topic sentence for bullying research paper

165 Bullying Research Topics: Qualitative & Quantitative

Have you ever witnessed someone face unwanted aggressive behavior from classmates? According to the National Center for Educational Statistics, 1 in 5 students says they have experienced bullying at least once in their lifetime. These shocking statistics prove that bullying is a burning topic that deserves detailed research.

The picture says that the negative impact of bullying can last into adulthood and beyond.

In this article, you will find as many as 165 bullying research paper topics created by our custom-writing experts especially for students. We will also provide actionable writing tips. Check them out!

🔝 Top 12 Research Topics
❓Top 12 Research Questions

⚠️ Types of Bullying

💡 Qualitative Research Topics
📊 Quantitative Research Ideas
🖥️ Cyberbullying Topics
🕵️ Bullying Crime and Law Topics

🚀 Bullying Research Paper Outline

🔗 references, 🔝 top 12 bullying research topics.

Long-term effects of bullying.
Bullying as a cause of addiction.
Workplace harassment prevention.
Bullying and domestic violence.
The impact of bullying on society.
Victimization: how to break the silence.
Anti-bullying laws and their importance.
Bullying is the crime of the 21 st century.
Emotional and physical forms of bullying.
Are bullying awareness programs efficient?
Cyberbullying: consequences and solutions.
The impact of social media on bullying rates.

❓ Top 12 Bullying Research Questions

 How does aggression affect individual education?
Is there a correlation between bullying and suicide?
What is the bystander effect in workplace bullying?
How does harassment impact job satisfaction and retention?
How does cyberbullying affect school-aged children?
Are there any victim selection patterns in school bullies?
Why do people accept and condone workplace bullying?
Is there a correlation between bullying and school dropout rates?
How does maltreatment interfere with children’s emotional development?
In what ways does interpersonal aggression influence adolescents’ academic performance?
What is the connection between school bullying and relationship problems in adulthood?
Should we prosecute cyberbullying and cyberstalking as criminal offenses?

There are several types of bullying, each with their own methods and characteristics:

💡 Qualitative Bullying Topics for Research Papers

Common characteristics of school bullies.
The peer victimization selection patterns.
How did COVID-19 impact workplace bullying?
Anti-bullying measures in schools and their effects.
Analyze the causes of bullying and harassment at work.
Parental feeling and perceptions of bullying incidence.
Explain the impact of harassment acts on the perpetrators.
The psychological effect of the bystander effect on empathy levels.
Domestic abuse and interparental violence’s impact on bullying.
Look into the effect of protective factors in victimization experiences.
The strength of parental relationships and bullying perpetration.
What are the long-term behavioral effects of school bullying on children?
Bullying response patterns from parents of victims and perpetrators.
The impact of bullying on children with developmental disabilities.
Explain the emotional effects of workplace bullying.
Personal ways of coping with bullying among adolescents.
Study the alleviating effect of community on harassment.
The emotional and mental state of workplace bullies.
Discuss the impact of ineffective organizational practices on bullying incidence.
Review the victims’ views on interventional approaches to workplace bullying.
What are the factors in group bullying participation?
Provide an overview of key features of adolescent bullying of students with disabilities.
Organizational factors impacting the solutions to bullying.
Research the factors of investigating the cases of nurse bullying.
What is the role of friendship bonds in bullying experiences?
Provide an insight into the primary causes of bullying.
The physical health impacts of bullying on adolescents.
The experiences of teenagers with bullying and suicidal ideation.
Explore the features of social isolation as a form of bullying.
Challenges in finding support for aggression experienced by teenagers.
Study the impact of cyberbullying on the physical health of children.
Power, control, and purpose as factors in bullying.
What is the impact of teacher-initiated bullying reduction strategies?

Bullying is a serious issue that has gotten a lot of academic attention. In particular, the need for qualitative research on this topic has significantly grown. Qualitative approaches use methods to identify and evaluate crucial aspects of adolescent bullying and find solutions to decrease this problem. Feel free to use any of our qualitative bullying research topics to kickstart the writing process.

The picture enumerates common reasons for bullying.

📊 Quantitative Bullying Research Paper Topics

Bullying of LGBTQ+ adolescents.
Gender differences in harassment behavior.
Depression as a long-term effect of victimization.
Long-term effects of bullying in adulthood.
Quantitative research on bullying and mental health.
Analyze the effects of bullying on victim’s physical health.
Aggression and substance use: a structural equation modeling study.
Study the correlation between parental involvement and the frequency of bullying.
Frequency of victimization depending on ethnicity.
Conduct quantitative analysis of bullying according to school types.
Bullying and academic achievement : a longitudinal study.
Research the prevalence of anxiety among victims of interpersonal aggression.
Provide a quantitative examination of bullying by country.
Compare the prevalence of intimidation in urban vs. rural schools.
Frequency of bullying incidents in relation to school size.
Quantitative association between intimidation and self-esteem.
Write a regression analysis of victimization phenomenon.
Impact of bullying on academic performance of teenagers.
Bullying prevention programs: a quantitative evaluation.
Analyze the impact of harassment on anxiety symptoms.
Evaluate the effectiveness of popular anti-bullying PSAs.
Write a quantitative study of the median age of cyberbullying victims.
School strategies for preventing intimidation between students.
Study the correlation between racial differences in aggression experiences.
Evaluate the efficiency of legislation to reduce bullying.
How interpersonal aggression affects peer relationships.
Harassment in third-world countries’ schools.
Evaluate the effectiveness of family interventions in addressing bullying.
Assess the productivity of school-based anti-bullying support programs.
Aggression and social media use : a quantitative assessment.
Degree of dependence on bullying and academic outcomes.
Effects of abuse on body mass index in adolescence.
Study the frequency of victimization among students with disabilities.
Review of the association between harassment and physical health.
Provide a quantitative examination of bullying and peer support.
What is the impact of intimidation on social adaptation?
Assess the efficiency of strategies to cope with bullying.
Provide a quantitative investigation of bullying and school attendance.
Effects of interpersonal aggression on sleep quality: a longitudinal study.

Quantitative research analyzes the issue based on statistics, percentages, and ratios. This type of research often defines bullying in the context of social behaviors and relationships. Choose any idea from our list of quantitative bullying research topics and study the issue using numerical data. 

🖥️ Bullying Research Topics: Cyberbullying

Cyberbullying in the form of ghosting.
Why are online abusers challenging to identify?
Factors that help identify online abuse.
Who are the main targets of online harassment?
Laws and regulations that prevent and penalize cyberbullying .
Present the reasons behind increasing cases of cyberbullying in modern society.
Study the facts about cyberbullying issues in the LGBTQ+ community.
Is age a determinant when it comes to the problem of cyberbullying?
The effects of cyberbullying and violent behavior on victims.
Are the ethics of cyberbullying the same as with regular bullying?
Teenage cyberbullying is a cause of mental disorders.
Study social media as one of the most common places for online harassment.
Research computer games as a place of online abuse.
Explore the reasons why the public is becoming more concerned about cyberbullying of children.
What is the frequency of cyberbullying vs. traditional bullying?
Boys and girls: who are more prominent victims of digital harassment?
Cyberbullying is a manifestation of internal frustration.
How does anti-social behavior result in online victimization?
What are the consequences for individuals who cause cyberbullying?
Explore the connection between juvenile delinquency and cyberbullying.
Initiatives that can be taken to reduce the occurrence of digital harassment2.
What is cyberbullying among university students connected to?
The difference between offline and online bullying.
How does cyberbullying affect the social lives of the victims?
Study cyberbullying as one of the reasons behind high school absenteeism.
Evaluate the organizations that provide support to victims of cyberbullying.
Discuss cyberstalking as a distinct kind of cyberbullying.
Education on cyberbullying as one of the measures to prevent it.
Is there online etiquette to prevent digital harassment?
Can blocking the cyberbully protect the victim?
Are nonconsensual sexual messages considered cyberbullying?
The role of educators in the issue of online abuse.
Should parents be involved in the resolution of cyberbullying issues?
Is peer pressure the reason behind digital abuse?
Anonymity as a facilitator of cyberbullying.
Ridiculing with insults as a subtype of cyberbullying.
Case study: celebrities who were affected by online harassment.
Research the psychology of aggressors who initiate and support cyberbullying.
Suggest the actions of a parent whose child was subjected to online abuse.

According to statistics, 15% of kids between 12 and 18 who reported being bullied at school said they were harassed online or via text messages. Writing essays on cyberbullying may assist in raising awareness and drawing people’s attention to this issue.

🕵️ Bullying Research Titles: Crime and Law

The impact of abuse on troubled adolescents.
Bullying as a form of relational aggression.
The social concepts of harassment and its types.
The “Mean Stinks” program and girl-to-girl bullying.
Rank American states by their anti-bullying laws.
Suggest intervention techniques for preventing bullying in elementary and middle schools.
How can we prevent sexual harassment and aggression in the workplace?
Consider ways to resolve conflicts and stop bullying within an organization.
How can we address aggression among children in school settings?
The Dumfries and Galloway Council’s anti-bullying policy.
Evaluate the effectiveness of cognitive behavioral therapy to help victims of harassment.
What is the role of parenting styles in bullying?
Explore the prevalence of bullying in modern society.
How can we use anti-bullying measures to deter juvenile crime and delinquency?
Ways to deal with workplace bullying and the “office bully.”
Anti-bullying practices in the criminal justice system.
Research the negative impact of workplace bullying on mental health.
The persistence of bullying in modern communities : an editorial.
Nurse bullying as unprofessional conduct.
Why should we recognize harassment as a serious social problem?
The physical, emotional, and social aspects of intimidation.
Do we need government regulations to prevent bullying?
How does bullying affect the social learning theory?
Study the changing landscape of aggression in the modern world.
Research cyberbullying through anonymity on social media.
Is abuse a social determinant of health?
Evaluate factors that increase the likelihood of interpersonal aggression.
Bullying as a form of social and criminal deviance.
Suggest ways of balancing free speech and anti-bullying laws.
Study the link between bullying and substance abuse.

Bullying incidents are typically not crimes. Nonetheless, some forms of bullying are prohibited by law and must be reported to the authorities. This includes bullying that involves physical harm or assault, theft, long-term harassment, intimidation, etc. If this interests you, choose any of our bullying topics connected to crime and law and write a paper about it!

