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Bullying in Schools
by Ron Banks
Bullying in schools is a worldwide problem that can have negative consequences for
the general school climate and for the right of students to learn in a safe environment
without fear. Bullying can also have negative lifelong consequences--both for
students who bully and for their victims. Although much of the formal research on bullying has
taken place in the Scandinavian countries, Great Britain, and Japan, the problems
associated with bullying have been noted and discussed wherever formal schooling
environments exist.
Bullying is comprised of direct behaviors such as teasing, taunting, threatening,
hitting, and stealing that are initiated by one or more students against a victim. In addition
to direct attacks, bullying may also be more indirect by causing a student to be
socially isolated through intentional exclusion. While boys typically engage in
direct bullying methods, girls who bully are more apt to utilize these more subtle indirect
strategies, such as spreading rumors and enforcing social isolation (Ahmad & Smith,
1994; Smith & Sharp, 1994). Whether the bullying is direct or indirect, the key
component of bullying is that the physical or psychological intimidation occurs repeatedly
over time to create an ongoing pattern of harassment and abuse (Batsche & Knoff,
1994; Olweus, 1993).
Extent of the Problem
Various reports and studies have established that approximately 15% of students are either bullied regularly or are
initiators of bullying behavior (Olweus, 1993). Direct bullying seems to increase through the
elementary years, peak in the middle school/junior high school years, and decline
during the high school years. However, while direct physical assault seems to
decrease with age, verbal abuse appears to remain constant. School size, racial
composition, and school setting (rural, suburban, or urban) do not seem to be
distinguishing factors in predicting the occurrence of bullying. Finally, boys engage
in bullying behavior and are victims of bullies more frequently than girls (Batsche & Knoff,
1994; Nolin, Davies, & Chandler, 1995; Olweus, 1993; Whitney & Smith,
1993).
Characteristics of Bullies and Victims
Students who engage in bullying behaviors seem to have a need to feel powerful and
in control. They appear to derive satisfaction from inflicting injury and suffering on others, seem to have little
empathy for their victims, and often defend their actions by saying that their victims
provoked them in some way. Studies indicate that bullies often come from homes
where physical punishment is used, where the children are taught to strike back physically
as a way to handle problems, and where parental involvement and warmth are frequently lacking. Students who regularly
display bullying behaviors are generally defiant or oppositional toward adults, antisocial,
and apt to break school rules. In contrast to prevailing myths, bullies appear to have
little anxiety and to possess strong self-esteem. There is little evidence to
support the contention that they victimize others because they feel bad about themselves
(Batsche & Knoff, 1994; Olweus, 1993).
Students who are victims of bullying are typically anxious, insecure, cautious, and
suffer from low self-esteem, rarely defending themselves or retaliating when confronted
by students who bully them. They may lack social skills and friends, and they are
often socially isolated. Victims tend to be close to their parents and may have parents
who can be described as overprotective. The major defining physical characteristic of
victims is that they tend to be physically weaker than their peers--other physical
characteristics such as weight, dress, or wearing eyeglasses do not appear to be
significant factors that can be correlated with victimization (Batsche & Knoff, 1994;
Olweus, 1993).
Consequences of Bullying
As established by studies in Scandinavian countries, a strong correlation appears to
exist between bullying other students during the school years and experiencing legal or
criminal troubles as adults. In one study, 60% of those characterized as bullies in
grades 6-9 had at least one criminal conviction by age 24 (Olweus, 1993). Chronic bullies seem to maintain their
behaviors into adulthood, negatively influencing their ability to develop and maintain positive
relationships (Oliver, Hoover, & Hazler, 1994).
Victims often fear school and consider school to be an unsafe and unhappy place.
As many as 7% of America's eighth-graders stay home at least once a month because
of bullies. The act of being bullied tends to increase some students' isolation because
their peers do not want to lose status by associating with them or because they do
not want to increase the risks of being bullied themselves. Being bullied leads to
depression and low self-esteem, problems that can carry into adulthood (Olweus,
1993; Batsche & Knoff, 1994).
Perceptions of Bullying
Oliver, Hoover, and Hazler (1994) surveyed students in the Midwest and found that a
clear majority felt that victims were at least partially responsible for bringing the
bullying on themselves. Students surveyed tended to agree that bullying toughened a
weak person, and some felt that bullying "taught" victims appropriate behavior.
