Bullying

Bullying is unwanted, aggressive behavior among school-aged children that happens repeatedly and involves a power imbalance (Olweus, 2010). Kids who bully use their power—such as physical strength, access to embarrassing information, popularity, age, or socioeconomic status—to control or harm others (Chaux & Castellanos, 2014). Bullying occurs throughout middle childhood, peaking in early adolescence, and then declining throughout late adolescence (Pepler et al., 2006). Bullying can happen anywhere, in any environment, but for adolescents the majority of bullying occurs in schools (Fekkes et al., 2005). Both kids who are bullied and who bully others may have serious, lasting problems both in childhood and adulthood; this includes an increased risk for psychiatric disorders like depression and anxiety, substance abuse, and domestic violence (Copeland et al., 2013).

There are three primary types of bullying and it is not unusual for someone who bullies to utilize more than one type (Fekkes et al., 2005; Rezapour et al., 2019). Verbal bullying is saying or writing mean things about another person including name-calling, inappropriate sexual comments, taunting, and threatening to cause harm. Social bullying, sometimes referred to as relational bullying, is when a person tries to cause harm to another person’s reputation and relationships. It can be done by purposely excluding someone or getting others to exclude them, spreading rumors, or embarrassing them in public. Physical bullying is hurting a person’s body or possessions by hitting, kicking, spitting, or breaking their belongings.

Kids often play more than one role in bullying over time: they can bully others, they can be bullied, or they may witness bullying as a bystander. The “Bullying Circle” is a model used to define those directly and indirectly involved in bullying (Olweus & Limber, 2010).  All kids need to be taught bullying prevention strategies since bystanders can influence bullying outcomes just as much as those directly involved.

It is important to not label children as “bullies” or “victims” (PACER, 2018). A label can make a child or adult feel that those involved in the situation have a trait that cannot change. Instead, use person-first language when talking about those involved in the bullying process.

One direct role is those who bully, or the adolescents who engage in bullying behavior towards their peers. They are the leader of the bullying in a specific situation. The second direct role is those who are bullied, or the adolescents who are the targets of bullying behavior.

Indirect Roles

Indirect roles of bullying are rooted in witnessing the behavior,  also known as being a bystander (Olweus & Limber, 2010). Followers are individuals who may not have started the bullying, but act as an assistant to those who are bullying. Supporters provide an audience for bullying behavior, laughing or giving other verbal support to those who are bullying. Onlookers are individuals who remain separate from the bullying situation and neither reinforce the bullying behavior nor defend the person being bullied; they may want to help but not know how to. Defenders are bystanders who may try to get the bullying to stop or comfort the person being bullied.

Who Is at Risk?

Risk factors increase the probability that bullying may occur, but they do not guarantee that it will (Ttofi & Farrington, 2010). No single factor puts a child at risk and factors often compound to increase the overall likelihood that bullying may happen.

Generally, those who are bullied have one or more risk factors. Adolescents that are perceived as different from their peers are more likely to be bullied (National Institute, 2017). This can be a physical trait, such as wearing glasses or being overweight, or a social identity like being LGBTQ+ or a certain race (StopBullying.gov, 2023a; Tippett & Wolke, 2014). Adolescents who are perceived as weak, unable to defend themselves, or socially isolated have an increased risk of being bullied (Ttofi & Farrington, 2010). Family dysfunction, depression, low self-esteem, and anxiety are common characteristics of children who are bullied (Ttofi & Farrington, 2010).

Children who are well-off socially and those who are socially isolated are both likely to bully others (StopBullying.gov, 2021a). Popular children may bully to assert dominance and maintain their social status while isolated children may feel a need to lash out at others due to a lack of empathy and social skills (Underwood & Ehrenreich, 2014).

There are specific risk factors that make someone more likely to bully others. Personality traits like impulsiveness, aggression, and low empathy are linked to bullying in adolescents (Farrington & Baldry, 2010). Those who think badly of others and have friends who bully are at higher risk of bullying (Ttofi & Farrington, 2010). Kids who have less parental involvement, have issues at home, or witness physical abuse between their parents are more likely to bully (Babarro et al., 2020; Laeheem et al., 2009; Ttofi & Farrington, 2010). Additionally, if children consume more violent media, they may want to model the aggressive behaviors they see (Laeheem et al., 2009).

Recognizing the warning signs is an essential first step in taking action against bullying since some children will not ask for help. However, be aware that not all children exhibit warning signs, or that the warning signs could indicate other serious issues, like depression or substance abuse, instead of bullying (Victorian Government, 2024).

Children who are being bullied will likely exhibit changes in their health and behaviors (Victorian Government, 2024). Those being bullied may have unexplainable injuries, frequent headaches, and stomach aches. They may feel sick more often or feign illness to avoid going to school. Their eating habits might change, like suddenly skipping meals, binge eating, or feeling hungry after school. They may also have difficulty sleeping or frequent nightmares. Be cautious if their possessions are suddenly lost or damaged, such as clothing, books, electronics, and jewelry.

Kids who bully may demonstrate increasing levels of aggressive behavior (StopBullying.gov, 2021b). This could manifest as fighting and acting out where the child is frequently sent to the principal’s office or detention. They may also have unexplained extra money, new belongings, or injuries.

About 1 in 3 children who are bullied do not report the behavior to someone, and they are more likely to tell a friend or sibling than they are an adult (Luxenberg et al., 2019). Kids do not tell adults for many reasons, including: feeling helpless, fearing punishment from their bully or the adult, embarrassment, appearing weak, and feeling alone (Committee for Children, 2016; DeLara, 2012). The child may want to handle the situation on their own to try and regain a sense of control (StopBullying.gov, 2021b). They also may feel like it is their responsibility to solve the problem and that adults should not have to “fight their battles for them” (DeLara, 2012). It is important that kids feel supported by the adults around them so that they are comfortable asking for help when they need it.