"No one heals himself by wounding another." - St. Ambrose.

Have you been assigned to write an essay about bullying? If you need help with this task, you’re in luck: check out our practical guide with practical tips and examples! 

Bullying Research Paper Introduction

Let’s start from the very beginning. A strong introduction must include the following components: 

A hook. The opening sentence of an introduction paragraph should contain something attention-grabbing. It can be a piece of statistics, a shocking fact, a quotation, or a powerful statement related to your topic.

The internet has transformed the landscape of human interaction, giving rise to a realm where words can wound or even kill.

You can also check out our free attention grabber generator to help you develop catchy hooks!

A brief overview . An introduction should provide background information on the paper’s significance within a specific field.

Teenagers spend more and more time navigating a complex virtual world online via social media sites like Twitter, YouTube, and TikTok. According to recent studies, these hours of increasing online usage may be linked to cyberbullying behaviors.

An explanation of your position . The introduction needs to transition smoothly from background information to the specific argument of the paper. 
A thesis statement . Finish your introductory paragraph with a short summary of the paper’s main ideas. Read on to learn how to write it!

Bullying Thesis Statement: How to Write

A thesis statement is a sentence that summarizes the arguments in your essay. Follow these steps to create a compelling and informative thesis statement: 

Examine the primary sources.
Choose the most compelling arguments.
Formulate your own position based on the information you’ve found.
Turn it into a short persuasive statement.

Most of the time, cyberbullying goes unreported, but it is still an extremely destructive and, in some cases, fatal phenomenon.

To make the writing process easier, try using our free thesis generator .

Main Body & Topic Sentences for Bullying Research Paper

The main body of your text should contain topic sentences, compelling evidence, and a description of your research and findings. To write a good body paragraph, follow our tips:

📌 Give plenty of detail on the points raised in your introduction.

📌 Gather all the facts you’ve learned from different sources during your investigation.

📌 Create a logical structure for your argument.

When adolescents connect with their peers in person, they adopt social norms that differ significantly from those used in online communication. Social media tends to make them more aggressive due to their anonymity and ability to avoid retaliation. Furthermore, because they cannot see the actual consequences of their activities, cyberbullies may feel less remorse or empathy when engaging in bullying behaviors.

Bullying Conclusion Paragraph: Writing Tips

To create an effective research paper conclusion , you will need to rewrite your thesis and summarize your main arguments. But that’s not all of it: it is also necessary to leave a lasting impression on the reader. Here’s how you can do it:

🎯 Finish by connecting the last paragraph to the first.

🎯 Conclude with a statement that is made up of one-syllable words.

🎯 End with a sentence that summarizes your main points.

Cyberbullying is a grave problem that can happen to anyone but is especially widespread among young people. For this reason, schools and parents must be aware of this issue and take appropriate action to avoid negative consequences. But we must also remember that the power to combat cyberbullying lies in our empathy, vigilance, and kindness towards each other.

We hope that our list bullying topics for research papers will be helpful to you! If you haven’t found a suitable topic here, you can also try our free research question generator to help you develop a writing idea. Feel free to comment below or share this article with your friends!

124 Bullying Essay Topics

🏆 best essay topics on bullying, ✍️ bullying essay topics for college, 👍 good bullying research topics & essay examples, 🎓 most interesting bullying research titles, ❓ bullying research questions.

School Bullying: Causes and Effects
Bullying in Schools: Essay Example
The Problem of Bullying in School
Chronicles of Bullying: An Editorial Article
Bullying at School and Impact on Mental Health
Bullying in Schools: Anti-Bullying Programs
School Bullying and Student’s Development
Bullying: A Serious Social Problem Bullying is undesirable behavior that society must deter at all costs. In schools, teachers, parents, and other stakeholders should have working knowledge on managing the vice.
Bullying Behavior and Its Negative Effects on Children Bullying behavior is a severe issue among school-age children. This essay addresses the negative effects of bullying on children and the ways of overcoming the problem.
Negative Bullying Outcomes: A Persuasive Speech Bullying has adverse effects on both victims and perpetrators. Bullying should be prevented, or should it occur, reported, and taken care of as soon as possible.
Prevention of Bullying in Schools School bullying is a relevant and critical global issue, and while it affects all children, some groups may experience various disparities and increased exposure to bullying.
Bullying Effects on Health and Life Quality When children are subject to bullying by their peers, it affects their feelings and evokes negative emotions in the first place.
Workplace Bullying and Its Implications on Organizations Discrimination is one of the major challenges that organizational leaders face within the workplace. Workplace bullying refers to any acts intended to intimidate a colleague.
Teenagers’ Contemporary Issues: Bullying at School Bullying can be caused by differences between students, and the existing assessment and support options contribute to improving the situation.
Online Bullying Takes Over the World In the context of a rapidly and highly digitized global environment, online bullying, otherwise known as cyberbullying, has become a prevalent issue.
The Cognitive Behavioural Therapy on Victims of Bullying This paper will be able to ascertain that Cognitive Behavioural Therapy is a very effective therapy that defies the ugly trend of bullying in schools.
Bullying and Sexual Harassment at Work Place According to Safety and Health Assessment and Research for Prevention, workplace bullying occurs when an individual direct irrational actions repeatedly towards their fellow worker.
Bullying Problem in School Bullying is caused by genetic predisposition, relations with peers, and as a reaction to the situation in school or at home.
Why Bullying Is Wrong and Methods of Resolving Disputes Without Violence Such methods of conflict resolution as mediation, communication, and listening may eliminate the harmful impact of such behavior without violence.
The Issue of Cyber-Bullying in Education Field Bullying has been recognized as a pervasive and a severe problem as well as a significant concern, mostly in the educational field.
Bullying and Parenting Styles There are many positive and negative outcomes of parenting on children. This paper aims at investigating the connection between several types of parenting and bullying behaviors.
Reducing Bullying in Schools by Involving Stakeholders Schools should raise awareness among educators, instructors, and community members about their roles and responsibilities in the battle against bullying.
School Bullying and Problems in Adult Life Bullying is aggressive behavior that can be seen in different children, teenagers, and adults. In this paper, the causes of bullying and the effects of it will be presented and discussed.
Bullying and Work-Related Stress in the Irish Workplace One of the best analyses of relationships between workplace stress and bullying has been done in the research study called “Bullying and Work-Related Stress in the Irish Workplace.”
Bullying in the Modern Society: Review Bullying is one of the major concerns of modern society. Following the statistics, about 40% of all individuals have experienced being bullied at least once.
The Consequences of High School Bullying This annotated bibliography includes summaries of four academic studies that explore the effects of bullying on high school students.
Cyber-Bullying and Ways to Solve the Problem The primary goal of the given study is the investigation of cyber-bullying, which is nowadays one of the integral parts of social media and the Internet.
Bullying in Poverty and Child Development Context The aim of the present paper is to investigate how Bullying, as a factor associated with poverty, affects child development.
Bullying Among Adolescents Problem Studying the problem of bullying, its factors of influence, and the application of developmental theories are critical for finding ways to combat it effectively.
Bullying of Learners with Disabilities The problem of bullying remains one of the predicaments learners with disabilities encounter in their learning environments.
Anti Bullying Prevention Program The standards for anti-bullying program aims to prevent not only the behavior of bullying but also behavior representing the full spectrum of inter-student cruelty.
Workplace Bullying and Its Impact on People’s Mental Health Workplace bullying turns out to be a serious theme for discussion because of a variety of reasons, and one of them is its impact on people’s mental health.
Fear Appeal in the Stop Bullying Public Campaign In the video “Stop bullying,” the subject matter is presented shockingly. The 47-second clip shows a high school girl receiving an aggressive text message from her peers.
Organization Conflicts and Bullying Workplace bullying is a serious problem with huge costs attached to it in terms of loss of working days. The topic requires academic attention to ascertain the factors that induce such behavior.
The Social Problem of Bullying and the School System The present paper focuses on the connection between the social problem of bullying and the school system, describing each of these concepts.
The Problem of Workplace Bullying: Literature Review The purpose of this paper is to provide a review of the relevant literature on the topic of workplace bullying.
Bullying and School Drop Out Rate Relationship Analysis Bullying is rife in schools where physical and verbal abuse occurs among pupils/students. There is “a close relationship between bullying, school involvement, and literacy”.
Exploring Workplace Bullying in Nursing This paper critiques Etienne’s 2013 study of workplace bullying in nursing and highlights the strengths and weaknesses of the research.
Causes of Bullying in Nursing The relationship between medical staff is an important aspect that determines the quality of work in a particular institution and the healthcare system as a whole.
School Bullying and Legal Responsibility The following paper will discuss and cover the rate of school bullies’ legally unregulated actions and the detriment that they constantly cause to other children who surround them.
Cyber-Bullying and Cyber-Stalking as Crimes Cyber-bullying and cyber-stalking are relatively close in meaning, but there is a slight difference in the definition of these terms.
Harsher Laws for Cyber Bullying The number of people using social networks is growing but they do not see the danger in remote communication and are subjected to cyberbullying.
Bullying: A Guide for the Parents The first way for parents to assist the kid in coming up with bullies is to teach them a set of responses, which they can use in case someone is picking on them.
The Meaning of Cyber Bullying The work reveals the meaning and purpose of cyberbullying, what signs characterize it and the solution to cyberbullying.
High School Bullying: Psychological Aspects The study discusses the psychology behind bullying, the effects of bullying on all the involved parties, and emergent patterns.
The Workplace Bullying Prevention Policy The problem of bullying creates a severe issue for the atmosphere of the workplace environment, the mental health of workers, and their performance.
The Issue of High School Bullying Bullying cases among high school students have been on the rise in modern society. High school bullying is mainly caused by media exposure.
Bullying at Pre-School and Preventive Measures This paper provides five tips for pre-school bullying prevention, the first of which is to give opportunities for children to show kindness and respect.
Bullying and Methods of Solving This Problem The article is devoted to the causes of bullying which develops in almost any closed community among children and adolescents.
Bullying During Orientations in the Universities In order to address the issue related to bullying during orientations, only the most empathetic senior students should be allowed to participate in orientations.
The Relation Between the Teen Suicide and Bullying During the teenage years, bullying and harassment represent cases of social animosity that make suicide an option.
Cyber Bullying Messages in Communication Networks Bullying can come in different forms, but it always causes injury or even worse. Bullying victims may carry the psychological wounds of their ordeal for the rest of their life.
Problem Scenario: Workplace Bullying in Teaching When the word “bullying” is used in the context of education, one often presumes the situation in which one student systematically mistreats another.
Bullying and Patient Safety in Clinical Settings Besides damaging the atmosphere in clinical settings and negatively affecting the personnel, bullying can lower the quality of healthcare services and harm patient safety.
The Long-Term Consequences of Being Bullied or Bullying Others in Childhood This study attempts to discuss the main consequences on the mental and physical health of victims, bully-victims, and bullies themselves, and comment on the prevalent patterns.
Bullying as Managerial Issue in Nursing Sector Bullying is a significant nursing issue due to the negative impact caused on the performance level among the employees.
Problem of Bullying Overview and Analysis Bullying can have harmful impacts on everyone involved, including bullies, the bullied, and bystanders. It can be prevented through the use of selective preventive programs.
Nurse Bullying: Unprofessional Conduct Bullying can be exhibited in the form of physical and verbal threats, social seclusion, aggressive behaviors, and suppression of applicable care information.
Bullying: A Concern for Modern Communities and Educational Establishments Parents can educate their children to create safe environment for healthy development, both physical and mental, guaranteeing the absence of abusive behavior or victimization.
Bullying and Its Impact on My Life In this essay, the author talks about the impact of bullying on his life and how he managed to cope with the problem.
“Nurse Exposure to Physical and Nonphysical Violence, Bullying…” by Spector This paper is a critique of the article titled “Nurse Exposure to Physical and Nonphysical Violence, Bullying, and Sexual Harassment: A Quantitative Review”.
Anti-bullying Practices in Criminal Prosecution Anti-bullying practices have proceeded past only encouraging an individual to avoid ill-treatment of their peers to the establishment of laws.
Workplace Bullying: Dealing With the Office Bully The psychological stress caused by bullying can be so severe that in the worst case, it can lead to depression and quitting.
Deterring Juvenile Crime. Bullying and Delinquency Delinquency can be defined as a crime committed by a minor; in the recent few years, cases of juvenile delinquency have been on the rise.
The Dumfries and Galloway Council’s Policy Against Bullying This paper discusses the analysis of the bullying in general and its understanding in the works of Dumfries and Galloway Council.
Workplace Bullying in the Nursing Areas The paper is aimed to tell about the importance of overcoming workplace bullying in the example of a nursing collective.
Bullying Among Nursing Staff The bullying in health care is still present, and health practitioners’ mental health, motivation, and ability to uphold precision and self-composure are compromised.
Nurse Bullying and Legal Interventions Nurse bullying has to be addressed by healthcare establishments and national agencies to ensure proper work culture and adequate environment for patient care.
Horizontal Violence and Bullying in Nursing There is a direct correlation between horizontal violence and job satisfaction among nurses, which affects the efforts of individuals who choose this profession.
Parenting Style and Bullying Among Children The investigation of parenting styles is highly essential to understand how they affect the bullying behavior of children to prevent it.
Bullying and Laws in American Schools Researchers distinguish two major kinds of bullying that take place in the academic setting: direct and indirect.
Addressing Bullying in Elementary and Middle School Classrooms The study mainly focuses on teachers’ lack of knowledge on how to deal with the issue of bullying in the classroom in an effective manner.
School Bullying and Teacher Professional Development
Bullying and Its Effect on Our American Society
Physical, Emotional, and Social Bullying
The Government Should Put Laws in Place To Prevent Bullying
Childhood Bullying and Social Relationships
Bullying and Its Effects on Individual’s Education
The Emotional and Physical Aspects of Bullying
Bullying and Its Effects on the Person Who Is Being Hurt
Childhood Bullying and Its Effects on Children
Cyber Bullying Affects People‘s Lives More Than One Might Think
Managing Bullying and Harassment in the Workplace
Bullying Affects the Social Learning Theory
How Has Bullying Changed Our Modern World?
Bullying and the Workplace and Affect Morale
The Bible Belt and Its Beliefs on the Problem of Bullying
Cyber-bullying Through Anonymous Social Media
The Difference Between Bullying and Harassment
Racial Bullying and Its Effects on the Middle of the Twenty
Bullying Among Children With Autism Spectrum Disorder
Social Media Bullying and Cyberbullying
Bullying Prevention and School Safety
Physical and Verbal Bullying in Schools
What Are Schools and Parents Doing for Bullying Prevention?
What Are the Effects of Bullying in Public Schools?
What Strategies Might You Employ to Encourage Pupils to Prevent Bullying?
How to Talk to Your Children About Bullying?
What Are the Six Types of Bullying Parents Should Know About?
Which American State Has the Toughest Bullying Laws?
Who Started and Invented Anti-Bullying Day?
What Countries Have Anti-Bullying Laws?
Which American State Is the Only One to Not Have an Anti-Bullying Law?
What Is the Meaning of Anti-Bullying Law?
What Is the Number One Determinant of Bullying Will Occur?
When Was the First Anti-Bullying Law Passed?
Is Bullying a Social Determinant of Health?
What Should Be in an Anti-Bullying Policy?
Why Is the Anti-Bullying Policy Important?
Why Should We Be Aware of the Anti-Bullying Act of 2013?
What Is the Meaning of Emotional Bullying?
What Is the Punishment for Anti-Bullying Act?
Is Bullying a Social Phenomena?
Who Is the Father of Bullying Research?
What Is a Good Slogan for Stop Bullying?
Why Do the Bullying Programs not Work?
Why Students Engage in Bullying?
Why Are Workplace Bullying and Violence Important Issues for Organizations?
Why Should Bullying Not Be Harsh?
What Is the Most Important Strategy for Bullying Prevention?
Why Do We Need to Conduct a Study About Bullying?
Are Bullying Prevention Programs Effective?
Who Should Universities Have the Ability to Punish Students for Cyber Bullying?
Are Neoliberalist Behaviours Reflective of Bullying?

