put on dark lipstick and eyeliner — but left my beard — and suddenly ‘La Más Mejor’ was born.”

At first, the fact that he was in drag but wearing a beard was shocking and was not understood by the girls who were doing full drag or by the public. But little by little, he won them over with his look.

“It was a turning point when Univision reporter Tony Dandrades interviewed me. This interview catapulted me to local fame, making me a household name on the South Side of Chicago.”

Esteban is dedicating himself more to theater, and from time to time, he goes back to being “La Más Mejor,” which he has even taken to the theater stage as an actor and director.

“Today, I feel more Esteban,” he proclaimed.

Gisela Orozco is a Mexican journalist and translator who has lived in Chicago since 2002. Since then, she has written stories in Spanish about the Mexican and Latino communities.

The Problem of Bullying and Possible Solutions Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

• The Problem of Bullying

Solution 1: Positive School Climate and Progressive Discipline

Solution 2: using posters with slogans, solution 3: involving more people, works cited.

People encounter numerous problems, ranging from broken home appliances to difficulties of communicating with friends or colleagues every day. They have many different ideas about solving them, though these notions are often too theoretical and lack feasibility. Therefore, individuals cannot successfully deal with new challenges. Nevertheless, these abstract ideas are crucial, as they lead to positive outcomes if combined with tangible solutions. Without any doubt, bullying is an enormous and complicated problem affecting a multitude of humans and institutions, which fail to manage it despite all efforts. The reason for it is that people place too much reliance on governmental policies and various campaigns and ignore their responsibility. However, each citizen can handle it only by employing practical responses to the problem. In general, bullying is a critical and complex issue prevailing among children; thus, it is essential to adopt different solutions to tackle it.

It is vital to clearly understand what bullying means and how it affects individuals before discussing the responses to the challenge. According to Cornell et al., the Center for Disease Control and Prevention emphasizes three characteristics of bullying: “willful aggression, power imbalances between aggressors and victims, and reoccurrence of aggression” (par. 5). The first and the second characteristics are critical and define the problem, while the third one is widespread but not required. It is essential to note that bullying is always intentional and involves people whose power and influence are different. Unfortunately, in most cases, bullying is not a single episode but occurs regularly. It is prevailing among everyone regardless of their socioeconomic status, religion, gender, or nationality, though children are the most vulnerable population. They face aggression not only at schools but also in the street and on the Internet. The government, local authorities, community members, school staff, and parents work diligently to eliminate the issue, but only some succeed due to its complexity.

Furthermore, the effects of bullying are adverse and long-lasting, destroying both aggressors and victims’ lives. It is noted that the bullied’s confidence and self-esteem are undermined, and their sense of security is destroyed (Safe from Bullying on Journeys 3). The issue influences every aspect of life, ranging from academic success to home relationships. Children mistreated by their peers may fail to fulfill their potential and make the most of their talents. At the same time, aggressors develop bad manners preventing them from future progress and face severe criticism. Bullying considerably alters everyone leading solely to adverse outcomes. Nassem states that even though wealth research has been conducted and effective interventions have been made, bullying is still “a prevalent problem causing depression, anxiety, and even suicide” (par. 1). These results are likely to make an enormously damaging impact on children who undergo mental and physical development. Unfortunately, the consequences of intentional aggression may be impossible to alleviate unless an urgent response is received.

In addition, numerous institutions and individuals fail to tackle the issue effectively. It needs practical solutions and personal responsibility but not abstract notions and reliance on the government and social activists. Cornell et al. argue, “Today’s laws and policies about bullying are fragmented and inconsistent” (par. 4). The solutions presented below are tangible and can be adopted by staff members of any particular school without governmental regulations. People need to realize that not knowledge but action can lead to eliminating the issue. Simultaneously, it requires much time and effort, though all the hard work is worth the possible positive outcomes.

A positive school climate leads to effective learning, fruitful collaboration, and valuable experience for all stakeholders. Parents and staff members can create it in many different ways. For instance, designing a code of conduct promotes positive student behavior, and building respectful and healthy relations between educators and learners is incredibly useful (Progressive Discipline ). Children spending much time in such an environment are discouraged from mistreating others. Even though bullying cases may still occur, aggressors are likely to be criticized by other students inspired to support victims. In a positive school climate, bullies cannot gain power, respect, or influence by threatening others, as a school community regards it as unacceptable. Therefore, within the local area, the school administration should arrange meetings involving staff members and parents willing to collaborate on designing a positive environment.

