short speech on bullying in schools

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• Speech Writing /

Speech on How to Tackle Bullying in Schools?

• Updated on  
• Dec 16, 2023

Imagine you see an average schoolgirl bullied multiple times by her classmates. Her classmates make fun of her by calling her weird names, revealing her secrets, and even physical bullying like pushing and pinching. What would be the first thought in your mind? You probably want to help her in dealing with bullies. According to a 2019 report, 2 out of 10 students in India are bullied at school. The majority of the students fall in the 12 to 18 years of age group. Bullying can have serious and lasting effects on individuals’ emotional and physical health. Do you want to know the solution to this? Guess what? Today, we have brought you a speech on how to tackle bullying in school, where different methods and techniques will be discussed. Stay tuned!

Check out our 200+ Essay Topics for Students in English!

Table of Contents

• 1 10 Lines On How to Tackle Bullying in Schools
• 2 2-Minute Speech on How to Tackle Bullying in Schools
• 3 Popular Quotes on Anti-Bullying in School

Also Read: Essay on Knowledge Is Power

Also Read: Speech on ‘If I Had A Superpower’

10 Lines On How to Tackle Bullying in Schools

Here are 10 lines on how to tackle bullying in schools. Feel free to use them in your speech topics.

One of the best ways to tackle bullying in school is to stand up against them.

Educational programs and campaigns can help to raise awareness about the negative impacts of bullying.

Students must be encouraged to open communication where they can comfortably discuss their experiences and concerns without fear of judgment.

Schools must establish and enforce anti-bullying policies to deter and address bullying behavior.

Schools must promote the concept of cyberbullying and encourage students to digital respect and kindness.

Teachers and other staff members must be provided with training to address bullying incidents.

Nourishing a positive and inclusive school environment can make students feel valued and protected. 

Students must be taught how to help a victim of bullying.

There should be support services at school, ensuring proper counseling for the victims of bullying.

Parents’ active participation is necessary in anti-bullying efforts, as will be informed and involved in creating a safe environment.

Also Read: Speech About Life for Students in English

2-Minute Speech on How to Tackle Bullying in Schools

‘Good morning my friends and teacher (s). Today, I stand before you to present my speech on how to tackle bullying in schools. One way, we all have bullied someone. It can be verbal, physical, social or disability bullying. When you are making fun or badmouthing about someone, you don’t care what the person might be going through. For you, it’s either an everyday thing or you probably enjoy doing so.

‘But you know what? A person involved in bullying is never loved. This is because they don’t have emotions. Bullying is one of the worst experiences a student can ever go through. Imagine yourself being bullied at school and it’s the same thing every day. What would you do? Who will you reach out to? Do you have the courage to stand up against bullies? If you do, then good for you but not every student is courageous enough to stand up to bullies.’

‘To tackle bullies at schools, experts have suggested multiple strategies. The first one is to launch educational programs and campaigns that can help raise awareness about the negative impacts of bullying. Constant negative interactions can contribute to the development of depression and anxiety disorders.’

‘Schools must nourish positive and inclusive environments that can make students feel valued and protected. A lot of victims of bullying try to skip or avoid school to escape bullying, which interferes with their academic scores and can lead to education setbacks.’

‘Children with elder siblings are often compared by their parents. No two children are the same. Parents must stop this comparison between their children and encourage them to perform well by supporting them in learning new skills.’

‘Before implementing anti-bullying strategies, educators, parents, and students must recognize the signs of bullying. Next time you see a victim of a bully, just put yourself in their shoe and you will understand what they are going through.

Thank you.’

Popular Quotes on Anti-Bullying in School

Here are some popular quotes about anti-bullying in school. Feel free to use them in your speech or any writing topic.

• ‘Encourage don’t belittle, embrace their individuality. And show them that no matter what they will always have value if they stay true to themselves’ – Salonge Nicole
• ‘Smiles and kindness bring so much more than money can buy. Help and acceptance are all that are needed when you see someone cry.’ – Jennifer Sodini
• ‘Don’t ever let anyone bring you down, define who you are or destroy your AWESOMENESS.’ – Comic Strip Mama
• ‘Bullying is wrong. It is not okay to bully others back because they bullied you.
• We learned our lesson with Don the Goat.’ – T.R Durphy

Related Articles

Ans: The act of teasing someone using words or physically harming them is known as bullying. Bullying can have several negative impacts on the victim, such as emotional and psychological impacts, physical consequences, academic setbacks, behavioral and social changes, etc. To tackle bullying in schools, teachers and parents must encourage children to stand up against bullies. Schools must implement anti-bullying programs and campaigns to raise awareness about the negative impacts of bullying. Schools must promote the concept of cyberbullying and encourage students to digital respect and kindness. Teachers and other staff members must be provided with training to address bullying incidents.

Ans: There are different types of bullying, such as verbal, physical, social, cyber, sexual, religious, and homophobic bullying.

Ans: Reaching out and talking to the victim is the best way to help them. You need to ask them how you can help and that you will listen without judgment. Try to act like a friend and show them that you care. If you are listening to them, make them trust you by sharing your personal experiences. Encourage them to stand up against bullying or talk to a teacher about such incidents.

For more information on such interesting speech topics for your school, visit our speech writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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How To Write An Impactful Speech On Bullying (Sample Speech Included)

Hrideep barot.

• Speech Writing

If you attended an educational institution, chances are that you are familiar with the word ‘bullying’. Even if you were not the one bullied, maybe you witnessed someone else being bullied. Or maybe you’ve simply heard the term mentioned by your teachers or other people in authority during an anti-bullying campaign or a speech of some sort.

Whatever the context, most people are familiar with the term bullying and what it entails. And yet, statistics are proof that simply possessing the knowledge that bullying is real does not necessarily mean that people will–or are–doing anything about it.

One out of five students has reported being bullied. 70% of school staff have seen bullying. The number of anti-bullying campaigns might be on the rise, yes, but as you can see, the number of students being bullied remains just as abhorrently high.

If you’re going to be delivering a speech against bullying, then it’s important for you to know these statistics. It’s only when you realize this that you will understand that simply giving a speech against bullying is not enough.

Instead, you must strive to deliver your speech in such a manner that it actually impacts other people & results in tangible changes.

Sounds tough, I know. But it’s not as difficult as it sounds.

By keeping in mind a few things like keeping your audience & occasion in mind, incorporating stories & videos, varying your speech pattern, and having a powerful opening as well as closing, you can deliver an impactful speech on bullying.

Tips For Delivering A Speech On Bullying

1. Keep The Occasion & Audience In Mind

What is the occasion? Are you delivering your speech for a school assembly, or is it for a professional campaign? Is your audience going to be comprised of bullies/bullying victims, or are they simply ordinary individuals wanting to know more about bullying?

The answer to these questions is going to alter how you should go about structuring your speech. For example, if you’re delivering your speech to school-going children, then you’re going to have to alter your speech to fit their understanding level.

2. Make It A Perfomance, Not Just A Speech

A speech connotates something that revolves around the words and the act of speaking. However, a performance is so much more than a speech: think of it as speech leveled up by multiple levels.

A performance includes speech, yes, but it also includes other important things like your voice modulation, expressions, gestures, body language, emotions, and storytelling, to name a new. A performance is a wholesome experience.

By providing your audience a wholesome experience instead of simply delivering a speech–something that they’ve probably heard multiple times before–you increase the chances that they will actually take an action to do something about it.

Our article, A Guide To Making Your Speech Interesting , has more tips on how to make your speech intriguing to the audience.

3. Tell Stories

Storytelling is an absolute must for any speech. It becomes even more important to include stories when you’re talking about something as sensitive as bullying. By telling stories, you make your speech–and the experience of bullying–more real to your audience.

You make your audience empathize with you as well as your topic. You make them realize that the victims and survivors of bullying are not some nameless humans that the audience doesn’t care about. You make the bullying survivors–and the bullies themselves– real .

You make them relate an abstract concept to real life, and to see things that are probably happening around them, but they’d never seen before.

4. Use Props

Props are another element that you must definitely incorporate in any speech or presentation. Props, like stories, can make your topic more tangible and easy to understand for the audience. They can also add a touch of uniqueness to your speech, and make it more memorable for the people attending.

However, before choosing your prop, you must ensure that it is relevant to the topic. Don’t just add a prop to your speech for the sake of adding it.