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These essay examples and topics on Bullying were carefully selected by the StudyCorgi editorial team. They meet our highest standards in terms of grammar, punctuation, style, and fact accuracy. Please ensure you properly reference the materials if you’re using them to write your assignment.

This essay topic collection was updated on December 27, 2023 .

78 Cyber Bullying Essay Topic Ideas & Examples

🏆 best cyber bullying topic ideas & essay examples, 💡 interesting topics to write about cyber bullying, 👍 good essay topics on cyber bullying, ❓ questions about cyberbullying research.

Cyber Bullying Issue Therefore, the goal of this paper is to analyse who the victims of cyber bullying are and the influence it has on them.
Is Cyber Bullying Against Teenagers More Detrimental Than Face-To-Face Bullying? Social networking has also contributed greatly to the issue of cyber bullying especially in making it more harmful as compared to face-to-face bullying.
Cyber Bullying Prevention in Learning Institutions: Systematic Approach To start with, the students are provided with ways of reporting their concern to the educational institution, and when the staff members of the institution receive the report, they evaluate the information together with the […]
The Effects of Cyber-Bullying and Cyber-Stalking on the Society In particular, one should focus on such issues as the disrespect for a person’s autonomy, the growing intensity of domestic violence and deteriorating mental health in the country.
Cyber Bullying as a Virtual Menace The use of information and communication technologies to support a deliberate and most of the time repeated hostile behavior by an individual or groups of people with the sole intention of harming others, one is […]
Cyber Bullying Reduction Program Table of Activities Activity Significance Assembling parents/guardians, students and teachers to announce and explain the program in the institution To enlighten parents/guardians, students and teachers about the rules and regulation enacted due to the threat […]
Discouraging and Eliminating Cyber Bullying Resources Role of the resource/input Statement forms To facilitate information transfer to the staff Counseling Personnel To arm students against the problem Bullying report system To create efficient internet enhance report system Regulation implementation documents […]
Cyber Bullying and Its Forms The difference between the conventional way of bullying and cyber bullying is that in conventional bullying, there is contact between the bully and the victim.
Ethics in Technology: Cyber Crimes Furthermore, the defendant altered the data, which compromised the integrity of the information to the detriment of the organizations involved. In this litigation, Aleksey Vladimirovich Ivanov was the defendant while the American government was the […]
Ethical Case: Facebook Gossip or Cyberbullying? The best option to Paige is to apologize publicly and withdraw her comments. The final stage is to act and reflect the outcome of the choice made.
Freedom Of Speech In The Era Of Cyber Bullying
The Negative Impacts of Technology on Social Skills: Anxiety, Awkward Conversations, Cyber Bullying, and Lack of Awareness
Different Consequences of Cyber Bullying in School
The Study Of Cyber Bullying Victimization On Children Who Are Addicted To The Internet
The Causes and Harmful Effects of Cyber Bullying
Why Do Cyber Bullying Laws Need to Be Enforced
Unsecured Privacy Settings, Cyber Bullying, And Facebook Crime
Bullying Carried too Far: Cyber Bullying and Violent Bullying
Cyber Bullying: Misuse of Information and Communications Technology
Cyber Bullying and Why Parents Need to Monitor Their Children’s Activity
The Detrimental Effects of Cyber Bullying
Cyber Bullying, Its Forms, Impact, and Relationship to Juvenile Delinquency
How Cyber Bullying Affects Our Lives Negatively
The Effects Of Cyber Bullying On Substance Use And Mental Health
Cyberbullying : Causes And Dangers Of Cyber Bullying
The Effects Of Cyber Bullying On The Mental Health Of Middle School Aged Youth
Is Cyber Bullying Morally Justifiable
Cyber Bullying And Its Effect On Our Youth
An Analysis of Cyber Bullying in Today’s World
Cyber Bullying And Its Effect On The Lives Of The American
Bullying And The Potential Motives Behind Cyber Bullying
Cyber Bullying And Its Various Forms
Bullying In The Digital Age: Electronic Or Cyber Bullying
Information Technology – Role of Social Networking Cites in Cyber Bullying
Cyber Bullying : A Consistent Problem For Young People
Cause And Effect Of Cyber Bullying
Cyber Bullying, Creating a Culture of Respect
Cyber Bullying And Its Effect On Adolescents
Prevention And Intervention Of Cyber Bullying
Investigating Cyber Bullying Using Social Media
Cyber Bullying Affects People ‘s Lives More Than One Might Think
The Cyber Crime and the Cyber Bullying
The Cause of Cyber Bullying and the Effect of the Mental Development of Teenagers
Cyber Bullying: An Uncontrollable Epidemic
The Psychological Impact of Cyber Bullying
The Eternal Effects Of Cyber Bullying
Cyber Bullying : Bullying Through Technology
Why Does Online Anonymity Increase Cyberbullying Among Teenagers?
Are Laws Effective Strategy Address Issue Cyberbullying?
Are Schools Doing Enough About Cyberbullying?
What Are the Causes of Cyberbullying?
What Is the Prevention of Cyberbullying?
Is Cyberbullying Related to a Lack of Empathy and Social-Emotional Problems?
How Often Do Celebrities Suffer From Cyberbullying?
What Are the Characteristics of Cyberbullying Among Students?
How Does Social Integration of Children Help to Combat Cyberbullying?
What Is the Correlation Between Suicide Rates and Cyberbullying?
How Does Cyberbullying Affect Society?
What Is the Correlation Between Depression, Bullying and Cyberbullying?
Are There Gender Differences in Cyberbullying?
What Is the Criminal Penalty for Cyberbullying?
What International Associations Prevent Cyberbullying?
What Is the Role of Affective and Cognitive Empathy in Cyberbullying?
What Are the Solutions to Cyberbullying?
Can Cyberbullying Be Called Cyber Crime?
What Is the Role of Teachers in Preventing Cyberbullying?
Can Internet Privacy Be Enough to Prevent Cyberbullying?
How Does Cyberbullying Affect Children?
How Many American Teenagers Are Cyberbullied?
How Does Cyberbullying Affect Mental Health?
How Is Cyberbullying Different From Physical Bullying?
Is Cyberbullying an Example of Psychological Abuse?
Can School Policies Reduce Cyberbullying?
How Does Cyberbullying Affect Teenagers’ Self-Esteem?
What Are the Consequences of Cyberbullying?
Has the Proliferation of Social Media Led to an Increase in Cyberbullying?
Is Cyberbullying Less Criminal Than Traditional Bullying?
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80 Bullying Essay Topics

