Bullying in schools significantly impacts students' safety, with long-lasting harmful effects and a high correlation to school shootings. The document outlines the definition, extent, and consequences of bullying, highlighting the reluctance of victims and witnesses to report incidents due to various fears. Effective strategies for addressing bullying involve comprehensive, multifaceted approaches focused on increasing reporting, monitoring less-supervised areas, and involving school leadership.

1. Bullying in Schools
Bureau of Indian Affairs
Office of Justice Services
Albuquerque NM

3. The Problem of Bullying in Schools
 Bullying affects students’ sense of security.
 Bullying is widespread and perhaps the
most underreported safety problem in
schools.
 Bullying is now KNOWN to have long-
lasting harmful effects.
 Approximately 2/3 of school shootings, the
attackers had been bullied.

4. The Problem of Bullying in Schools
 Bullying occurs at all grade levels-
most frequently during elementary
school.
 Bullies are more likely to develop a
criminal record than peers.
 Bullying victims suffer psychological
harm long after the bullying stops.

5. Definition of Bullying
 Bullying has two key components:
 Repeated harmful acts; and
 Imbalance of power
It involves repeated physical, verbal or
psychological attacks or intimidation directed
against a victim who cannot properly defend
him-or herself because of size or strength, or
because the victim is outnumbered or less
psychologically resilient.

6. Definition of Bullying includes:
 Assault
 Tripping
 Intimidation
 Rumor spreading and
isolation
 Demands for money
 Destruction of property
 Theft of valued
possessions
 Destruction of another's
work
 Name-calling
 Sexual harassment
 Ostracism based on
perceived sexual
orientation
 Hazing

7. Definition of Bullying
 Not all taunting, teasing and fighting among
schoolchildren constitutes bullying.
 Bullying entails repeated acts by someone
perceived as physically or psychologically
more powerful.

8. Extent of Bullying Problem
other countries:
 Between 8 to 38 percent of students
are bullied with some regularity.
 Between 5 and 9 percent of students
bully others with some regularity.
 Chronic victims, bullied once a week
or more, are at 8 and 20 percent of
school population

9. Extent of Bullying Problem
United States:
 13 percent of sixth through tenth
grade student bully.
 10 percent reported being victims.
 6 percent are victim-bullies.
 Several smaller studies confirm high
levels of bullying behaviors, with 10
to 29 percent of students reported to
either be bullies or victims.

10. Extent of Bullying Problem
The percentage of students who are
bullies and victims varies by research
study, often depending on the
definition used, the time frame
examined and other factors.
Despite these differences, bullying
appears to be widespread in schools in
every country studying the problem.

11. A Threshold Problem:
The Reluctance to Report
 Fearing retaliation
 Feeling shame at not
being able to stand up for
themselves.
 Fearing they would not
be believed.
 Not wanting to worry their
parents
 Having no confidence
that anything would
change.
 Thinking their parents’ or
teachers’ advice would
make the problem worse.
 Fearing their teacher
would tell the bully
 Thinking it was worse to
be a “snitch”

12. A Threshold Problem:
The Reluctance to Report
 The same is true of student-witnesses
 Rarely tell teachers and infrequently
intervene
 Worry that intervening will make them the
next target.
 Falsely believe that no one person has
responsibility to stop the bullying, absent a
teacher or parent.

13. A Threshold Problem:
The Reluctance to Report
 Student-witnesses appear to have a
central role in creating opportunities for
bullying.
 In one study of Juniors and Seniors, 88
percent reported having observed
bullying.

14. A Threshold Problem:
The Reluctance to Report
Assistant Bullies
They join in
Outsiders
Stay away,
Take no sides
Defenders
Step in, stick up or
Comfort the victim
Reinforcers
Provide audience,
laugh with or
encourage the bully
Ringleader Bully
Victim

15. A Threshold Problem:
The Reluctance to Report
Studies suggest only between 10 and 20
percent of noninvolved students provide
any real help when another student is
victimized.

16. Bullying Behavior
 Despite country and cultural differences,
certain similarities by gender, age, location
and type of victimization appear in the U.S.
and elsewhere.
 Takes place at school most often.
 Boy bullies rely on physical aggression.
 Girl bullies often use teasing, rumor spreading,
exclusion and social isolation.

17. Bullying Behavior
 Direct and Indirect bullying:
 Direct: physical and verbal (may be also indirect).
 Physical is the least common.
 Verbal is the most common.
 Indirect: teasing, rumor spreading etc…
 Girls tend to bully girls, boys will bully girls
and boys.
 Research shows boys are more likely to bully
than girls.

18. Bullying Behavior
 Bullies often do not operate alone. Almost
half of the incidents are one-on-one, the other
half involves additional kids.
 Bullying by boys declines at age 15.
 Bullying by girls declines at age 14.

19. Bullying Behavior
 Researchers believe bullying rates are
unrelated to school or class size, inner city or
suburb.
 Socially disadvantaged areas seem to have
higher rates.
 Classes with students with behavioral,
emotional or learning problems, have more
bullies and victims.

20. Bullying Behavior
 Racial bullying: 25 percent of students
victimized, reported they were belittled about
their race or religion.
 Black youth reported being bullied less than
Hispanic and White peers.

21. Bullying Behavior
 Unknown:
 Whether certain types of bullying are more
harmful than others.
 If certain types of bullying have longer-term
impact on victims.
 What happens when the bully stops, does another
step in?
 Must the victim change behavior to prevent
another from stepping in?