5. Change Your Speech Pattern

It’s not just the content of your speech that matters. The way you deliver your speech plays just as internal of a role in the impact you’ll make on your audience as the actual speech itself. Speech pattern is key to making an emotional impact on your audience’s mind.

You don’t want to sound like a robot while delivering your speech. Instead, mix up your speech pattern. If you’re going to be delivering an impactful quote, pause for a moment. If you’re reaching a serious point in your story, slow down your cadence. Vary your speech pattern.

6. Show Videos

Videos are an excellent way to make a connection with the audience. Videos will allow you to tell your story without resorting to just words. Videos can capture your audience’s attention & enhances your narrative to another level.

You can include short videos that you can easily find online. Alternatively, if you want to take up the creativity another notch, you can customize a video on your own & include it in your speech.

7. Have A Dynamic Opening & End

The way you open your speech–and how you close it–play a key role in determining the kind of impact you will make on your audience’s mind.

If your opening isn’t interesting enough, then you’ll end up losing your audience’s attention even before you have it. Alternatively, if your speech ending isn’t impactful enough, then your audience will probably forget about it the moment they leave–which is definitely something that no speaker wants.

For some inspiration on how to close your speech, check out our article on 10 Of The Best Things To Say In Closing Remarks.

5 Ways To Open Your Speech on Bullying

1. Make Them Imagine

Imagination is one of the strongest tools in your arsenal as a public speaker. By channeling the power of imagination right in the beginning of your speech, you can make your audience form a personal connection with the topic right off the bat.

By making your audience imagine being in a scenario related to bullying, you can make them empathize with your topic better. This is key if you wish for them to take actual steps to stop bullying.

For example: Imagine if we lived in a world that was actually free…

2. Ask Them A Rhethorical Question

Questions are an excellent way to get your audience thinking. Questions can act as a cognitive ‘wake-up’ for your audience & get their thoughts flowing. By asking your audience a question right in the beginning, you prime them for the rest of your speech.

So, pose a question to your audience at the beginning of your speech. Rhetorical questions are great speech openers. Because, unlike a regular question that most likely has a straightforward answer, rhetorical questions make your audience think more deeply.

For example: If you met someone who’d bullied you 15 years ago in high-school, what would you do?

3. Tell A Personal Story

Another great way to begin your speech is by telling them a personal story. Stories–especially if they’re personal–can make the audience form an instant connection with the speaker and the topic.

Have you been bullied in the past? Or did you witness someone get bullied–or stand up for themself in the most awesome way imaginable?

Now would be the time to include them.

For example: I was bullied for over three years during my…

4. Make A Bold Statement

Surprising your audience is a great way to begin your speech. By making a bold statement, you not only achieve this, but you also make your audience see you as a more confident & respectable figure. This increases the chances that they will perceive your speech in a positive light.

So, start off your speech with a bold statement.

For example : I wish bullies were treated the same as murderers.

5. Use Facts & Statistics

Statistics and facts are an age-old way to have a foolproof beginning. Statistics and facts can add shock value to your speech opening, and awaken your audience. They might also cause the audience to see your speech in a different light.

However, one thing to keep in mind while incorporating facts or statistics is to ensure that they’re not too complicated or include a lot of numbers. You want to keep your facts simple, and relevant to the topic at hand.

For example: 1 in 5 children reports being bullied during their high school…

For more ideas on how to open your speech, check out our article on 10 Of The Best Things To Say In Opening Remarks.

Sample Speech On Bullying

Bullying: It’s More Than Getting Punched

“Why don’t you just kill yourself?” This is the gift that arrived in my inbox on the morning of my fourteenth birthday. A fourteen year old girl–statements like these were a common part of my daily life. I’d listened to them every single day since I entered high-school. In fact, they were precisely the reason why I begged my parents to home school me in the first place. When I began my home-schooling journey, I did so with a lot of hope. Hope that I would finally be able to get away from the words that had been hurled at me every single day for the last two years. And yet, here we were. Not even a week had passed since I left the concrete halls of my high-school for the comfort and safety of my home, and yet as it turned out, home wasn’t safe either. Nothing was. Not in this new, techonology-driven world where people don’t need to be standing in front of you to communicate with you–or bully you. Or threaten your life. A few quick thrusts on the keypad, a couple of clicks, and it’s done. When people think of bullying, they often picture giant, violent figures towering over tiny, sobbing ones. Or hordes of people screaming insults at cowering figures in the hallway. Or pushing them against walls and banging their heads against toilet seats. While the incidents I’ve described still happen–and too often–bullying is so much more than that. Bullying, in the modern world, is like a hydra monster from the Greek Myths: it doesn’t have one face but ten, and every time you shack off one head, another one pops up in its place. We all know what to do if we’re bullied–or see someone else get bullied. We’ve heard it before, or maybe seen in the pamphlets on bulletin boards or in videos shown in classrooms. But before we take steps to stop bullying, we need to first learn how to identify it. Because unless and until we can recognize bullying when it happens to us–or to someone else–how will it matter whether we know the ways to stop it or not? Bullying can come in many forms. Bullying can be whispered insults when you think no one else is listening. Bullying can be deliberately pulling someone down on their happiest day. Bullying can be starting rumors about someone. Bullying can be tiny actions with no consequences–not for you, at least. It can be little jokes made by your ‘friends’–or little ‘bits of advice to lose weight or gain weight.’ Bullying can happen on the internet, through a string of messages that you hurl behind the mask of anonimity. Bullying can happen in the workplace, or in your college. Bullying can take the shape of prejudice, in the form of stealing opportunties from someone. Bullying can even happen in your own houseold, in your own relationship–and not just romantic ones. Bullying is not just physical. It has more than one dimension. Bullying can be emotional, social, spiritual…and many more things. And yet it is only one aspect of bullying that we tackle, the only one that gets talked about. It is a common misconception. If you hold it, I don’t blame you. After all, even I–a victim myself–held for a long, long time. In fact, in the beginning I didn’t even realize that I was getting bullied at all. After all, nobody ever physically punched me. I was never shoved against the lockers or punched in the face. By conventional definitions of bullying, I was never bullied. And I’m not the only one–a study showed that 64 % of bullying victoms never speak up about their bullying. It was only the day that the message arrived in my inbox that I realized that bullying can come in more than one shape or form. And most of them are forms that we’re not familiar with–at least, not yet. But we need to be. We need to recognize bullying–and we need to get better at doing it. Look at the people around you. You might not know it–they might not know it yet–but they may be getting bullied. And if you want to stop it, you must learn to see it first. They asked me why couldn’t I kill myself. I ask you: do you have the ability to recognize who they are?

To sum up, writing a speech on bullying is simple, and no different than any other speech. Keep in mind a few things like keeping your audience & occasion in mind, incorporating stories & videos, varying your speech pattern, and having a powerful opening as well as closing, and you can deliver an impactful speech on bullying.

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Speech On Bullying [1-2 Minutes]

Here is given an example of speech on bullying. This article can help you understand how to compose public speaking material on similar topics just like this one. Welcome To TheNextSkill.com . Let’s start.

Speech On Bullying For Students

Hello and good morning to all,

Before I deliver my speech I would like to wish you all the best wishes & I also want to thank you a lot for giving me a chance to share my views on this vital topic i.e bullying . Let me start with a story.

Our moral science book teaches us to treat others the way we want ourselves to be treated by others. It feels good when someone treats us with respect and love. In contrast, when someone shows lousy behaviour towards us, It hurts. One such behaviour is called bullying.

Bullying is aggressive behaviour towards one or more vulnerable persons. Those who do bullying are called bullies and they want to dominate the other person(s). Bullying can leave physical or emotional scars on the personality of the victim.

There are four types of bullying i.e. physical, psychological, verbal and cyberbullying. It can happen at any stage of life and any place in the world. Most notably, family members unknowingly bully an individual in various ways.

You might be surprised to know that a UNESCO report states that 32% of students are bullied at school. It is also noted that most boys suffer physical bullying while most girls suffer psychological bullying. No matter what gender the victim has, bullying is needed to be eliminated from society.

Like other countries in the world, the cases of bullying are increasing gradually in our country. Although the government has introduced many initiatives to fight this critical issue, the common man must also put some effort in this direction.

Maybe the victims are unable to take a stand for themselves. Others can help them by taking a stand on their behalf of them. In fact, the victims are one of us. Most important, parents must teach their children not to bully others as a lesson of morality.