Table of Contents

Bullying Essay Guide: Topics, Selection, and Writing Tips

Bullying is a topic that has attracted significant attention over the years due to its widespread prevalence and detrimental effects on victims. Primarily observed among school children, bullying often stems from social differences, physical appearances, or an individual’s vulnerability. This article aims to guide you through the process of selecting the best bullying essay topic and offers a plethora of topics to inspire your writing.

How to Choose the Best Bullying Essay Topic?

1. Consider Your Audience: Choose a topic that resonates with your readers. Given the prevalence of bullying, many can relate, including perhaps your teachers.

2. Brainstorm and Collaborate: Discuss potential topics with peers to gauge their depth and relevance.

3. Hook Your Readers: Start with an engaging title and opening line to captivate your audience immediately.

4. Rely on Facts: Ensure you incorporate accurate statistics and facts to build a credible argument.

5. Proofread: Review your essay, refine it, and seek feedback. Ensure all aspects of your chosen topic are addressed. For comprehensive proofreading and topic selection, consider using professional services like writeondeadline.com .

Bullying Essay Topics

General topics:.

Effects of bullying on victims’ wellbeing.
Strategies to combat bullying in schools.
The role of parents in addressing bullying.
Personal experiences with bullying – as a bystander or victim.
Legal implications and interventions against bullying.
Motivations behind bullying behaviors.
The societal view on bullying: Is it normalized?
Differentiating between various forms of bullying.
The impact of teachers’ interventions in bullying scenarios.
Raising awareness about bullying in educational institutions.

Cyberbullying Topics:

Factors leading to cyberbullying.
Overcoming the trauma of online harassment.
Investigative methods to trace cyberbullies.
The psychology of individuals who cyber bully.
Comparing the psychological impacts: Cyberbullying vs. traditional bullying.
How social media platforms can be breeding grounds for cyberbullying.
Prevention strategies against online harassment.

Anti-Bullying Topics:

Effective measures to eradicate bullying.
The repercussions of bullying on individuals.
Role of parents and educators in supporting bullying victims.
Social dynamics contributing to bullying.
Governmental initiatives against bullying in schools.
Techniques to confront and neutralize bullies.

General Bullying Topics:

The psychological aftermath of being bullied.
The global statistics on bullying: How does it vary?
The role of school leadership in bullying interventions.
Bullying and its connection to the rise in youth mental health issues.
Can bullying be linked to familial structures and parenting styles?
Bullying in adult workplaces: Is it an extension of school behavior?
How pop culture and media representation influence bullying trends.
The economic implications of bullying on society.
Effects of bullying on academic achievements.
The role of peer pressure in bullying incidents.

Cyberbullying Themes:

Anonymity and its role in escalating cyberbullying.
The dark side of social networking sites: A hub for bullies.
Laws and regulations against cyberbullying worldwide.
The role of tech companies in preventing online harassment.
Digital footprints: How they contribute to cyberbullying.
The evolution of cyberbullying: Past, present, and future.
Parental monitoring: A solution to teen cyberbullying?
The contrast between online and offline bullying personas.
How educators can equip students against online threats.
The long-term effects of cyberbullying on mental health.

Anti-Bullying Initiatives:

School programs that effectively reduce bullying.
The power of storytelling and personal narratives in bullying prevention.
Community-driven initiatives against bullying.
The role of celebrities and influencers in anti-bullying campaigns.
Collaborative strategies between parents and schools to counteract bullying.
Importance of counseling services in schools for bullied students.
Anti-bullying laws and their effectiveness.
The positive impact of peer-support groups.
Role models and mentors: Their influence on reducing bullying.
International anti-bullying initiatives and their success stories.

Bullying Research and Case Studies:

Detailed analysis of high-profile bullying incidents.
Cultural influences on bullying behaviors.
Ethnographic studies on bullying patterns.
The connection between substance abuse and bullying.
How do marginalized groups (LGBTQ+, ethnic minorities) experience bullying differently?
The link between childhood trauma and becoming a bully.
Comparative studies: Bullying in urban vs. rural schools.
Evaluating the success of helplines for bullied individuals.
The role of the internet in both escalating and combating bullying.
Assessing the impact of anti-bullying mobile apps and digital tools.

Societal and Psychological Perspectives:

Bullying from a sociological viewpoint: What does it reveal about society?
The psychological profile of a typical bully.
Do societal standards and ideals indirectly promote bullying?
How bullying affects the family dynamics of the victim.
The cycle of bullying: Can a victim become a bully?

Argumentative Essay Ideas on Bullying:

Defining a bully: Are they criminals?
Examining bullying trends across different age groups.
Gender dynamics in bullying: Do boys bully more than girls?
Assessing the correlation between bullying and academic performance.
The link between bullying and suicidal thoughts.

For those who might feel overwhelmed by the wide array of topics, our dedicated team at writeondeadline.com is here to assist. Whether you need help in choosing a topic, writing, or proofreading your essay, our experts are just a click away.

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Bullying Essay Topics: 50+ Ideas to Get Started

by Antony W

December 16, 2023

Are you looking for essay topics about bullying for your next assignment? We’ve put together a list of 50+ ideas to get you started.

Bullying is one of the most controversial issues that get the most attention these days. It’s prevalent in school, playgrounds, places of work, and even in pour very own neighborhood. Bullying tends tend to stem from different fronts, mostly from social differences, religious beliefs, physical appearances, and social differences.

Given how sensitive and common bullying is, it may not be exactly clear to you what topic to work on if you teacher asks you to write an essay on the subject. If this is the case for you, see the topic ideas below to start your brainstorming, research, and writing process.

Key Takeaways

You should choose a topic that you find interesting based on personal experience or observation.
Read and understand the assignment brief before you start writing, so you know the kind of essay to write.
If in doubt, don’t hesitate to ask your teacher for clarification.

50+ Best Bullying Essay Topics

The following is a list of 50+ topics and ideas that you may find interesting enough to explore in your essay about bullying:

Cyber Bullying Essay Topics

How does the impact of cyberbullying compare to that of bullying in schools?
How does childhood bullying affect individuals in their adult lives and what are the potential long-term psychological impacts?
Behaviors and signs bullied children commonly exhibit and how we can identify and address these indicators.
How do children typically react when they experience bullying and what are healthy coping mechanisms they can adopt?
Should children defending themselves against bullies face consequences?
What role should teachers and school administrators play in preventing and addressing bullying within educational institutions?
Should schools provide counseling or support services for children who experience bullying?
How parents can understand and address bullying behaviors at home.

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Interesting Essay Ideas on Bullying

What are the variations in bullying behaviors and patterns between boys and girls?
How does bullying in schools adversely affect individuals and the school environment?
Can you share your personal experience with bullying and explain how it affected you?
Is cyberbullying less harmful than bullying that occurs in physical school environments?
What are the common characteristics or traits found in individuals who engage in bullying behavior?
The common traits or characteristics of individuals who often become targets of bullying
How does experiencing bullying in childhood affect individuals’ lives in adulthood?
What are the typical reactions and responses of an individual when they become a subject to bullying?
What strategies can victims of bullying employ to feel safe and protected within a school environment?
Can you share your personal journey as a bullying survivor and explain how you managed to overcome it?
What are the significant signs that parents can look for to recognize if their children are subject to bullying?
How has the rise of the internet contributed to the increase in bullying and what are the reasons behind this?
What are some common psychological strategies that bullies use to manipulate and harm their victims?

Cause and Effect Essay Topics on Bullying

Why do children often target younger ones for persecution?
How does being subject to bully affect an individual’s mental and emotional well-being?
What motivates students to target those they perceive as weaker, and how can we address this behavior?
How does bullying contribute to a victim’s loss of self-esteem and confidence?
How does bullying lead to a child becoming withdrawn and seeking solace in a confined space?
How does the prevalence of bullying lead to an increase in aggressive behavior among students?
Why are teenagers particularly susceptible to peer aggression?
Why is verbal bullying a common form of harassment among peers?
What are the consequences of each act of bullying?
How does widespread bullying negatively affect the functioning of the youth environment and society as a whole?
Why do children who experience bullying often develop a reluctance to attend school?
How does bullying impact a child’s ability to engage with their peers?
What are the psychosomatic signs that a child may exhibit due to bullying?
How does bullying often mimic social structures with leaders, an average group, and those marginalized as “exiles”?
What actions can parents take to create a secure environment for their child and counteract bullying in schools?
How does the unequal power dynamic between aggressors and victims contribute to bullying?
Who should take responsibility for addressing both psychological and physical violence at school?

