Bullying in Schools
Ron Banks
ERIC/EECE Publications - Digests
EDO-PS-97-17
March 1997
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 school ground 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.
For More Information
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 Statistics3/4Statistics 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 teachers 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.
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