To sum it up, it is our duty to prevent bullying in schools, colleges and other parts of the country. Not only bullying harms the victim but it also impacts the personality of bullies. Hence, it is also needed to improve the self-esteem of individuals so that they can develop a strong personality, not a loose one.

This is what I wanted to share with all of you. I hope it was helpful. Thank you for listening.

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The Broad Impact of School Bullying, and What Must Be Done

Major interventions are required to make schools safe learning environments..

Posted May 2, 2021 | Reviewed by Hara Estroff Marano

• How to Handle Bullying
• Find a therapist to support kids or teens
• At least one in five kids is bullied, and a significant percentage are bullies. Both are negatively affected, as are bystanders.
• Bullying is an epidemic that is not showing signs of improvement.
• Evidence-based bullying prevention programs can be effective, but school adoption is inconsistent.

According to the U.S. federal government website StopBullying.gov :

There is no federal law that specifically applies to bullying . In some cases, when bullying is based on race or ethnicity , color, national origin, sex, disability, or religion, bullying overlaps with harassment and schools are legally obligated to address it.

The National Bullying Prevention Center reports data suggesting that one in five children have been bullied. There are many risk factors for being targeted, including being seen as weak, being different from peers including being LGBT or having learning differences or visible disabilities, being depressed or anxious, and having few friends. It's hard to measure how many engage in bullying, but estimates range from one in twenty, to much higher .

The American Association of University Women reports that in grades 7-12, 48 percent of students (56 percent of girls and 40 percent of boys) are sexually harassed. In college, rates of sexual harassment rise to 66 percent. Eleven percent are raped or sexually assaulted.

Silence facilitates traumatization

Only 20 percent of attacked young women report sexual assault . And 89 percent of undergraduate schools report zero sexual harassment. This means that children, adolescents, young adults and their friends are at high risk for being victimized. It means that many kids know what is happening, and don't do anything.

This may be from fear of retaliation and socialization into a trauma-permissive culture, and it may be from lack of proper education and training. Institutional betrayal , when organizations fail to uphold their promises and responsibilities, adds to the problem.

In some states such as New York, laws like “ the Dignity for All Students Act ” (DASA) apply only to public schools. Private, religious, and denominational schools are not included, leaving 20 percent of students in NYC and 10 percent throughout the state unprotected. Research shows that over the last decade, bullying in U.S. high schools has held steady around 20 percent, and 15 percent for cyberbullying.

The impact of bullying

While there is much research on how bullying affects mental health, social function, and academics, the results are scattered across dozens of papers. A recent paper in the Journal of School Violence (Halliday et al., 2021) presents a needed systematic literature review on bullying’s impact in children aged 10-18.

1. Psychological: Being a victim of bullying was associated with increased depression , anxiety , and psychosis . Victims of bullying reported more suicidal thinking and engaged in greater self-harming behaviors. They were more likely to experience social anxiety , body-image issues, and negative conduct. Simultaneous cyberbullying and conventional bullying were associated with more severe depression.

2. Social: Bullying victims reported greater problems in relationships with family, friends and in day-to-day social interactions. They reported they enjoyed time with family and friends less, felt they were being treated unfairly more easily, and liked less where they lived. Victimized children were less popular and likeable, and experienced more social rejection. They tended to be friends with other victims, potentially heightening problems while also providing social support.

3. Academic achievement: Victimized kids on average had lower grades. Over time, they did worse especially in math. They tended to be more proficient readers, perhaps as a result of turning to books for comfort in isolation (something people with a history of being bullied commonly report in therapy ).

4. School attitudes: Bullied children and adolescents were less engaged in education, had poorer attendance, felt less belonging, and felt more negatively about school.

5. What happens with age? Researchers studied adult psychiatric outcomes of bullying, looking at both victims and bullies, reported in the Journal of the American Medical Association (JAMA) Psychiatry (Copeland et al., 2013). After controlling for other childhood hardships, researchers found that young adults experience increased rates of agoraphobia (fear of leaving the house), generalized anxiety, panic disorder, and increased depression risk. Men had higher suicide risk.

The impact of bullying does not stop in early adulthood. Research in the Journals of Gerontology (Hu, 2021) found that people over the age of 60 who were bullied as children had more severe depression and had lower life satisfaction.

6. Bullying and the brain: Work reported in Frontiers in Psychiatry (Muetzel et al., 2019) found that victims of bullying had thickening of the fusiform gyrus, an area of the cerebral cortex involved with facial recognition, and sensing emotions from facial expressions. 1 For those with posttraumatic stress disorder, brain changes may be extensive.

7. Bystanders are affected: Research also shows that bystanders have higher rates of anxiety and depression (Midgett et al., 2019). The problem is magnified for bystanders who are also victims. It is likely that taking appropriate action is protective.

Given that victims of bullying are at risk for posttraumatic stress disorder ( PTSD ; Idsoe et al., 2012), it’s important to understand that many of the reported psychiatric findings may be better explained by PTSD than as a handful of overlapping but separate diagnoses. Trauma often goes unrecognized.

What can be done?

The psychosocial and academic costs of unmitigated bullying are astronomical, to say nothing of the considerable economic cost. Change is needed, but resistance to change, as with racism, gender bias, and other forms of discrimination , is built into how we see things.

Legislation: There is no federal antibullying legislation, and state laws may be weak and inconsistently applied. Given that bullying rates are no longer falling, it’s important for lawmakers and advocates to seek immediate changes.

Bullying prevention: Schools can adopt antibullying programs, though they are not universally effective and sometimes may backfire. Overall, however, research in JAMA Pediatrics (Fraguas et al., 2021) shows that antibullying programs reduce bullying, improve mental health outcomes, and stay effective over time. 2

Trauma-informed education creates an environment in which all participants are aware of the impact of childhood trauma and the need for specific modifications given how trauma is common among children and how it affects development.

According to the National Child Traumatic Stress Network (NCTSN):

"The primary mission of schools is to support students in educational achievement. To reach this goal, children must feel safe, supported, and ready to learn. Children exposed to violence and trauma may not feel safe or ready to learn. Not only are individual children affected by traumatic experiences, but other students, the adults on campus, and the school community can be impacted by interacting or working with a child who has experienced trauma. Thus, as schools maintain their critical focus on education and achievement, they must also acknowledge that mental health and wellness are innately connected to students’ success in the classroom and to a thriving school environment."

Parenting makes a difference. Certain parenting styles may set kids up for emotional abuse in relationships , while others may be protective. A 2019 study reported in Frontiers in Public Health (Plexousakis et al.) found that children with anxious, overprotective mothers were more likely to be victims.

Those with cold or detached mothers were more likely to become bullies. Overprotective fathering was associated with worse PTSD symptoms, likely by getting in the way of socialization. The children of overprotective fathers were also more likely to be aggressive.

Quality parental bonding, however, appeared to help protect children from PTSD symptoms. A healthy home environment is essential both for helping victims of bullying and preventing bullying in at-risk children.

Parents who recognize the need to learn more positive approaches can help buffer again the all-too-common cycle of passing trauma from generation to generation, building resilience and nurturing secure attachment to enjoy better family experiences and equip children to thrive.

State-by-state legislation

Bullying prevention programs (the KiVA program is also notable)

Measuring Bullying Victimization, Perpetration and Bystander Experiences , Centers for Disease Control

Trauma-informed teaching

US Government Stop Bullying

1. Such differences could both result from being bullied (e.g. needing to scan faces for threat) and could also make being bullied more likely (e.g. misreading social cues leading to increased risk of being targeted).

2. Such programs focus on reducing negative messaging in order to keep stakeholders engaged, monitor and respond quickly to bullying, involve students in bullying prevention and detection in positive ways (e.g. being an “upstander” instead of a bystander), monitor more closely for bullying when the risk is higher (e.g. after anti-bullying trainings), respond fairly with the understanding that bullies often have problems of their own and need help, involved parents and teachers in anti-bullying education, and devote specific resources for anti-bullying.