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Easy Bullying Essay Topics

What are the primary psychological effects that bullying has on adolescents, and how do these impacts manifest in their behavior and mental health?
Could you analyze successful case studies of anti-bullying programs and their impact on school environments?
What are the current trends, challenges, and proposed solutions to address the escalating issue of cyberbullying among teenagers?
What effective strategies empower bystanders to intervene in bullying situations, and how does their intervention affect the outcome?
How do bullying manifest in corporate environments and what strategies can organizations use to recognize, address, and prevent it in workplaces?
What are the key factors influencing the correlation between bullying and academic achievement among students?
Can you share case studies illustrating the impact of social media on bullying, along with the lessons learned from these incidents?
What role do school policies play in preventing bullying, and how effective are these policies in curbing instances of harassment?
What patterns and responses differ in bullying behaviors among different genders?

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About the author

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

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200 bullying essay topics + [selection tip & best example], bob cardens.

September 10, 2022
Essay Topics and Ideas

Bullying is the act of dominating or intimidating a weaker person. Various people have different ideas about the causes of bullying, its impacts on victims, and the solutions to it. Schools sometimes allow students to state and defend their personal views about bullying by asking them to write argumentative essays on bullying.

Although a lot of students find this opportunity to be interesting, they often face difficulties while attempting to come up with a suitable topic. We like helping students get essay topics easily, which is why we took our time to gather the best bullying essay topics.

We have listed these Bullying Essay Topics below, so students should select their essay topics from the list.

What You'll Learn

Purpose of a Bullying Essay

This sort of task’s main reason is to prompt a superior agreement and more profound thought of understudies’ concern.

The paper is additionally pointed toward featuring certain connected issues and discouraging them. With everything taken into account, the primary reason for this composing task is:

Allow understudies to communicate their disposition and inflexible stance to this issue;
Cause them to understand that the issue exists;
Make individuals think if they have at any point been tormented or if they started animosity themselves;
Cause them to dissect the issue, consider forestalling the occurrences, and give proposals.

You can also check Persuasive Speech Topics about Social Media

How to Select the Best Bullying Essay Topic

Brainstorm: If you have a few ideas, list all of them. Also, you can have a sit-down with your peers and discuss the recent trends in school bullying and get some clues.
Discuss: You might have a great idea: why not reinforce it by seeking some oversight from your tutor before it is too late. They are always open for discussions and can offer you guidance where possible.
Explore: It is integral that you grasp as many details about your possible topic to figure out if you possess enough data from your sources.
Eliminate: Get rid of ideas that you don’t like or those that you know sourcing relevant information would be difficult.

As you continue, thestudycorp.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Bullying Essay Topics )

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Bullying Essay Topics

Best bullying essay topics.

Should school authorities frown at bullying?
Can bullying affect the education system?
Bullying prevention programs can’t eradicate bullying in schools
What are the primary causes of bullying?
Bullying is almost the same thing as teasing
Should bullies go to jail?
Why is it a bad thing to bully innocent kids?
Can bullying reduce education standards?
The legal measures to stop bullying
School bullying is a problem.
Should victims of bullying act as bullies to weaker kids also?
Is bullying a serious crime or fun?
Is it proper to fight with a bully while trying to defend one’s rights?
Can bullying lower the self-esteem of victims?
Is bullying a serious matter or a laughing matter?
The public education system promotes bullying
Traditional bullying vs. cyberbullying
How to stop bullying
Effects of bullying in schools
The best way to confront bullies
What are the common motives of bullies?
Should timid kids plead with bullies or report them to authorities?
Bullying is a common behavior
Solving The Problem Of Bullying
Bullying has evolved
Bullying is a misuse of power
Can we call bullying an epidemic?
Bullying in school is more serious than online bullying
The problem of bullying
Bullying is violent and cruel
Should bullies get expelled from school?
Is bullying a form of violence or drama?
Why bullying can’t be stopped
The best way to say no to bullying
Is bullying a big issue?
Can tolerance education reduce the rate at which students bully one another?
Bullying doesn’t have serious effects on schools
Putting a stop to bullying
How should innocent kids respond to bullies?
Do bullies feel proud or ashamed after bullying timid kids
Bullying is a rite of passage
The vicious cycle of bullying
What can make bullies repent of their bad deeds?
Physical bullying vs. verbal bullying
Should bullies get punished?
Is bullying a social issue ?
Bullying is part of life.
The effects of cyberbullying on youths
Bullying is a threat
Should innocent kids be afraid of bullies?
Do adults also bully one another?
Why must we prevent bullying?
Why do kids bully one another?

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Argumentative Bullying Essay Topics

Should bullying prevention be a part of education programs ?
Do the members of LGBT communities become the victims of bullying more often than other students?
Do violent games increase the level of bullying?
Why should we stop bullying?
Why should bullying carry criminal sanction?
Is enough being done about bullying?
Is bullying at school the main reason for a negative self-image among young men?
Can teachers use social media to solve school bullying?
Does bullying have any advantages?
Should a student who bullies regularly be suspended from school or college ?
Is it a crime to be a bully?
Is bullying overrated in American schools?
Bullying at high school
Should parents get fined if their child bullies other children?
Handling your child getting bullied
How kids should save themselves from being bullied
How should bullies get punished?
Standing up to a bully
Stricter punishment for bullies
The impacts of bullying on victims
Peer pressure can force innocent kids to become bullies
Bullying is part of life
Bullying is a recurring issue
Bullying is a type of behavior
Is bullying a social issue?
Bullying has no cure
Bullying is an old concept
Bullying is prevalent among adolescents
Different kinds of bullying
School bullying is a problem
Can bullying affect the school calendar?
Can bullying make a child commit suicide?
Can bullying transform an extrovert into an introvert?
What are the dangers of bullying?
Does bullying have some life-changing effects?
Can bullying make kids become tougher?
Is it proper to fight with a bully while trying to defend one’s right?
The perils of bullying
Workplace bullying
How can timid kids handle bullies?
How to avoid getting into the traps of bullies
What should school authorities do to eradicate bullying?
Cyberbullying vs. school bullying
What makes bullying a serious problem?
Can interfering in other countries’ business be considered bullying?
Why do you hate bullying?
Why is the participation of celebrities in anti-bullying campaigns important?

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Cyber Bullying Essay Topicss

Can cyberbullying cause suicides?
Social awareness about cyberbullying: what can be done?
Do you agree with the statement that a total prohibition on cyberbullying in social media violates the First Amendment?
How can parents reduce cyberbullying against their child
Should teens be afraid of cyberbullying?
What are the reasons why people are being cyberbullied?
How can one overcome Cyber intimidation trauma?
Which investigation is conducted to get the attacker?
Why do people Cyberbully others?
Does Cyber victimization cause more suicidal cases than traditional victimization?
What are the measures taken to avoid being Cyberbullied?
Do our social media accounts lead us to be Cyberbullied?
Is cyberbullying more, less, or equally damaging than bullying in schools?
Should cyberbullying be punishable?
How does bullying affect children in their adult lives?
What behaviors do children who are bullied exhibit?
How do children react when they are bullied?
Should children who defend themselves from bullies be punished?
What role do teachers and administrators play in putting a stop to bullying?
Should schools offer counseling for children who experience bullying?
Discuss children’s behavior at home and how parents can help stop bullying.
Should bullying and its effects be taught in schools? If so, at what age?
What is the best prevention of Cyber discrimination?
What are the consequences of Cyber harassment?
My own experience with Cyber intimidation.
Is cyberbullying among adolescents worth attention from adults?
Is cyberbullying overhyped?
Can cyberbullying cause depression?
Should teachers keep tabs on students’ social media profiles to prevent cyberbullying?
What kind of bullying has a greater effect: cyberbullying or face-to-face bullying?
Who are “trolls”? What do they have to do with cyberbullying?
How has technology affected school bullying (or cyberbullying)?

Controversial Bullying Essays Topics

The negative impact of bullying on children’s self-esteem.
How has social media changed the phenomenon of bullying?
How can bullying be prevented at the national level?
How does the misunderstanding of masculinity cause bullying?
Why are students less tolerant of differences than adults? Does intolerance cause bullying?
Bullying in sports teams: detail the reasons and consequences .
Compare and contrast bullying against girls and boys.
How do gender stereotypes provoke bullying?
What is common between genocides and bullying?
Can bullying be considered a way to increase one’s self-esteem?
Compare the similarities and differences between slavery and bullying.
How has social media affected body image and bullying?
What is the connection between bullying and sexual assault?

You can also check MBA Thesis Topics

Bullying Essay Topics related to School

School rules against bullying: are they efficient?
Should school do more to stop bullying?
Should schools and colleges step in when students misuse social-network sites on school property?
What are effective punishments for bullying at school?
How can kids stand against bullying on their own?
How does bullying affect students’ grades?
Why don’t students stand against bullying when they witness it?
Compare and contrast pranks and bullying. Should pranks be forbidden at schools?
How will implementing school uniforms help to prevent bullying at schools?
What should a student do if he or she becomes a victim of bullying?
Who is responsible for bullying at schools: kids or adults?
How can children with eating disorders avoid bullying?
How can bullying of students with disabilities be stopped?
What long-term effects does bullying at school have?
How can students organize an efficient anti-bullying campaign?

Related FAQs

1. what is the conclusion of the essay bullying essay.

Conclusion – Bullying Essay The essay concludes that bullying is very common these days among teenagers people. The coming of social networking sites is fuelling the fire of bullying to a great extent. The effect of bullying on the human mind can also be seen in the essay how it put a great role in the psychological development of the person.

2. What is a bully?

According to Webster ‘s Dictionary, a bully is someone is however difficult to define bullying as there are different types of bullying. Bullying can be verbal, non-verbal, violent and non-violent. The reactions to bullying are also varied. While some do not mind bullying, some get severely affected by it.

3. How long should an essay on bullying be?

You can also find more Essay Writing articles on events, persons, sports, technology and many more. We are providing students with essay samples on long essay of 500 words and a short essay of 150 words on the topic Bullying for reference. Long Essay on Bullying is usually given to classes 7, 8, 9, and 10.