Charach, Pepler, and Ziegler (1995) found that students considered victims to be "weak,"
"nerds," and "afraid to fight back." However, 43% of the students in this study said
that they try to help the victim, 33% said that they should help but do not, and only
24% said that bullying was none of their business.
Parents are often unaware of the bullying problem and talk about it with their children
only to a limited extent (Olweus, 1993). Student surveys reveal that a low percentage of students seem to believe
that adults will help. Students feel that adult intervention is infrequent and ineffective,
and that telling adults will only bring more harassment from bullies. Students report
that teachers seldom or never talk to their classes about bullying (Charach, Pepler, &
Ziegler, 1995). School personnel may view bullying as a harmless right of passage that
is best ignored unless verbal and psychological intimidation crosses the line
into physical assault or theft.
Intervention Programs
Bullying is a problem that occurs in the social environment as a whole. The bullies'
aggression occurs in social contexts in which teachers and parents are generally unaware
of the extent of the problem and other children are either reluctant to get involved
or simply do not know how to help (Charach, Pepler, & Ziegler, 1995). Given
this situation, effective interventions must involve the entire school community rather than
focus on the perpetrators and victims alone. Smith and Sharp (1994) emphasize the
need to develop whole-school bullying policies, implement curricular measures,
improve the schoolground environment, and empower students through conflict resolution, peer counseling, and
assertiveness training. Olweus (1993) details an approach that involves interventions at the school,
class, and individual levels. It includes the following components:
An initial questionnaire can be distributed to students and adults. The questionnaire
helps both adults and students become aware of the extent of the problem, helps
to justify intervention efforts, and serves as a benchmark to measure the impact of
improvements in school climate once other intervention components are in place.
A parental awareness campaign can be conducted during parent-teacher conference
days, through parent newsletters, and at PTA meetings. The goal is to increase
parental awareness of the problem, point out the importance of parental involvement
for program success, and encourage parental support of program goals. Questionnaire
results are publicized.
Teachers can work with students at the class level to develop class rules against
bullying. Many programs engage students in a series of formal role-playing exercises and
related assignments that can teach those students directly involved in bullying
alternative methods of interaction. These programs can also show other students how
they can assist victims and how everyone can work together to create a school
climate where bullying is not tolerated (Sjostrom & Stein, 1996).
Other components of anti-bullying programs include individualized interventions with the bullies and victims,
the implementation of cooperative learning activities to reduce social isolation, and
increasing adult supervision at key times (e.g., recess or lunch). Schools that have
implemented Olweus's program have reported a 50% reduction in bullying.
Conclusion
Bullying is a serious problem that can dramatically affect the ability of students to
progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school
staff is required to ensure that all students can learn in a safe and fear-free environment.
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References
Ahmad, Y., & Smith, P. K. (1994). Bullying in schools and the issue of sex differences.
In John Archer (Ed.), Male Violence. London: Routledge.
Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a
pervasive problem in the schools. School Psychology Review, 23, 2, 165-174. EJ
490 574.
Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school - a Canadian
perspective: A survey of problems and suggestions for intervention. Education
Canada, 35, 1, 12-18. EJ 502 058.
Nolin, M. J., Davies, E., & Chandler, K. (1995). Student
Victimization at School. National Center for Education Statistics--Statistics in Brief
(NCES 95-204). ED 388 439.
Oliver, R., Hoover, J. H., & Hazler, R. (1994). The perceived roles of bullying in
small-town Midwestern schools. Journal of Counseling and Development, 72,
4, 416-419. EJ 489 169.
Olweus, D. (1993). Bullying at School: What We Know and What We
Can Do. Cambridge, MA: Blackwell. ED 384 437.
Sjostrom, Lisa, & Stein, Nan. (1996). Bully Proof: A
Teacher's Guide on Teasing and Bullying for Use With Fourth and Fifth
Grade Students. Boston, MA: Wellesley College Center for Research on Women
and the NEA Professional Library. PS 024 450.
Smith, P. K., & Sharp, S. (1994). School Bullying: Insights
and Perspectives. London: Routledge. ED 387 223.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in
junior/middle and secondary schools. Educational Research, 35, 1, 3-25. EJ
460 708.
NOTE: References identified with an ED (ERIC document), EJ (ERIC journal), or PS
number are cited in the ERIC database. Most documents can be ordered through
EDRS: (800) 443-ERIC. Journal articles are available from the original journal,
interlibrary loan services, or article reproduction clearinghouses.
~~~~~~~~~~
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Clearinghouse
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