Sarah Halliday, Tess Gregory, Amanda Taylor, Christianna Digenis & Deborah Turnbull (2021): The Impact of Bullying Victimization in Early Adolescence on Subsequent Psychosocial and Academic Outcomes across the Adolescent Period: A Systematic Review, Journal of School Violence, DOI: 10.1080/15388220.2021.1913598

Copeland WE, Wolke D, Angold A, Costello EJ. Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA Psychiatry. 2013;70(4):419–426. doi:10.1001/jamapsychiatry.2013.504

Bo Hu, PhD, Is Bullying Victimization in Childhood Associated With Mental Health in Old Age, The Journals of Gerontology: Series B, Volume 76, Issue 1, January 2021, Pages 161–172, https://doi.org/10.1093/geronb/gbz115

Muetzel RL, Mulder RH, Lamballais S, Cortes Hidalgo AP, Jansen P, Güroğlu B, Vernooiji MW, Hillegers M, White T, El Marroun H and Tiemeier H (2019) Frequent Bullying Involvement and Brain Morphology in Children. Front. Psychiatry 10:696. doi: 10.3389/fpsyt.2019.00696

Midgett, A., Doumas, D.M. Witnessing Bullying at School: The Association Between Being a Bystander and Anxiety and Depressive Symptoms. School Mental Health 11, 454–463 (2019). https://doi.org/10.1007/s12310-019-09312-6

Idsoe, T., Dyregrov, A. & Idsoe, E.C. Bullying and PTSD Symptoms. J Abnorm Child Psychol 40, 901–911 (2012). https://doi.org/10.1007/s10802-012-9620-0

Fraguas D, Díaz-Caneja CM, Ayora M, Durán-Cutilla M, Abregú-Crespo R, Ezquiaga-Bravo I, Martín-Babarro J, Arango C. Assessment of School Anti-Bullying Interventions: A Meta-analysis of Randomized Clinical Trials. JAMA Pediatr. 2021 Jan 1;175(1):44-55. doi: 10.1001/jamapediatrics.2020.3541. PMID: 33136156; PMCID: PMC7607493.

Plexousakis SS, Kourkoutas E, Giovazolias T, Chatira K and Nikolopoulos D (2019) School Bullying and Post-traumatic Stress Disorder Symptoms: The Role of Parental Bonding. Front. Public Health 7:75. doi: 10.3389/fpubh.2019.00075

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Defining school bullying and its implications on education, teachers and learners

Contributing to UNESCO’s work on fostering safe learning environments , which addresses many different forms of violence, the UNESCO Chair on Bullying and Cyberbullying, in collaboration with the World Anti-Bullying Forum (WABF), led an international working group to create a more holistic and inclusive definition of school bullying. Professor James O’Higgins Norman, UNESCO Chair on Bullying and Cyberbullying, shares his insights on this work.

Why revisit the definition of bullying?

Many current anti-bullying programmes in schools are rooted in early definitions characterizing bullying as an “unwanted aggressive behavior that is repeated over time and involves an imbalance of power or strength”. While this was groundbreaking at the time and advanced the work of researchers, policy makers, educators and others, evolving perspectives have deepened our understanding of bullying.

Research shows that progress in reducing school bullying has been slow, with only a 19% decrease in perpetration and a 15% drop in the rate of learners facing bullying. This means we must reassess our understanding and approaches to bullying, especially in our increasingly complex world, where both in-person and online bullying intertwine with personal and societal issues.

How are you revisiting the definition of bullying?

As a UNESCO Chair, my role involves facilitating interdisciplinary research and dialogue, and working towards a more holistic approach to bullying. Our recommendation for a ‘whole-education’ approach to tackle bullying recognizes individual, contextual, and societal dimensions.

With support from UNESCO and the WABF, I facilitated the working group to revisit the definition of bullying, consulting scholars, policymakers and practitioners worldwide. We gathered feedback from a diverse group and have conducted wide consultations. This working group was launched following the recommendations by a Scientific Committee on preventing and addressing school bullying and cyberbullying, convened by UNESCO and the French Ministry of Education, Youth and Sports.

What would a revised definition mean for education policymakers and practitioners, for school communities and learners?

The proposed definition promotes a holistic and inclusion-driven approach to tackling bullying and violence in schools and in online spaces. 

Crafting a more inclusive definition has the potential to break down academic and professional barriers, encouraging cooperation between sectors, and among scholars, policymakers, educators, and learners. It provides a solid foundation to better understand bullying particularly regarding those most marginalized due to appearance, ethnicity, gender, social class, or sexuality, among others. Bullying is a complex issue tied to individual, contextual, and structural factors, making collaboration essential.

Together, we can deepen our understanding and address not only the behavior but also the underlying systems and ideologies supporting bullying.

What is your vision for this improved definition of school bullying?

My vision aligns with United Nations Sustainable Development Goal 4, on education, in that our work on bullying, and all other forms of school violence, is aimed at ensuring an inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. 

What message do you have for teachers and learners?

To teachers and school staff: Do not accept bullying as normal. Create a safe classroom environment by setting clear expectations for kindness and respect, remain vigilant for signs of bullying, stay informed about effective prevention strategies, and promptly address any incidents. Implement a robust anti-bullying policy. Under the idea of a ‘whole-education’ approach, collaborate with colleagues and parents, incorporate empathy and anti-bullying content into the curriculum, and use collaborative learning methods.

To learners: Report bullying, be confident in recognizing and responding to it, and encourage bystander intervention. You have the power to stop bullying.

New definition and what’s next?

The working group presented its proposed revised definition of school bullying at the WABF held in October 2023. The proposed definition reads:

School bullying is a damaging social process that is characterized by an imbalance of power driven by social (societal) and institutional norms. It is often repeated and manifests as unwanted interpersonal behaviour among students or school personnel that causes physical, social, and emotional harm to the targeted individuals or groups, and the wider school community.

This new inclusive definition of school bullying was largely welcomed by delegates at the Forum. The UNESCO Chair and WABF hope that this revised definition will contribute to opening a new chapter in the global conversation on the nature of and responses to bullying and cyberbullying. 

For UNESCO, the new definition of bullying reflects our approach and work to ensure that schools are safe and supportive learning environments. This means that to end all forms of school violence, including bullying, we must understand that these behaviours do not happen in isolation, that there are different drivers of violence, and that a ‘whole-education’ approach is needed. 

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Bullying in Schools

Although bullying is sometimes seen as “a part of growing up” or “kids being kids,” imagine the kid who is picked on every day, whether physically, socially, or through cyber-bullying. Think about Rebecca Sedwick, the 12-year-old who committed suicide in Florida following a year of bullying at the hands of two young girls. To Rebecca, the bullying was so serious and distressing that she took her own life.

Students need school to be a positive climate where they feel safe.

Or consider the 8-year-old boy who writes to Santa Claus about his twin sister bullied over her weight: "Dear Santa ... I wanted a (remote control) car and helicopter, but I don't want that anymore. Kids at school are still picking on my sister and it’s not fair … I prayed that they will stop, and she needs your help."

Bullying is a prevalent form of youth violence, particularly in school settings. As illustrated in the examples above, it is defined by  aggressive behavior  (i.e., behavior that is intentional and mean) that occurs  repeatedly over time  and within the context of a  power imbalance . Although both are harmful to youth, there is an important distinction between bullying and aggression — if there is an occasional conflict or fighting between two children of equal strength, size, and social status, this is aggression, but not bullying.

Most school-aged children are exposed to bullying in some form due to the unequal balance of power and influence that is so common in youth relationships and peer groups. Research shows that bullying and harassment in schools increases in late childhood and peaks in early adolescence, specifically during middle school and typically takes place in unstructured settings such as the cafeteria, hallways, and playground during recess.

Students need school to be a positive climate where they feel safe. This reduces their own stress and potential aggression, allowing them to focus on the learning necessary for them to be successful in their lives.

Fortunately, there are actions that students and school staff can take to prevent bullying and harassment in schools and to create a more positive school climate. The culture of school violence cannot be impacted by only working with bullies and victims alone. It takes consistent and united action by everyone — students, school staff, administrators, and parents. 

Click here to learn more about the power of a positive school climate.

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To better understand how positive efforts can be made, it is important to understand the various types of bullying:

• Physical:  Related to dominance and is the most prevalent form of aggression and bullying among boys (as compared to relational). Behaviors can include hitting, kicking, and threatening violence.
• Relational: Involves the manipulation of social standing or reputations and is the most prevalent form of aggression and bullying among girls (as compared to physical). Behaviors can include starting rumors and social exclusion.  Click here to learn more about relational aggression.
• Cyber:  Involves using electronics to harm others. This type of bullying can be especially harmful because the perpetrators are more difficult to identify, it can more quickly and impulsively be spread to larger audiences, and the physical evidence of the bullying cannot be easily erased from cyberspace. Victims of cyber bullying are often also victims of traditional off-line bullying.  Click here to learn more about cyberbullying.