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75 School Bullying Research Topics & Essay Examples

📝 school bullying research papers examples, 🏆 best school bullying essay titles, ❓ school bullying research questions.

Bullying in School and How to Minimize It The paper studies the phenomena of bullying in the school, its types and gives recommendations on how to minimize bullying.
Physical Injury Bullying in High School The research study provides a framework for understanding the various aspects of bullying such as causes, effects, and how it can be prevented.
School Bullying and Its Causes Bullying in schools has become a worldwide problem, and in some cases, its effects may have lasting implications on the victims.
Students’ Willingness to Report Threats of Violence in Campus Communities The study was undertaken by Michael Sulkowski from the University of Florida with the objective of extending prior work conducted on college-age populations on the same issue.
Bullying in School: Understanding and Dealing With It The purpose of this article is to understand the problem of bullying in schools, as well as possible methods of dealing with it.
Impact of Rising Cyberbullying on High School Performance This literature review of five articles seeks to clarify how an increase in cyberbullying affects high school academic performance.
How Teachers Deal With Bullying in the Classes The problem is that the teachers may take a lot of time addressing these acts of violence at the expense of instructional time in the classes.
Journal Article Review: Correlates of Physical Violence at School: A Multilevel Analysis of Australian High School Students The school's student interaction policy plays an important role in determining whether students will be violent or not.
School Violence Measures in the United States School violence is an urgent problem for most educational facilities in the United States. This discussion post will consider measures that can make schools safer.
Preventing Violence in the Education System The issue of preventing situations of violence in the education system is very relevant nowadays. Violence in school is exposed to every tenth student in the world.
Decision-Making and Bullying Problems Inside Our Schools Bullying is a serious problem that many schools are trying to battle. It can affect victims emotionally, socially, and academically.
Bullying in the School Environment Bullying has a negative impact on the academic performance of the victims since it limits their participation in the school environment.
A Strategy to Prevent Bias and Discrimination in School Practice In his school practice, as a strategy to prevent bias and discrimination, the author prefers to resort to the theory of contact.
How to Combat Bullying: An Action Plan This plan includes two strategies – sensitization and fostering a safe environment for students with disabilities.
Discrimination Against Children in Schools Most of a person's psychological problems arise in childhood and adolescence when parents and school are the main spheres of influence on the child.
Bullying of Disabled Children in School The purpose of this study is to evaluate the level of bullying of students with disabilities and special education needs.
Educational Anti-Bullying Programs This anti-bullying work includes an overview of harassment, as well as suggestions for developing a healthy school atmosphere and robust anti initiatives.
Bullying and Its Effects on Adolescents Bullying has vast societal implications for a large adolescent population, resulting in more abuse and consequential mental illnesses.
Peer Relations, Violence, and School Attendance: Analyses of Bullying in Senior High Schools in Ghana
Bullying and Its Effects on Learning and Development in Australian Primary School
Bullying, Identity, and School Performance: Evidence From Chile
Anti Bullying Policy, the Matt Epling Safe School Law
Student on Student Violence in the School System. Student violence has been a major concern in the recent past. student-on-student violence involves crimes like bullying, beating, use of weapons, robbery and intimidation.
Bullying and Its Effects on School Across the United States
School Bullying and Teacher Professional Development
The Residential School System State-Sponsored Bullying
Bullying and Columbine High School
Effects Concerning School-age Bullying: A Retrospective
School Violence: The Financial Costs of Bullying, Vandalism, and Violence
Ways to Stop Bullying at School: Addressing Children’s Needs School bullying is among some of the most problematic issues that are extraordinarily difficult to tackle in the school environment.
Cyberbullying: Abuse and Old-school Bullying
Bullying and Its Effect on School Communities
Children and Adolescents Are Victims of School Bullying
Bullying and Its Effects on School
Correlation Among Depression, Bullying, Experience of Victimization, and Suicide in High School Students
Bullying: America’s Worst School
Middle School Advisory Programs: An Effective Anti Bullying
Cyber Harassment and Bullying at Madera High School
Bullying and School Attendance: A Case Study of Senior High School
The Problem With Name-Calling and Bullying in School
Bullying and High School Dropout Rates
Bullying Children and School Personnel Challenges
School Uniforms Should Stop Bullying With Anti Bullying
Bullying Prevention and School Safety
School Bullying and the Need for Policy Change
Physical and Verbal Bullying at School
Preventing School Bullying Through a Supervisory System
School Students Bullying and Harassment
Bullying and Emotional Abuse Among School Children
School Bullying and Post-traumatic Stress Disorder Symptoms: The Role of Parental Bonding
Effects of Bullying and Victimization in Schools and the Victims
Dealing With a Bullying Target and How We Should Behave Around Them
Bullying and Problems of the Younger Generation
Bullying Is Not Just Anger and Meanness
Bullying and Lack of Contact With Peers
How Can Parents Prevent Bullying at School?
What Is the Nature and Consequences of School Bullying?
Does Bullying Affect High School-Aged Students?
What Is the School’s Involvement in Cyberbullying?
Are School-Based Anti Bullying Programs Decreasing the Rate of Victimization?
What Is the Relationship Between Bullying and Mass Shootings in Schools?
What Is the Relationship Between School Violence and Psychological Bullying?
How School Bullying Affects Bullies and Victims?
What Is the Connection Between the LGBT Community and School Bullying?
What Are the Causes and Effects of Bullying in School?
Can High School Dress Codes Stop Bullying?
How the Bystander Intervention and the Drowning Child Analogy Can Be Used in the School Bullying Cases?
Does Maternal Spanking Lead To Bullying Behavior at School?
Should There Be School Intervention Programs for Bullying Prevention?
What Is the Relationship Between School Bullying and Robbery and How It Affects People’s Lives?
What Are the Problems of Bullying and Victims in High School?
How Has Bullying Affected the Entire Student Population or the School Climate?
School Bullying: What Should Parents Do?
What Is Known About Bullying Between Schoolchildren?
What Is School Bullying From the Point of View of a Teacher?

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Preventing Bullying Through Science, Policy, and Practice (2016)

Chapter: 1 introduction, 1 introduction.

Bullying, long tolerated by many as a rite of passage into adulthood, is now recognized as a major and preventable public health problem, one that can have long-lasting consequences ( McDougall and Vaillancourt, 2015 ; Wolke and Lereya, 2015 ). Those consequences—for those who are bullied, for the perpetrators of bullying, and for witnesses who are present during a bullying event—include poor school performance, anxiety, depression, and future delinquent and aggressive behavior. Federal, state, and local governments have responded by adopting laws and implementing programs to prevent bullying and deal with its consequences. However, many of these responses have been undertaken with little attention to what is known about bullying and its effects. Even the definition of bullying varies among both researchers and lawmakers, though it generally includes physical and verbal behavior, behavior leading to social isolation, and behavior that uses digital communications technology (cyberbullying). This report adopts the term “bullying behavior,” which is frequently used in the research field, to cover all of these behaviors.

Bullying behavior is evident as early as preschool, although it peaks during the middle school years ( Currie et al., 2012 ; Vaillancourt et al., 2010 ). It can occur in diverse social settings, including classrooms, school gyms and cafeterias, on school buses, and online. Bullying behavior affects not only the children and youth who are bullied, who bully, and who are both bullied and bully others but also bystanders to bullying incidents. Given the myriad situations in which bullying can occur and the many people who may be involved, identifying effective prevention programs and policies is challenging, and it is unlikely that any one approach will be ap-

propriate in all situations. Commonly used bullying prevention approaches include policies regarding acceptable behavior in schools and behavioral interventions to promote positive cultural norms.

STUDY CHARGE

Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, a group of federal agencies and private foundations asked the National Academies of Sciences, Engineering, and Medicine to undertake a study of what is known and what needs to be known to further the field of preventing bullying behavior. The Committee on the Biological and Psychosocial Effects of Peer Victimization:

Lessons for Bullying Prevention was created to carry out this task under the Academies’ Board on Children, Youth, and Families and the Committee on Law and Justice. The study received financial support from the Centers for Disease Control and Prevention (CDC), the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the Health Resources and Services Administration, the Highmark Foundation, the National Institute of Justice, the Robert Wood Johnson Foundation, Semi J. and Ruth W. Begun Foundation, and the Substance Abuse and Mental Health Services Administration. The full statement of task for the committee is presented in Box 1-1 .

Although the committee acknowledges the importance of this topic as it pertains to all children in the United States and in U.S. territories, this report focuses on the 50 states and the District of Columbia. Also, while the committee acknowledges that bullying behavior occurs in the school

environment for youth in foster care, in juvenile justice facilities, and in other residential treatment facilities, this report does not address bullying behavior in those environments because it is beyond the study charge.

CONTEXT FOR THE STUDY

This section of the report highlights relevant work in the field and, later in the chapter under “The Committee’s Approach,” presents the conceptual framework and corresponding definitions of terms that the committee has adopted.

Historical Context

Bullying behavior was first characterized in the scientific literature as part of the childhood experience more than 100 years ago in “Teasing and Bullying,” published in the Pedagogical Seminary ( Burk, 1897 ). The author described bullying behavior, attempted to delineate causes and cures for the tormenting of others, and called for additional research ( Koo, 2007 ). Nearly a century later, Dan Olweus, a Swedish research professor of psychology in Norway, conducted an intensive study on bullying ( Olweus, 1978 ). The efforts of Olweus brought awareness to the issue and motivated other professionals to conduct their own research, thereby expanding and contributing to knowledge of bullying behavior. Since Olweus’s early work, research on bullying has steadily increased (see Farrington and Ttofi, 2009 ; Hymel and Swearer, 2015 ).

Over the past few decades, venues where bullying behavior occurs have expanded with the advent of the Internet, chat rooms, instant messaging, social media, and other forms of digital electronic communication. These modes of communication have provided a new communal avenue for bullying. While the media reports linking bullying to suicide suggest a causal relationship, the available research suggests that there are often multiple factors that contribute to a youth’s suicide-related ideology and behavior. Several studies, however, have demonstrated an association between bullying involvement and suicide-related ideology and behavior (see, e.g., Holt et al., 2015 ; Kim and Leventhal, 2008 ; Sourander, 2010 ; van Geel et al., 2014 ).