Effects of Bullying

Children who are bullied are more likely to experience health issues, depression, anxiety, and increased feelings of sadness and loneliness (Ye et al., 2023). Decreased academic achievement and school participation is another common effect of being bullied, and can increase the likelihood of skipping class or dropping out of school (Samara et al., 2021). Being bullied is predictive of increased levels of violent behavior and the carrying of firearms (Limber & Nation, 1998; Sumner et al., 2022). In an analysis of 25 school shooters, 60% said that they had been bullied (Dowdell et al., 2022). Being bullied is linked to increased suicide ideation (Sun et al., 2024), but many other factors like depression and family life contribute to suicidal thoughts and behaviors (Edgerton & Limber, 2013).

Kids who bully others can also engage in violent and other risky behaviors into adulthood (Limber & Nation, 1998). They are more likely to engage in substance abuse as an adolescent and as an adult. They are also more likely to get into fights, vandalize property, drop out of school, and be involved in the justice system.

Kids who witness bullying are subject to some of the same effects as those who experience the bullying themselves (Committee et al., 2016). They may have increased levels of anxiety, depression, substance use, and feelings of helplessness.

Preventing and Responding to Bullying

Bullying is a pervasive issue affecting about 1 in 4 students every year (PACER, 2023). Education and prevention programs can reduce bullying by up to 20% when implemented at schools (Gaffney et al., 2019) and these programs are most effective when they are intensive and long-lasting (Ttofi & Farrington, 2010). Prevention methods should go beyond just the schools and adolescents, though. Having a high functioning, strong family structure is an effective preventative factor for bullying behaviors (Barbarro et al., 2020), so parental education on bullying can lower the risk of it happening (Shetgiri et al., 2013; Ttofi & Farrington, 2010). Low involvement of parents in a child’s life contributes significantly to bullying behaviors (Flouri & Buchanan, 2003), so parents should strive to meet their child’s friends, teach their children about consequences of their actions, and model empathetic thinking and behavior (Education Development Center, 2016; Shetgiri et al., 2013). Through effective teaching and modeling, bullying behaviors can be heavily reduced.

How adolescents and adults should respond to bullying differ. Adolescents should do their best to disengage from the person bullying them by walking away, not starting a physical fight, finding peer support, and telling an adult about the situation (KidsHealth, 2023). The notified adult should provide empathy and support to the adolescent and intervene to stop the behavior (KidsHealth, 2023; StopBullying.gov, 2021c).

Cyberbullying is bullying that takes place over digital devices, such as cell phones and computers, and spaces like social media or text (John et al., 2018). Cyberbullying includes sending, posting, or sharing negative, false, or personal information about someone else (John et al., 2018; Wolak et al., 2007). Online gaming and social media are popular environments for cyberbullying to take place (Richard et al., 2021). Given the digital nature of cyberbullying, content shared by individuals can often be viewed by strangers as well as acquaintances, so the bullying may have a much larger audience (Peebles, 2014).

Kids who cyberbully often do so because they feel anonymous in online spaces and that they will not be held accountable for their actions (Barlett et al., 2016; Peebles, 2014). However, the content an individual shares and interacts with online creates a digital footprint of their views, activities, and behaviors (Surmelioglu & Seferoglu, 2019). This digital footprint, or online reputation, may be accessible to employers, colleges, clubs, and others who may be researching an individual in the future. Cyberbullying can harm the online reputation of everyone involved: the person bullying, the person being bullied, and passive witnesses who interact with the content (Subasi et al., 2023).

Cyberbullying has unique concerns that differ from other forms of bullying. Digital devices offer immediate and continuous communication, so it can be difficult for children experiencing persistent cyberbullying to find relief (John et al, 2018; Peebles, 2014; Wolak et al., 2007). Because cyberbullying happens online, teachers and parents may not see it taking place, so it can be harder to recognize (Peebles, 2014).

Many of the warning signs of cyberbullying are linked to a child’s use of their device (KidsHealth, 2022). This could include noticeable increases or decreases in device use, unusual emotional responses (laughter, anger, crying) to what is happening on their device, and turning the device off when others are near. If they are being cyberbullied, teens might avoid discussions about what they are doing online, withdraw from social situations, and become depressed.

Cyberbullying is a form of bullying, so adults should take the same approach to address it: support the person being bullied and address the bullying behavior of the participants.

There is a process to responding to cyberbullying (New South Wales, 2024). First, recognize if there has been a change in mood or behavior in the adolescent and explore what the cause might be. Ask questions to learn what is happening, how the cyberbullying started, and who is involved. Document what is happening and where, taking screenshots of harmful posts and content if possible so that there is a record of the bullying. Report issues to social media platforms and refer to the school’s reporting policies. If a child has received physical threats, or if a potential crime or illegal behavior is occurring, report it to the police. Provide support by discussing an action plan to deal with the behavior and consider if professional support is needed. 

Adults can help prevent cyberbullying of their children. Teach children about safe online behavior, including not clicking on links from strangers, not sharing personal information, not participating in bullying behavior of others, and what to do if they observe or experience bullying (Stopbullying.gov, 2023b). Establish rules about how much time a child can spend online (KidsHealth, 2022). Parents should remain involved by checking in periodically with children about who they are interacting with online and monitoring for any sudden behavior changes that could indicate cyberbullying (KidsHealth, 2022; Stopbullying.gov, 2023b).