Regardless of the type of bullying, there are several key roles that typically participate in the behavior.

• The  bully  has a power advantage as compared to the victim, whether the bully is physically stronger, more popular, and/or more socially influential.
• The  bystanders , or other peers that witness the bullying event, play a particularly important and perhaps underrated role in bullying.

Certain sub-groups of adolescents may be at a higher risk for bullying.  Click here to learn more.

• Between 21 and 49% of youth adolescents report being bullied in the past year
• 70.6% of youth are bystanders to bullying.
• In a 2010 study, 20% of girls and 25% of boys said they were bullied, bullied others, or both in the last month.
• In the same study, 90% of third to fifth grade students said they felt sorry for students who are bullied, but sympathy often does not translate into action.
• A 2009 study estimated that at least 20.8% of youth in the US were physically bullied, 53.6% were verbally bullied, 51.4% were socially bullied, and 13.6% were cyber bullied at least once over a two-month period.
• Victims of cyber bullying often do not report their victimization and are eight times more likely to carry a weapon to school.
• A 2011 study showed that bullying at age 14 predicted violent convictions between ages 15 and 20, self-reported violence at age 15 to 18, low job status at age 18, and drug use at 27 to 32 years of age.
• Bullying Classroom Check-Up (BCCU)
• Preventing Aggression in Schools Everyday (PRAISE)
• Friend to Friend

Recommended Resources

• Leff SS, Waasdorp TE, Paskewich, BS.  The Broader Impact of Friend to Friend (F2F): Effects on Teacher-student Relationships, Prosocial Behaviors, and Relationally and Physically Aggressive Behaviors .  Behavior Modification.  2016;40(4):589-610.
• Leff SS, Paskewich BS, Waasdorp TE, Waanders C, Bevans KB, Jawad AF.  Friend to Friend: A Randomized Trial for Urban African American Relationally Aggressive Girls .  Psychology of Violence.  2015;5(4):433-443.
• Leff, SS., Waasdorp, TE., & Mehari, KR.  An Updated Review of Existing Relational Aggression Programs . In S. M. Coyne & J. M. Ostrov (Eds.),  The Development of Relational Aggression  2018, pp. 283-317: Oxford University Press.
• Leff SS, Waasdorp TE, Paskewich BS, Gullan RL, Jawad AF, MacEvoy JP, Feinberg BE, Power TJ.  The Preventing Relational Aggression in Schools Everyday Program: A Preliminary Evaluation of Acceptability and Impact .  School Psychology Review , 2010, Volume 39, No. 4, pp. 569-587.
• Leff SS, Costigan T, Power TJ.  Using Participatory Research to Develop a Playground-based Prevention Program .  Journal of School Psychology . 42 (2004), 3-21.
• Leff SS, Gullan RL, Paskewich BS, Abdul-Kabir S, Jawad AF, Grossman M, et al.  An Initial Evaluation of a Culturally-adapted Social Problem Solving and Relational Aggression Prevention Program for Urban African American Relationally Aggressive Girls .  Journal of Prevention and Intervention in the Community.  2009;37(4):260-274.
• Waasdorp, TE., & Bradshaw, CP.  Examining Variation in Adolescent Bystanders’ Responses to Bullying .  School Psychology Review , 2018 Volume 47, No. 1, pp.18-33. 
• Waasdorp, TE., Pas, ET., Zablotsky, B., & Bradshaw, CP.  Ten-Year Trends in Bullying and Related Attitudes Among 4th- to 12th Graders .  Pediatrics , 2017 Volume 139, No. 6, pp. 1-8.
• Perspectives on addressing bullying in schools on the  Research in Action  blog
• Downloadable Tools from CHOP's Center for Violence Prevention
• Positive Behavioral Intervention and Support
• Centers for Disease Control and Prevention (CDC)
• Student Bullying: Overview of Research, Federal Initiatives, and Legal Issues (Congressional Research Service)
• Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and the New Realities of Girl World
• 'Masterminds and Wingmen': Preparing your son for the pitfalls of a boy's world
• Social Aggression Among Girls
• Collaborative for Academic, Social, and Emotional Learning (CASEL)
• StopBullying.gov

Related Content

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Cyberbullying

Preventing Aggression in Schools Everyday

Friend to Friend: Reducing Relational Aggression In School Settings

Adapting Bullying Prevention Coaching for Virtual Delivery

Home — Essay Samples — Social Issues — Bullying — Bullying Speech

Bullying Speech

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Published: Mar 5, 2024

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Effects of Bullying

Bullying can affect everyone—those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. It is important to talk to kids to determine whether bullying—or something else—is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, social, emotional, academic, and mental health issues. Kids who are bullied are more likely to experience:

• Depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy. These issues may persist into adulthood.
• Health complaints
• Decreased academic achievement—GPA and standardized test scores—and school participation. They are more likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into adulthood. Kids who bully are more likely to:

• Abuse alcohol and other drugs in adolescence and as adults
• Get into fights, vandalize property, and drop out of school
• Engage in early sexual activity
• Have criminal convictions and traffic citations as adults 
• Be abusive toward their romantic partners, spouses, or children as adults

Kids who witness bullying are more likely to:

• Have increased use of tobacco, alcohol, or other drugs
• Have increased mental health problems, including depression and anxiety
• Miss or skip school

The Relationship between Bullying and Suicide

Media reports often link bullying with suicide. However, most youth who are bullied do not have thoughts of suicide or engage in suicidal behaviors. 

Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many issues contribute to suicide risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth. This risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse.

Violence and bullying affect one in three students, education experts warn

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Children face violence and bullying at school all over the world, with one in every three students subject to attacks at least once a month and one in 10, a victim of cyberbullying, the UN said on Thursday.

The warning from UNESCO , the UN organization for education, science and culture, based on 2019 data, coincides with the first  International Day against Violence and Bullying at School - Including Cyberbullying , on 5 November.

🛑 You’re entering a bullying free zone 🛑5 November, is the first ever Int'l Day against Violence & Bullying at School Including Cyberbullying. @UNESCO calls for #StopBullying https://t.co/t9gL84Qual pic.twitter.com/VApwgSpCq7 UN News UN_News_Centre

“Recent attacks on schools in Afghanistan, Burkina Faso, Cameroon and Pakistan, and the assassination of teacher Samuel Paty in France, sadly underscore the critical issue of protecting our schools from all forms of violence,” said UNESCO Director-General Audrey Azoulay, in a statement.

‘Neglected, minimised or ignored’

Tackling bullying is also key to the protection of students, Ms. Azoulay continued, describing it as a “blight” that was “neglected,  minimized  or  ignored”, even though it inflicted “physical and emotional suffering on millions of children around the world”.

Given the scale of school violence and bullying highlighted in a 2019 report by UNESCO covering 144 countries, Ms. Azoulay  insisted  on the need to raise global awareness and put a stop to both problems.

“As students, parents, members of the educational community and ordinary citizens, we have all a part to play in stopping violence and bullying in schools", she maintained.

Outside chance

The consequences of bullying can have devastating consequences on academic achievement, school dropout, and physical and mental health, the UN education agency said in a  statement .

It defined bullying as aggressive behaviour that involves unwanted, negative actions repeated over time and an imbalance of power or strength between the perpetrators and the victims.

“Children who are frequently bullied are nearly three times more likely to feel like an outsider at school and more than twice as likely to miss school as those who are not frequently bullied,” UNESCO said. “They have worse educational outcomes than their peers and are also more likely to leave formal education after finishing secondary school.”

Cyberbullying on the rise

Highlighting that cyberbullying is on the rise, the UN organization attributed this to the COVID-19 pandemic, as more students than ever were “living, learning and socializing online”. This had led to an “unprecedented increase in screen time and the merging of online and offline worlds”, heightening youngsters’ vulnerability to bullying and cyberbullying.

While bullying is most often carried out by children’s peers, in some cases teachers and other school staff are believed to be responsible. Corporal punishment is still permitted in schools in 67 countries, UNESCO noted.

Physical bullying is the most frequent type of bullying in many regions - with the exception of North America and Europe, where psychological bullying is most common.