In 2013, the Health Resources and Services Administration of the U.S. Department of Health and Human Services requested that the Institute of Medicine 1 and the National Research Council convene an ad hoc planning committee to plan and conduct a 2-day public workshop to highlight relevant information and knowledge that could inform a multidisciplinary

___________________

1 Prior to 2015, the National Academy of Medicine was known as the Institute of Medicine.

road map on next steps for the field of bullying prevention. Content areas that were explored during the April 2014 workshop included the identification of conceptual models and interventions that have proven effective in decreasing bullying and the antecedents to bullying while increasing protective factors that mitigate the negative health impact of bullying. The discussions highlighted the need for a better understanding of the effectiveness of program interventions in realistic settings; the importance of understanding what works for whom and under what circumstances, as well as the influence of different mediators (i.e., what accounts for associations between variables) and moderators (i.e., what affects the direction or strength of associations between variables) in bullying prevention efforts; and the need for coordination among agencies to prevent and respond to bullying. The workshop summary ( Institute of Medicine and National Research Council, 2014c ) informs this committee’s work.

Federal Efforts to Address Bullying and Related Topics

Currently, there is no comprehensive federal statute that explicitly prohibits bullying among children and adolescents, including cyberbullying. However, in the wake of the growing concerns surrounding the implications of bullying, several federal initiatives do address bullying among children and adolescents, and although some of them do not primarily focus on bullying, they permit some funds to be used for bullying prevention purposes.

The earliest federal initiative was in 1999, when three agencies collaborated to establish the Safe Schools/Healthy Students initiative in response to a series of deadly school shootings in the late 1990s. The program is administered by the U.S. Departments of Education, Health and Human Services, and Justice to prevent youth violence and promote the healthy development of youth. It is jointly funded by the Department of Education and by the Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration. The program has provided grantees with both the opportunity to benefit from collaboration and the tools to sustain it through deliberate planning, more cost-effective service delivery, and a broader funding base ( Substance Abuse and Mental Health Services Administration, 2015 ).

The next major effort was in 2010, when the Department of Education awarded $38.8 million in grants under the Safe and Supportive Schools (S3) Program to 11 states to support statewide measurement of conditions for learning and targeted programmatic interventions to improve conditions for learning, in order to help schools improve safety and reduce substance use. The S3 Program was administered by the Safe and Supportive Schools Group, which also administered the Safe and Drug-Free Schools and Communities Act State and Local Grants Program, authorized by the

1994 Elementary and Secondary Education Act. 2 It was one of several programs related to developing and maintaining safe, disciplined, and drug-free schools. In addition to the S3 grants program, the group administered a number of interagency agreements with a focus on (but not limited to) bullying, school recovery research, data collection, and drug and violence prevention activities ( U.S. Department of Education, 2015 ).

A collaborative effort among the U.S. Departments of Agriculture, Defense, Education, Health and Human Services, Interior, and Justice; the Federal Trade Commission; and the White House Initiative on Asian Americans and Pacific Islanders created the Federal Partners in Bullying Prevention (FPBP) Steering Committee. Led by the U.S. Department of Education, the FPBP works to coordinate policy, research, and communications on bullying topics. The FPBP Website provides extensive resources on bullying behavior, including information on what bullying is, its risk factors, its warning signs, and its effects. 3 The FPBP Steering Committee also plans to provide details on how to get help for those who have been bullied. It also was involved in creating the “Be More than a Bystander” Public Service Announcement campaign with the Ad Council to engage students in bullying prevention. To improve school climate and reduce rates of bullying nationwide, FPBP has sponsored four bullying prevention summits attended by education practitioners, policy makers, researchers, and federal officials.

In 2014, the National Institute of Justice—the scientific research arm of the U.S. Department of Justice—launched the Comprehensive School Safety Initiative with a congressional appropriation of $75 million. The funds are to be used for rigorous research to produce practical knowledge that can improve the safety of schools and students, including bullying prevention. The initiative is carried out through partnerships among researchers, educators, and other stakeholders, including law enforcement, behavioral and mental health professionals, courts, and other justice system professionals ( National Institute of Justice, 2015 ).

In 2015, the Every Student Succeeds Act was signed by President Obama, reauthorizing the 50-year-old Elementary and Secondary Education Act, which is committed to providing equal opportunities for all students. Although bullying is neither defined nor prohibited in this act, it is explicitly mentioned in regard to applicability of safe school funding, which it had not been in previous iterations of the Elementary and Secondary Education Act.

The above are examples of federal initiatives aimed at promoting the

2 The Safe and Drug-Free Schools and Communities Act was included as Title IV, Part A, of the 1994 Elementary and Secondary Education Act. See http://www.ojjdp.gov/pubs/gun_violence/sect08-i.html [October 2015].

3 For details, see http://www.stopbullying.gov/ [October 2015].

healthy development of youth, improving the safety of schools and students, and reducing rates of bullying behavior. There are several other federal initiatives that address student bullying directly or allow funds to be used for bullying prevention activities.

Definitional Context

The terms “bullying,” “harassment,” and “peer victimization” have been used in the scientific literature to refer to behavior that is aggressive, is carried out repeatedly and over time, and occurs in an interpersonal relationship where a power imbalance exists ( Eisenberg and Aalsma, 2005 ). Although some of these terms have been used interchangeably in the literature, peer victimization is targeted aggressive behavior of one child against another that causes physical, emotional, social, or psychological harm. While conflict and bullying among siblings are important in their own right ( Tanrikulu and Campbell, 2015 ), this area falls outside of the scope of the committee’s charge. Sibling conflict and aggression falls under the broader concept of interpersonal aggression, which includes dating violence, sexual assault, and sibling violence, in addition to bullying as defined for this report. Olweus (1993) noted that bullying, unlike other forms of peer victimization where the children involved are equally matched, involves a power imbalance between the perpetrator and the target, where the target has difficulty defending him or herself and feels helpless against the aggressor. This power imbalance is typically considered a defining feature of bullying, which distinguishes this particular form of aggression from other forms, and is typically repeated in multiple bullying incidents involving the same individuals over time ( Olweus, 1993 ).

Bullying and violence are subcategories of aggressive behavior that overlap ( Olweus, 1996 ). There are situations in which violence is used in the context of bullying. However, not all forms of bullying (e.g., rumor spreading) involve violent behavior. The committee also acknowledges that perspective about intentions can matter and that in many situations, there may be at least two plausible perceptions involved in the bullying behavior.

A number of factors may influence one’s perception of the term “bullying” ( Smith and Monks, 2008 ). Children and adolescents’ understanding of the term “bullying” may be subject to cultural interpretations or translations of the term ( Hopkins et al., 2013 ). Studies have also shown that influences on children’s understanding of bullying include the child’s experiences as he or she matures and whether the child witnesses the bullying behavior of others ( Hellström et al., 2015 ; Monks and Smith, 2006 ; Smith and Monks, 2008 ).

In 2010, the FPBP Steering Committee convened its first summit, which brought together more than 150 nonprofit and corporate leaders,

researchers, practitioners, parents, and youths to identify challenges in bullying prevention. Discussions at the summit revealed inconsistencies in the definition of bullying behavior and the need to create a uniform definition of bullying. Subsequently, a review of the 2011 CDC publication of assessment tools used to measure bullying among youth ( Hamburger et al., 2011 ) revealed inconsistent definitions of bullying and diverse measurement strategies. Those inconsistencies and diverse measurements make it difficult to compare the prevalence of bullying across studies ( Vivolo et al., 2011 ) and complicate the task of distinguishing bullying from other types of aggression between youths. A uniform definition can support the consistent tracking of bullying behavior over time, facilitate the comparison of bullying prevalence rates and associated risk and protective factors across different data collection systems, and enable the collection of comparable information on the performance of bullying intervention and prevention programs across contexts ( Gladden et al., 2014 ). The CDC and U.S. Department of Education collaborated on the creation of the following uniform definition of bullying (quoted in Gladden et al., 2014, p. 7 ):

Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm.

This report noted that the definition includes school-age individuals ages 5-18 and explicitly excludes sibling violence and violence that occurs in the context of a dating or intimate relationship ( Gladden et al., 2014 ). This definition also highlighted that there are direct and indirect modes of bullying, as well as different types of bullying. Direct bullying involves “aggressive behavior(s) that occur in the presence of the targeted youth”; indirect bullying includes “aggressive behavior(s) that are not directly communicated to the targeted youth” ( Gladden et al., 2014, p. 7 ). The direct forms of violence (e.g., sibling violence, teen dating violence, intimate partner violence) can include aggression that is physical, sexual, or psychological, but the context and uniquely dynamic nature of the relationship between the target and the perpetrator in which these acts occur is different from that of peer bullying. Examples of direct bullying include pushing, hitting, verbal taunting, or direct written communication. A common form of indirect bullying is spreading rumors. Four different types of bullying are commonly identified—physical, verbal, relational, and damage to property. Some observational studies have shown that the different forms of bullying that youths commonly experience may overlap ( Bradshaw et al., 2015 ;

Godleski et al., 2015 ). The four types of bullying are defined as follows ( Gladden et al., 2014 ):

Physical bullying involves the use of physical force (e.g., shoving, hitting, spitting, pushing, and tripping).
Verbal bullying involves oral or written communication that causes harm (e.g., taunting, name calling, offensive notes or hand gestures, verbal threats).
Relational bullying is behavior “designed to harm the reputation and relationships of the targeted youth (e.g., social isolation, rumor spreading, posting derogatory comments or pictures online).”
Damage to property is “theft, alteration, or damaging of the target youth’s property by the perpetrator to cause harm.”

In recent years, a new form of aggression or bullying has emerged, labeled “cyberbullying,” in which the aggression occurs through modern technological devices, specifically mobile phones or the Internet ( Slonje and Smith, 2008 ). Cyberbullying may take the form of mean or nasty messages or comments, rumor spreading through posts or creation of groups, and exclusion by groups of peers online.

While the CDC definition identifies bullying that occurs using technology as electronic bullying and views that as a context or location where bullying occurs, one of the major challenges in the field is how to conceptualize and define cyberbullying ( Tokunaga, 2010 ). The extent to which the CDC definition can be applied to cyberbullying is unclear, particularly with respect to several key concepts within the CDC definition. First, whether determination of an interaction as “wanted” or “unwanted” or whether communication was intended to be harmful can be challenging to assess in the absence of important in-person socioemotional cues (e.g., vocal tone, facial expressions). Second, assessing “repetition” is challenging in that a single harmful act on the Internet has the potential to be shared or viewed multiple times ( Sticca and Perren, 2013 ). Third, cyberbullying can involve a less powerful peer using technological tools to bully a peer who is perceived to have more power. In this manner, technology may provide the tools that create a power imbalance, in contrast to traditional bullying, which typically involves an existing power imbalance.

