Research Memo #2

Effects of Bullying in High School and Middle School Kids

            What are the effects on bullying? Rates of absenteeism are higher among victimized students than rates among non-bullied peers, as are drop-out rates. Nansel et al (2001) observed that "youths who are bullied generally show higher levels of insecurity, anxiety, depression, loneliness, unhappiness, physical and mental symptoms, and low-self esteem. Students who are targeted by bullies often have difficulty concentrating on their school work, and their academic performance tends to move from "marginal to poor" (Ballard, Tucky & Remley, 1999). Typically, bullied students feel anxious, and this anxiety may in turn produce a variety of physical or emotional ailments. As a result of being bullied, 16% boys and 31% girls reported being absent from school in attempt to avoid being victimized (Rigby, 1997). Bullying can cause physical, academic, social and psychological problems. Some of the physical symptoms include headaches and migraines, skin problems such as eczema, psoriasis, athletes foot, ulcers, sweating, trembling, shaking, palpitations and panic attacks, irritable bowel syndrome, aches and pains in the joints and muscles; and frequent illness such as viral infections and second, for the bully, they are seldom able to conclude friendship, they are often anti-social adults and the bullying is sometimes the first stepping stone to juvenile crime and criminal activities (Aluede, 2006; Wet, 2005).

            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. 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. 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. 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). 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.