Sexual bullying - including hostile sexual jokes, comments or gestures - is the second most common form of harassment at school in many regions.

Although school violence and bullying affect male and female students, physical bullying is more common among boys.

A person’s physical appearance is the most common cause of bullying, students reported, followed by their race, nationality or skin colour.

Psychological abuse is more common among girls, UNESCO continued, after  identifying “isolating, rejecting, ignoring, insults, spreading rumours, making up lies, name-calling, ridicule, humiliation and threats” as typical treatment.

Not a rite of passage

Dismissing the widely held belief that bullying is a rite of passage for youngsters and that little can be done to eradicate it, UNESCO insisted that dozens of countries had made great progress in addressing the problem.

A political desire for change was key, it noted, along with promoting a caring school environment, training for teachers and mechanisms to report bullying and support for affected students.

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Bullying: what is it and how to stop it, how to prevent and deal with bullying..

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Watching your child experience the physical and emotional pain of bullying or cyberbullying is heartbreaking. 

Some parents are unsure where to begin to help protect their children from bullying and violence. Others may not know if their children are victims, bystanders or even perpetrators of harmful behaviours. 

Here are some tips on how to navigate bullying with your children.

Understand bullying How to prevent bullying How to deal with bullying  

What is bullying?

You can usually identify bullying through the following three characteristics: intent, repetition, and power. A person who bullies intends to cause pain, either through physical harm or hurtful words or behaviour, and does so repeatedly. Boys are more likely to experience physical bullying, while girls are more likely to experience psychological bullying.

Bullying is a pattern of behaviour, rather than an isolated incident. Children who bully usually come from a perceived higher social status or position of power, such as children who are bigger, stronger, or perceived to be popular.

The most vulnerable children face a higher risk of being bullied. These are often children from communities that are marginalized, children from poor families, children with different gender identities, children with disabilities or migrant and refugee children. 

Bullying can happen both in person or online. Cyberbullying often occurs over social media, SMS/text or instant message, email, or any online platform where children interact. Because parents may not always follow what their children are doing on these platforms, it can be difficult to know when your child is affected.

Why should I intervene if my child is being bullied?

Bullying can have harmful and long lasting consequences for children. Besides the physical effects of bullying, children may experience emotional and mental health problems, including depression and anxiety , that can lead to substance abuse and decreased performance in school.

Unlike in-person bullying, cyberbullying can reach a victim anywhere, at any moment. It can cause profound harm, as it can quickly reach a wide audience and leave a permanent footprint online for all involved.

Your child has the right to a safe, nurturing school environment that respects their dignity. All children have the right to an education, and protection from all forms of physical or mental violence, injury or abuse. Bullying is no exception.

How can I help prevent bullying?

The first step to keeping your child safe, whether in-person or online, is making sure they know the issue. 

1. Educate your children about bullying

Once they know what bullying is, your children will be able to identify it more easily, whether it is happening to them or someone else. 

2. Talk openly and frequently to your children

The more you talk to your children about bullying, the more comfortable they will be telling you if they see or experience it. Check in with your children daily and ask about their time at school and their activities online, inquiring not only about their classes and activities, but also about their feelings.

3. Help your child be a positive role model

There are three parties to bullying: the victim, the perpetrator and the bystander. Even if children are not victims of bullying, they can prevent bullying by being inclusive, respectful and kind to their peers. If they witness bullying, they can stick up for the victim, offer support, and/or question bullying behaviours.

4. Help build your child’s self confidence

Encourage your child to enrol in classes or join activities they love in your community. This will also help build confidence as well as a group of friends with shared interests.

5. Be a role model 

Show your child how to treat other children and adults with kindness and respect by doing the same to the people around you, including speaking up when others are being mistreated. Children look to their parents as examples of how to behave, including what to post online. 

6. Be part of their online experience 

Familiarize yourself with the platforms your child uses, explain to your child how the online and the offline world are connected, and warn them about the different risks they’ll face online.

> Read: How to keep your children safe online

I’m not sure if my child is being bullied. What signs should I look out for?

Keep an eye on your child's emotional state, as some children may not express their concerns verbally. Signs to look out for include:

• Physical marks such as unexplained bruises, scratches, broken bones and healing wounds 
• Fear of going to school or joining school events
• Being anxious, nervous or very vigilant
• Having few friends in school or outside of school
• Losing friends suddenly or avoiding social situations
• Clothing, electronics or other personal belongings being lost or destroyed
• Often asking for money
• Low academic performance
• Absenteeism, or calling from school asking to go home
• Trying to stay near adults
• Not sleeping well and may be having nightmares
• Complaining of headaches, stomach aches or other physical ailments
• Regularly distressed after spending time online or on their phone (without a reasonable explanation)
• Becomes unusually secretive, especially when it comes to online activities
• Being aggressive or having angry outbursts

Talk to your children about what they think is good and bad behaviour in school, in the community and online. It is important to have open communication so that your children will feel comfortable telling you about what is happening in their lives.

> Read: 11 tips for communicating with your teen

What should I do if my child is being bullied or threatened?

If you know your child is being bullied, there are several steps you can take to help:

1. Listen to your child openly and calmly

Focus on making them feel heard and supported, instead of trying to find the cause of the bullying or trying to solve the problem. Make sure they know that it is not their fault. 

2. Reassure your child

Tell the child that you believe them; that you are glad they told you; that it is not their fault; that you will do your best to find help. 

3. Talk to the teacher or school 

You and your child do not have to face bullying alone. Ask if your school has a bullying policy or code of conduct. This may apply for both in-person bullying and online.

> Read: How to work with your child's school if they are being bullied

4. Be a support system

For your child, having a supportive parent is essential to dealing with the effects of bullying. Make sure they know they can talk to you at any time and reassure them that things will get better. 

What can I do if my child is bullying others?

If you think or know that your child is bullying other children, it’s important to remember that they are not inherently bad, but may be acting out for a number of reasons. Children who bully often just want to fit in, need attention or are simply figuring out how to deal with complicated emotions. In some cases, children who bully are themselves victims or witnesses to violence at home or in their community. There are several steps you should take to help your child stop bullying:

1. Communicate 

Understanding why your child is acting out will help you know how to help them. Are they feeling insecure at school? Are they fighting with a friend or sibling? If they are having trouble explaining their behaviour, you may choose to consult with a counsellor, social worker, or mental health professional who is trained to work with children. 

2. Work through healthy ways of coping 

Ask your child to explain a scenario that frustrated them, and offer constructive ways of reacting. Use this exercise to brainstorm possible future scenarios and non-harmful responses. Encourage your child to “put yourself in their shoes” by imagining the experience of the person being bullied. Remind your child that comments made online still hurt in the real world. 

3. Examine yourself 

Children who bully are often modelling what they see at home. Are they exposed to physically or emotionally harmful behaviour from you or another caregiver? Look inward and think honestly about how you are presenting to your child.

4. Give consequences and opportunities to make amends 

If you find out your child has been bullying, it is important to offer appropriate, non-violent consequences. This could be limiting their activities, especially those that encourage bullying (social gatherings, screen/social media time). Encourage your child to apologize to their peers and find ways for them to be more inclusive in the future.

> Read: How to work with your child's school if they are bullying others  

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U.S. Government Accountability Office

K-12 Education: Students' Experiences with Bullying, Hate Speech, Hate Crimes, and Victimization in Schools

Each year, millions of K-12 students experience hostile behaviors like bullying, hate speech, hate crimes, or assault. In school year 2018-19, about 1.3 million students, ages 12 to 18, were bullied for their race, religion, national origin, disability, gender, or sexual orientation.

The Department of Education resolved complaints of hostile behaviors faster in recent years, but more complaints are being dismissed and fewer are being filed. Some civil rights experts said they lost confidence in Education's ability to address civil rights violations in schools—citing Education's rescission of guidance that clarified civil rights protections.

The National Suicide Prevention Lifeline—(800) 273-8255—is a federally managed and funded hotline that offers free, confidential support from trained counselors for individuals in crisis.

After experiencing incidents of racism, high school community members made a statement against hate.