On the other hand, it is not enough; thus, adopting progressive discipline is required. It encourages every student to feel more accountable for their actions and proves that inappropriate conduct causes negative consequences. At the same time, staff members implementing progressive discipline should consider many factors, such as social background and age, before imposing punishments or supplying support. It is evident that “providing students with the opportunity to reflect on their own actions and the impact of these actions is essential to student learning” ( Progressive Discipline 2). Otherwise, they cannot alter their behavioral patterns and realize what is right and what is wrong. Principles can determine the ways to either support or punish aggressors. For instance, talking with them, reviewing their perspective on appropriate conduct, and involving social workers are examples of supportive practices (Progressive Discipline ). Simultaneously, additional assignments, detentions, suspensions, and expulsions are examples of punishments (Progressive Discipline ). Hence, the local authority needs to consider making the progressive discipline approach mandatory.

People should encounter an idea several times in their daily lives to realize it. However, they need to be constantly reminded about this idea to adopt it and change their thoughts and behavior. Perversely, children are exposed to bullying not only at schools but also in the street and on public transport where adults cannot intervene directly. Research proves that “fears about safety limit young people’s use of local amenities” (Safe from Bullying on Journeys 9). Everyone can alleviate the problem by taking small steps, which may primarily affect aggressors, victims, and witnesses of bullying.

Spreading posters with slogans outside of school settings can promote the idea that bullying is inappropriate in any form. The case study of the borough-wide initiative on bullying out of school is inspiring. Throughout a series of workshops, social workers determined the places where children face bullying the most often (Safe from Bullying on Journeys ). Students designed posters with slogans on intentional aggression, which were displayed at bus stops, subways, and park play areas (Safe from Bullying on Journeys ). They indicated that these locations are zones free of bullying and encouraged children not to withstand it even if they are not involved. It is an example of how small actions can lead to considerable changes. In addition, small businesses can also get involved and make their impact. For instance, they can incorporate posters on their premises and print out slogans on T-shirts worn by employees or products. Hence, community members should spread anti-bullying posters around the local area, and the authority ought to encourage launching an anti-bullying campaign involving businesses.

Numerous adults encounter children every day and may witness bullying on their own. Without any doubt, “All organizations and adults (paid or unpaid) who work with children owe them a duty of care and must take all reasonable steps to ensure their safety (Safe from Bullying on Journeys 11). Everyone can contribute to dealing with the issue by realizing one’s responsibility, speaking up, and taking action. At first, it may seem that shop assistants or bus drives can do nothing to solve the problem, but it is far from the truth.

Bus drivers and conductors often meet children and communicate with them during their workdays. Sometimes they may be present when bullying occurs, though they are not required to intervene. Therefore, they often choose to ignore the issue, as their response can be regarded as unprofessional and even cause some problems. However, they can make remarks or ask an aggressor to leave a vehicle. Undoubtedly, bus drivers, conductors, and train guards should be instructed on how to act in such situations and be able to contact school representatives to report the cases of bullying. For example, in Birmingham, England, bus drivers reach schools by contacting a safer travel team on their concerns or actual incidents (Safe from Bullying on Journeys 14). Such cooperation between different organizations helps to identify bullying cases and reduce their occurrence. Hence, the school administration needs to start cooperating with local transportation providers and shopping malls.

Furthermore, teachers are the most critical stakeholders, as they have enough power and knowledge to successfully deal with the problem. According to Nassem, “Bullying often happens because of a desire to be popular and to relieve boredom.” The author offers teachers to endeavor to help students to find alternative ways to fulfill their desires. For instance, involving children in exciting activities giving everyone a particular role is a useful technique. Numerous activities promote collaboration and engage students, and teachers have to use them. Thus, the school administration should arrange training sessions for teachers.

Millions of children face bullying every day worldwide, and it adversely affects their academic success, relationships, confidence, self-esteem, and prospects in general. Even though much attention is paid to the problem, the progress in alleviating it is not satisfactory. Governmental policies may be ineffective, and the influence of social activists may be weak. Therefore, everyone has to accept one’s responsibility and adopt practical solutions. For example, employing progressive discipline, creating a positive school climate, spreading posters with slogans, and involving everyone are the steps needed to be taken in every community.

Cornell, Dewey G. et al. “ Do U.S. Laws Go Far Enough to Prevent Bullying at School? ” Monitor on Psychology , vol. 47 no. 12, 2016. Web.

Nassem, Elizabeth. “ Bullying is Still Rife in Schools. Here’s How Teachers Can Tackle It .” The Guardian . 2018. Web.

Progressive Discipline: Part of Ontario’s Approach to Making Schools Safe Places to Learn . 2016. Web.

Safe from Bullying on Journeys . 2009. Web.

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Bibliography

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