22. Bullies
 Tend to be aggressive, dominant, slightly
below average in intelligence and reading
ability.
 Average popularity
 Do not have much empathy for victims.
 Young bullies tend to remain bullies.
• “adolescent bullies tend to become adult bullies, and
then tend to have children who are bullies”

23. Bullies
 Possess similarities to other types of offenders.
 Come from lower socioeconomic-status
families with poor child-rearing techniques.
 Tend to be impulsive.
 Tend to be unsuccessful in school.
 Generally uncooperative.
 Come from dysfunctional families low on love.

24. Bullies
 Parents criticized them and strictly controlled.
 Research found a correlation between harsh
physical punishments and strict disciplinarian
parents and bullying.
 Bullies have been found to have poor social
skills.
 One study suggests that bullies have a keen
insight on others’ mental state and take
advantage of that by picking on the emotionally
less resilient.

26. Incidents of Bullying
 Most often occurs where adult supervision is
low or absent:
 Schoolyards
 Cafeterias
 Bathrooms
 Hallways
 “Olweus found that there is an inverse
relationship between the number of
supervising adults present and the number of
bully/victim incidents.”

27. Incidents of Bullying
 Classrooms
 School buses
 The internet
One student, whose address and phone
number were published on the site, was
barraged with calls from people calling her a
“slut” and a “prostitute.”

28. Victims of Bullying
 Most bullies victimize students in the same class
or year.
 Its unknown the extent of personal attributes that
play a role in victim selection.
 One major study found that the victims tended to
be smaller and weaker than their peers.
 Another found those to be nonassertive and
socially incompetent were more likely to be
victimized

29. Victims of Bullying
 Having friends appears to reduce the chances
of being bullied.
 One study found:
 “more than half of those who say they have no
friends are being bullied (51%), vs. only 11% of
those who say they have more than five friends”

30. Consequences of Bullying
 Embarrassment
 Psychological and/or
physical distress.
 Frequently absent from
school
 Cannot concentrate on
schoolwork.
 Low self-esteem
 Frequently
contemplated suicide
 Social dysfunction
 Anxiety
 Insomnia
 Depression
 Poor health

31. Consequences of Bullying
Chronic Victims of Bullying
 6 to 10% are chronic victims, bullied as often
as several times a week.
 Most are extremely passive and do not
defend themselves.
 Small number react aggressively toward the
bully due to their coping strategies.

32. Consequences of Bullying
Chronic Victims of Bullying
 These chronic victims tend to be anxious and
insecure.
 Less able to control their emotions, more
socially withdrawn.
 Chronic victims may return to the bully to try
to continue the perceived relationship.
 Often remain victims after switching classes.

33. Consequences of Bullying
Chronic Victims of Bullying
 Olweus states:
“It does not require much imagination to
understand what it is to go through the school
years in a state of more or less permanent
anxiety and insecurity, and with poor self-
esteem. It is not surprising that the victims’
devaluation of themselves sometimes
becomes so overwhelming that they seen
suicide as the only possible solution.”

35. Consequences of Bullying
Chronic Victims of Bullying
 This article
appeared in the
Albuquerque
Journal on
Saturday,
December 24,
2005

36. General Requirements for an
General Requirements for an
Effective Strategy to
Effective Strategy to
Counter Bullying in Schools
Counter Bullying in Schools
1.
1. Enlisting the principals commitment and
Enlisting the principals commitment and
involvement.
involvement.
2.
2. Using a multifaceted, comprehensive
Using a multifaceted, comprehensive
approach.
approach.

37. Specific Responses to
Specific Responses to
Reduce Bullying in Schools
Reduce Bullying in Schools
 Using the “whole-school” approach.
Using the “whole-school” approach.
 Increase student reporting of bullying.
Increase student reporting of bullying.
 Developing activities in less-supervised
Developing activities in less-supervised
areas.
areas.
 Reducing the amount time students can
Reducing the amount time students can
spend less supervised.
spend less supervised.
 Staggering recess, lunch and/or class-
Staggering recess, lunch and/or class-
release times.
release times.

38. Specific Responses to
Specific Responses to
Reduce Bullying in Schools
Reduce Bullying in Schools
 Monitoring areas where bullying can be
Monitoring areas where bullying can be
expected.
expected.
 Assigning bullies to a particular location or
Assigning bullies to a particular location or
chores during release times.
chores during release times.
 Posting classroom signs prohibiting bullying
Posting classroom signs prohibiting bullying
and listing consequences for it.
and listing consequences for it.
 Providing teachers with effective classroom
Providing teachers with effective classroom
management training.
management training.
 Having high-level school administrators
Having high-level school administrators
inform late-enrolling students about the
inform late-enrolling students about the
school’s bullying policy.
school’s bullying policy.

39. Responses with Limited
Responses with Limited
Effectiveness
Effectiveness
 Training students in conflict resolution
Training students in conflict resolution
and peer mediation.
and peer mediation.
 Adopting a “zero tolerance” policy.
Adopting a “zero tolerance” policy.
 Providing group therapy for bullies.
Providing group therapy for bullies.
 Encouraging victims to simply “stand up”
Encouraging victims to simply “stand up”
to bullies.
to bullies.

40. Understanding Your Local Problem
The information is only a generalized
description of bullying in schools.
You must combine this information with a
more specific understanding of your
school’s problem. Analyzing it will help
design a more effective response strategy.

42. Thank You