What GAO Found

Students experience a range of hostile behaviors at schools nationwide, according to GAO's analysis of nationally generalizable surveys of students and schools. About one in five students aged 12 to 18 were bullied annually in school years 2014-15, 2016-17, and 2018-19. Of students who were bullied in school year 2018-19, about one in four students experienced bullying related to their race, national origin, religion, disability, gender, or sexual orientation. About one in four of all students aged 12 to 18 saw hate words or symbols written in their schools, such as homophobic slurs and references to lynching. Most hostile behaviors also increased in school year 2017-18, according to our analysis of the school survey. Hate crimes—which most commonly targeted students because of their race and national origin—and physical attacks with a weapon nearly doubled (see figure). Sexual assaults also increased during the same period.

Hostile Behaviors in K-12 Public Schools, School Years 2015-16 to 2017-18

Nearly every school used programs or practices to address hostile behaviors, and schools' adoption of them increased from school year 2015-16 to 2017-18, according to our analysis of the school survey. About 18,000 more schools implemented social emotional learning and about 1,200 more used in-school suspensions. Additionally, 2,000 more schools used school resource officers (SRO)—career officers with the ability to arrest students—in school year 2017-18. SROs' involvement in schools, such as solving problems, also increased.

The Department of Education resolved complaints of hostile behaviors faster in recent years, due in part to more complaints being dismissed and fewer complaints being filed. In the 2019-20 school year, 81 percent of such resolved complaints were dismissed, most commonly because Education's Office for Civil Rights (OCR) did not receive consent to disclose the complainant's identity to those they filed the complaint against. Complaints of hostile behaviors filed with OCR declined by 9 percent and 15 percent, respectively, in school years 2018-19 and 2019-20. Civil rights experts GAO interviewed said that in recent years they became reluctant to file complaints on students' behalf because they lost confidence in OCR's ability to address civil rights violations in schools. The experts cited, in part, Education's rescission of guidance to schools that clarified civil rights protections, such as those for transgender students. Since 2021, Education has started reviewing or has reinterpreted some of this guidance.

Why GAO Did This Study

Hostile behaviors, including bullying, harassment, hate speech and hate crimes, or other types of victimization like sexual assault and rape, in schools can negatively affect K-12 students' short- and long-term mental health, education, income, and overall well-being. According to Education's guidance, incidents of harassment or hate, when motivated by race, color, national origin, sex (including sexual orientation and gender identity), or disability status can impede access to an equal education. In certain circumstances, these kinds of incidents may violate certain federal civil rights laws, which Education's OCR is tasked with enforcing in K-12 schools.

GAO was asked to review hostile behaviors in K-12 schools. This report examines (1) the prevalence and nature of hostile behaviors in K-12 public schools; (2) the presence of K-12 school programs and practices to address hostile behaviors; and (3) how Education has addressed complaints related to these issues in school years 2010-11 through 2019-20.

GAO conducted descriptive and regression analyses on the most recent available data for two nationally generalizable federal surveys: a survey of 12- to 18-year-old students for school years 2014-15, 2016-17, and 2018-19, and a survey of schools for school years 2015-16 and 2017-18. GAO also analyzed 10 years of civil rights complaints filed with OCR against schools; reviewed relevant federal laws, regulations, and documents; and interviewed relevant federal and national education and civil rights organization officials. GAO incorporated technical comments from Education as appropriate.

For more information, contact Jacqueline M. Nowicki at (617) 788-0580 or  [email protected] .

Full Report

Gao contacts.

Jacqueline M. Nowicki Director [email protected] (202) 512-7215

Office of Public Affairs

Chuck Young Managing Director [email protected] (202) 512-4800

• Adolescent-development
• Bullying In Schools

Bullying in Schools

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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).

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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.

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.

This document was sourced from ERIC-EECE. However, that site is no longer operational. Their partial archives can be found here .

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• Common Nutritional Challenges for Teenagers: Eating Disorders and Unhealthy Dieting
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• Skipping A Year: When Retention Is Recommended, What Should Parents Do?
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Paragraph on Bullying

Students are often asked to write a paragraph on Bullying in their schools. And if you’re also looking for the same, we have created 100-word, 200-word, and 250-word paragraphs on the topic.

Let’s take a look…

Paragraph on Bullying in 100 Words

Bullying is when someone is mean to you many times. It can happen at school, on the playground, or even on the internet. It can make you feel sad, scared, or angry. It’s not nice to bully others and it’s not your fault if someone bullies you. It’s important to tell a grown-up like your teacher or parent if you or a friend are being bullied. They can help stop it. Remember, everyone should be kind to each other. Let’s all be friends, not bullies.

Paragraph on Bullying in 200 Words

Bullying is when someone hurts or scares another person on purpose and the person being bullied has a hard time defending themselves. Sometimes it’s hitting, name-calling, or making fun of someone. Other times, it’s leaving someone out on purpose or trying to make them feel alone. It can happen at school, online, or even by text. Bullying is not good. It can make a person feel sad, scared, or angry. It can also make it hard for them to focus on school work and can make them not want to go to school. Everyone has the right to feel safe and happy. If you see someone being bullied, it’s important to help them. You can tell a trusted adult or stand up for them if it’s safe. If you’re being bullied, remember it’s not your fault and there are people who can help. Let’s all work together to stop bullying and make our school a kind and safe place for everyone.

Also check:

• 10 Lines on Bullying
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Paragraph on Bullying in 250 Words

Bullying is a serious problem that many students face in schools. It is when one person, the bully, uses power to hurt, frighten, or control another person, often called the victim. This can take many forms like hitting or pushing (physical bullying), saying mean things or teasing (verbal bullying), or spreading rumors or leaving someone out on purpose (social bullying). There’s also cyberbullying, which happens online, like on social media. Bullying is not okay and can make a person feel sad, scared, or alone. It can harm their self-esteem and make it hard for them to focus on schoolwork. Sometimes, the victim might even skip school because they are so afraid. It’s important to remember that everyone has the right to feel safe and respected. If you see bullying happen, you should not just stand by. You can help by telling a teacher or another adult you trust about it. If you are being bullied, remember it’s not your fault. You should also tell an adult you trust, who can help you deal with the situation. Everyone should work together to stop bullying and make school a safe and friendly place for all students.

That’s it! I hope the paragraphs have helped you.

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Mayor says KCPD, FBI contacted after city staff harassed, bullied over Butker tweet

KANSAS CITY, Mo. (KCTV) - On Wednesday evening, the City of Kansas City tweeted and then deleted a post on where Harrison Butker lives.

The City tweeted on X that Butker resides in a different municipality at 7:41 p.m. Wednesday. By 8:15 p.m., the tweet had been deleted from the City’s official account @ KansasCity .

Kansas City Mayor Quinton Lucas responded to a tweet asking why it was deleted.

“It was not an appropriate post for the City of Kansas City,” Lucas said . “It should not have ever been up.” After Lucas called the tweet inappropriate, the city apologized with a typo.

“We apologies for our previous tweet,” the City said at 8:21 p.m. “It was shared in error.”

Lucas then responded with a full statement, saying the City will look into who has access to the account.

Butker made headlines over the weekend for his commencement speech at Benedictine College , where he voiced his opposition to Pride month, President Joe Biden’s leadership during the COVID-19 pandemic and his stance on abortion.

ALSO READ: Tavia Hunt shares thoughts on motherhood, married life following Chiefs kicker’s commencement speech

On Friday afternoon, Kansas City Mayor Quinton Lucas posted to social media that city staff have been subjected to online harassment and bullying, even intimidation. The mayor wrote that over the last 24 hours, people “have sent slurs and threats to and shared photos of women employees with no involvement with recent City posts.”

Lucas said commenters have listed those employees’ addresses, used racial and sexist slurs to describe them, and have threatened physical violence.

The mayor implored social media users to cease that kind of behavior.

Honestly, please just stop, be decent. The buck stops with me. Please leave them alone,” he said.

Over the past 24 hours, some seeking to harass, bully, and intimidate have sent slurs and threats to and shared photos of women employees with no involvement with recent City posts. Honestly, please just stop, be decent. The buck stops with me. Please leave them alone. — Mayor Q (@QuintonLucasKC) May 17, 2024

Lucas wrote a letter to Kansas City staff stating that he had informed the Kansas City Police Department and the Federal Bureau of Investigation to report those threats.

Missouri Attorney General Andrew Bailey had asked Lucas to turn over any documents relating to the city’s now-deleted social media post. Lucas wrote a letter to Bailey, urging him to “lower the temperature” and to make a public statement condemning those making threats and harassing city employees.

The letter can be read below. Some of the language may be difficult to read.

2024.05.17 - Ltr to AG Bailey Re Harassment of Employees by Greg Dailey on Scribd

ALSO READ: Harrison Butker jersey sales increase in aftermath of Benedictine College address

Copyright 2024 KCTV. All rights reserved.

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Anti-bullying assembly with actor held at Cumberland County school, after all that

• Updated: May. 22, 2024, 6:46 p.m. |
• Published: May. 22, 2024, 3:52 p.m.

Maulik Pancholy finally got to hold his on-again, off-again presentation on empathy and anti-bullying at Mountain View Middle School Wednesday. Charles Thompson

• Charles Thompson | [email protected]

Maybe the most-discussed student assembly in the history of Cumberland Valley School District went off Wednesday, as rescheduled, at Mountain View Middle School.

There, author / actor Maulik Pancholy delivered what was billed as an anti-bullying message to students centered on the idea that every young person has times when they worry about fitting in, how to handle that when that’s you, and how to be a good citizen toward everybody else around you.

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Short Essay on Bullying in English for Students

When someone or many people scare, abuse or dominate other person, it is called bullying. This can happen in school, office, street or at home. Such behaviour is a habit of some people and so they do it again and again. Bullying is very common for children in schools.

Bullying can be verbal in which children make fun of others, call them bad names, and spread rumours about them. It can be physical in which they hit others or destroy their things. It can also happen on a phone or computer when someone uses dirty language or send bad pictures or messages. Intentionally making someone feel alone is also bullying.

There are many reasons which lead to bullying. Sometimes children who bully are jealous of others. They cannot see anyone doing better than them and so they start bullying others. Some bully because they were bullied by someone else earlier. Such children try to take revenge by doing the same to others to feel powerful now. Others bully because they are not happy with themselves. They may have some physical or mental problem and they try to take out their anger by bullying others.

Bullying is growing a lot in our society nowadays. It affects students and people badly and many times it also affects their health. One loses confidence when one is bullied. The person starts being alone and stops talking to others. It affects his studies and his health. Some children start suffering from depression and they can also commit suicide.

Bullying is very harmful and there are many ways to prevent it. Parents and teachers should always try to be friendly with children. This makes them comfortable and they start sharing their feelings. They should also talk to the child who bullies others and know the reason. Parents should teach good manners and behaviours to their children. They must tell them that they should respect others and become friends with everyone.

What are the types of Bullying?

• Physical bullying
• Social Bullying
• Cyber Bullying
• Psychological Bullying

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Commencement speaker moves crowd to tears with speech that made school history

BROOMFIELD, Colo. (KUSA) – Seniors at a Colorado high school celebrated their graduation Monday night with a commencement speaker that moved the crowd to tears.

Jillian Ball made Broomfield High School history as the first person with Down syndrome to receive that honor.

As the high school seniors walked out in their caps and gowns, an arena full of proud parents eagerly waited for the moment they could spot their child in the sea of blue.

For Alexis and David Ball, the moment was one they thought about for a long time.

“My wife and I looked at each other and we were like, ‘Oh my God. It’s going to happen. It’s now,’” David Ball said.

“I definitely knew that it would be real,” Alexis Ball added. “Yeah, Jillian keeps it real all the time.”

Jillian is a confident, young woman. When she was born, her parents didn’t know what to expect.

“The NICU doctor said words that are burned in our brain. ‘Your daughter is showing several physical markers for trisomy 21,’ which is the medical term for Down syndrome,’” Alexis Ball said. “There was a lot of fear because we just didn’t know what her journey was going to be like.”

Jillian showed them they had nothing to fear.

“If we knew then what we knew now, we would not have been as scared,” Alexis Ball stated.

“She has been really embraced by her community. She’s done amazing things, and she’s going to continue to,” David Ball said.

When the school held tryouts for this year’s commencement speaker, Jillian didn’t even think twice.

“I like to show the people how great I am,” Jillian said.

In April, the school sent out an email announcing the speaker

“She’s jumping up and down. ‘I tried out to be a speaker and I was chosen. I was chosen!’” Alexis Ball remembered.

Her speech was about showing gratitude through what she calls her “thank you for.”

She said she wasn’t nervous about the moment. It was a moment Jillian was waiting for.

“Hello class of 2024. We did it. When I was growing up, I learned it was important to be thankful for the good stuff in life,” Jillian started her speech with.

Her thank yous came from the heart.

“I am thankful for you accepting me for who I am,” Jillian announced.

Jillian’s message reached the people she’s most thankful for.

“I am so proud of you. You did it, girl. You humble me. You are so amazing. I love you. I love you much,” Alexis Ball said to her daughter.

Jillian will go into a transition program where she will be able to build life skills and try out different jobs.

Copyright 2024 KUSA via CNN Newsource. All rights reserved.

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Taiwan’s new President Lai in his inauguration speech urges China to stop its military intimidation

TAIPEI, Taiwan (AP) — Taiwan’s new president, Lai Ching-te, said in his inauguration speech Monday that he wants peace with China and urged it to stop its military threats and intimidation of the self-governed island that Beijing claims as its own territory.

“I hope that China will face the reality of (Taiwan)’s existence, respect the choices of the people of Taiwan, and in good faith, choose dialogue over confrontation,” Lai said after being sworn into office.

Lai pledged to “neither yield nor provoke” Beijing and said he sought peace in relations with China. But he emphasized the island democracy is determined to defend itself “in the face of the many threats and attempts at infiltration from China.”

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Lai’s party, the Democratic Progressive Party, doesn’t seek independence from China but maintains that Taiwan is already a sovereign nation.

Lai, 64, takes over from Tsai Ing-wen, who led Taiwan through eight years of economic and social development despite the COVID-19 pandemic and China’s escalating military threats. Beijing views Taiwan as a renegade province and has been upping its threats to annex it by force if necessary.

Lai is seen as inheriting Tsai’s progressive policies, including universal health care, backing for higher education and support for minority groups, including making Taiwan the first place in Asia to recognize same-sex marriages.

In his inauguration speech, Lai pledged to bolster Taiwan’s social safety net and help the island advance in fields such as artificial intelligence and green energy.

Lai, who was vice president during Tsai’s second term, came across as more of a firebrand earlier in his career. In 2017, he described himself as a “pragmatic worker for Taiwan’s independence,” drawing Beijing’s rebuke. He has since softened his stance and now supports maintaining the status quo across the Taiwan Strait and the possibility of talks with Beijing.

Thousands of people gathered in front of the Presidential Office Building in Taipei for the inauguration ceremony. Donning white celebratory hats, they watched the swearing-in on large screens, followed by a military march and colorful performances featuring folk dancers, opera performers and rappers. Military helicopters flew in formation, carrying Taiwan’s flag.

Lai accepted congratulations from fellow politicians and delegations from the 12 nations that maintain official diplomatic relations with Taiwan, as well as politicians from the U.S., Japan and various European states.

Lai, also known by his English name William, has vowed to continue his predecessor’s push to maintain stability with China while beefing up Taiwan’s security through imports of military equipment from close partner the U.S., the expansion of the defense industry with the manufacture of submarines and aircraft, and the reinforcing of regional partnerships with unofficial allies such as the U.S., Japan, South Korea and the Philippines.

The Chinese government didn’t immediately address Lai’s inauguration, but the Chinese Ministry of Commerce announced sanctions against Boeing and two other defense companies on Monday for arms sales to Taiwan.

U.S. Secretary of State Antony J. Blinken congratulated Lai on his inauguration. “We look forward to working with President Lai and across Taiwan’s political spectrum to advance our shared interests and values, deepen our longstanding unofficial relationship, and maintain peace and stability across the Taiwan Strait,” Blinken said in a statement from his office.

The U.S. doesn’t formally recognize Taiwan as a country but is bound by its own laws to provide the island with the means to defend itself.

Lai’s relatively conciliatory tone will come across as reassuring to foreign governments that may have been concerned about his past reputation as a firebrand, said Danny Russell, vice president of the Asia Society Policy Institute.

“There is virtually nothing that Lai could have said, short of ‘unconditional surrender,’ that would satisfy Beijing,” he said.

During her tenure, Tsai oversaw a controversial pension and labor reform and extended the military conscription length to one year. She also kickstarted a military modernization drive.

Tsai’s leadership during the pandemic split public opinion, with most admiring Taiwan’s initial ability to keep the virus largely outside its borders but criticizing the lack of investment in rapid testing as the pandemic progressed.