A study that used focus groups with college students to discuss whether the CDC definition applied to cyberbullying found that students were wary of applying the definition due to their perception that cyberbullying often involves less emphasis on aggression, intention, and repetition than other forms of bullying ( Kota et al., 2014 ). Many researchers have responded to this lack of conceptual and definitional clarity by creating their own measures to assess cyberbullying. It is noteworthy that very few of these

definitions and measures include the components of traditional bullying—i.e., repetition, power imbalance, and intent ( Berne et al., 2013 ). A more recent study argues that the term “cyberbullying” should be reserved for incidents that involve key aspects of bullying such as repetition and differential power ( Ybarra et al., 2014 ).

Although the formulation of a uniform definition of bullying appears to be a step in the right direction for the field of bullying prevention, there are some limitations of the CDC definition. For example, some researchers find the focus on school-age youth as well as the repeated nature of bullying to be rather limiting; similarly the exclusion of bullying in the context of sibling relationships or dating relationships may preclude full appreciation of the range of aggressive behaviors that may co-occur with or constitute bullying behavior. As noted above, other researchers have raised concerns about whether cyberbullying should be considered a particular form or mode under the broader heading of bullying as suggested in the CDC definition, or whether a separate defintion is needed. Furthermore, the measurement of bullying prevalence using such a definiton of bullying is rather complex and does not lend itself well to large-scale survey research. The CDC definition was intended to inform public health surveillance efforts, rather than to serve as a definition for policy. However, increased alignment between bullying definitions used by policy makers and researchers would greatly advance the field. Much of the extant research on bullying has not applied a consistent definition or one that aligns with the CDC definition. As a result of these and other challenges to the CDC definition, thus far there has been inconsistent adoption of this particular definition by researchers, practitioners, or policy makers; however, as the definition was created in 2014, less than 2 years is not a sufficient amount of time to assess whether it has been successfully adopted or will be in the future.

THE COMMITTEE’S APPROACH

This report builds on the April 2014 workshop, summarized in Building Capacity to Reduce Bullying: Workshop Summary ( Institute of Medicine and National Research Council, 2014c ). The committee’s work was accomplished over an 18-month period that began in October 2014, after the workshop was held and the formal summary of it had been released. The study committee members represented expertise in communication technology, criminology, developmental and clinical psychology, education, mental health, neurobiological development, pediatrics, public health, school administration, school district policy, and state law and policy. (See Appendix E for biographical sketches of the committee members and staff.) The committee met three times in person and conducted other meetings by teleconferences and electronic communication.

Information Gathering

The committee conducted an extensive review of the literature pertaining to peer victimization and bullying. In some instances, the committee drew upon the broader literature on aggression and violence. The review began with an English-language literature search of online databases, including ERIC, Google Scholar, Lexis Law Reviews Database, Medline, PubMed, Scopus, PsycInfo, and Web of Science, and was expanded as literature and resources from other countries were identified by committee members and project staff as relevant. The committee drew upon the early childhood literature since there is substantial evidence indicating that bullying involvement happens as early as preschool (see Vlachou et al., 2011 ). The committee also drew on the literature on late adolescence and looked at related areas of research such as maltreatment for insights into this emerging field.

The committee used a variety of sources to supplement its review of the literature. The committee held two public information-gathering sessions, one with the study sponsors and the second with experts on the neurobiology of bullying; bullying as a group phenomenon and the role of bystanders; the role of media in bullying prevention; and the intersection of social science, the law, and bullying and peer victimization. See Appendix A for the agendas for these two sessions. To explore different facets of bullying and give perspectives from the field, a subgroup of the committee and study staff also conducted a site visit to a northeastern city, where they convened four stakeholder groups comprised, respectively, of local practitioners, school personnel, private foundation representatives, and young adults. The site visit provided the committee with an opportunity for place-based learning about bullying prevention programs and best practices. Each focus group was transcribed and summarized thematically in accordance with this report’s chapter considerations. Themes related to the chapters are displayed throughout the report in boxes titled “Perspectives from the Field”; these boxes reflect responses synthesized from all four focus groups. See Appendix B for the site visit’s agenda and for summaries of the focus groups.

The committee also benefited from earlier reports by the National Academies of Sciences, Engineering, and Medicine through its Division of Behavioral and Social Sciences and Education and the Institute of Medicine, most notably:

Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research ( Institute of Medicine, 1994 )
Community Programs to Promote Youth Development ( National Research Council and Institute of Medicine, 2002 )
Deadly Lessons: Understanding Lethal School Violence ( National Research Council and Institute of Medicine, 2003 )
Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities ( National Research Council and Institute of Medicine, 2009 )
The Science of Adolescent Risk-Taking: Workshop Report ( Institute of Medicine and National Research Council, 2011 )
Communications and Technology for Violence Prevention: Workshop Summary ( Institute of Medicine and National Research Council, 2012 )
Building Capacity to Reduce Bullying: Workshop Summary ( Institute of Medicine and National Research Council, 2014c )
The Evidence for Violence Prevention across the Lifespan and Around the World: Workshop Summary ( Institute of Medicine and National Research Council, 2014a )
Strategies for Scaling Effective Family-Focused Preventive Interventions to Promote Children’s Cognitive, Affective, and Behavioral Health: Workshop Summary ( Institute of Medicine and National Research Council, 2014b )
Investing in the Health and Well-Being of Young Adults ( Institute of Medicine and National Research Council, 2015 )

Although these past reports and workshop summaries address various forms of violence and victimization, this report is the first consensus study by the National Academies of Sciences, Engineering, and Medicine on the state of the science on the biological and psychosocial consequences of bullying and the risk and protective factors that either increase or decrease bullying behavior and its consequences.

Terminology

Given the variable use of the terms “bullying” and “peer victimization” in both the research-based and practice-based literature, the committee chose to use the current CDC definition quoted above ( Gladden et al., 2014, p. 7 ). While the committee determined that this was the best definition to use, it acknowledges that this definition is not necessarily the most user-friendly definition for students and has the potential to cause problems for students reporting bullying. Not only does this definition provide detail on the common elements of bullying behavior but it also was developed with input from a panel of researchers and practitioners. The committee also followed the CDC in focusing primarily on individuals between the ages of 5 and 18. The committee recognizes that children’s development occurs on a continuum, and so while it relied primarily on the CDC defini-

tion, its work and this report acknowledge the importance of addressing bullying in both early childhood and emerging adulthood. For purposes of this report, the committee used the terms “early childhood” to refer to ages 1-4, “middle childhood” for ages 5 to 10, “early adolescence” for ages 11-14, “middle adolescence” for ages 15-17, and “late adolescence” for ages 18-21. This terminology and the associated age ranges are consistent with the Bright Futures and American Academy of Pediatrics definition of the stages of development. 4

A given instance of bullying behavior involves at least two unequal roles: one or more individuals who perpetrate the behavior (the perpetrator in this instance) and at least one individual who is bullied (the target in this instance). To avoid labeling and potentially further stigmatizing individuals with the terms “bully” and “victim,” which are sometimes viewed as traits of persons rather than role descriptions in a particular instance of behavior, the committee decided to use “individual who is bullied” to refer to the target of a bullying instance or pattern and “individual who bullies” to refer to the perpetrator of a bullying instance or pattern. Thus, “individual who is bullied and bullies others” can refer to one who is either perpetrating a bullying behavior or a target of bullying behavior, depending on the incident. This terminology is consistent with the approach used by the FPBP (see above). Also, bullying is a dynamic social interaction ( Espelage and Swearer, 2003 ) where individuals can play different roles in bullying interactions based on both individual and contextual factors.

The committee used “cyberbullying” to refer to bullying that takes place using technology or digital electronic means. “Digital electronic forms of contact” comprise a broad category that may include e-mail, blogs, social networking Websites, online games, chat rooms, forums, instant messaging, Skype, text messaging, and mobile phone pictures. The committee uses the term “traditional bullying” to refer to bullying behavior that is not cyberbullying (to aid in comparisons), recognizing that the term has been used at times in slightly different senses in the literature.

Where accurate reporting of study findings requires use of the above terms but with senses different from those specified here, the committee has noted the sense in which the source used the term. Similarly, accurate reporting has at times required use of terms such as “victimization” or “victim” that the committee has chosen to avoid in its own statements.

4 For details on these stages of adolescence, see https://brightfutures.aap.org/Bright%20Futures%20Documents/3-Promoting_Child_Development.pdf [October 2015].

ORGANIZATION OF THE REPORT

This report is organized into seven chapters. After this introductory chapter, Chapter 2 provides a broad overview of the scope of the problem.

Chapter 3 focuses on the conceptual frameworks for the study and the developmental trajectory of the child who is bullied, the child who bullies, and the child who is bullied and also bullies. It explores processes that can explain heterogeneity in bullying outcomes by focusing on contextual processes that moderate the effect of individual characteristics on bullying behavior.

Chapter 4 discusses the cyclical nature of bullying and the consequences of bullying behavior. It summarizes what is known about the psychosocial, physical health, neurobiological, academic-performance, and population-level consequences of bullying.

Chapter 5 provides an overview of the landscape in bullying prevention programming. This chapter describes in detail the context for preventive interventions and the specific actions that various stakeholders can take to achieve a coordinated response to bullying behavior. The chapter uses the Institute of Medicine’s multi-tiered framework ( National Research Council and Institute of Medicine, 2009 ) to present the different levels of approaches to preventing bullying behavior.

Chapter 6 reviews what is known about federal, state, and local laws and policies and their impact on bullying.

After a critical review of the relevant research and practice-based literatures, Chapter 7 discusses the committee conclusions and recommendations and provides a path forward for bullying prevention.

The report includes a number of appendixes. Appendix A includes meeting agendas of the committee’s public information-gathering meetings. Appendix B includes the agenda and summaries of the site visit. Appendix C includes summaries of bullying prevalence data from the national surveys discussed in Chapter 2 . Appendix D provides a list of selected federal resources on bullying for parents and teachers. Appendix E provides biographical sketches of the committee members and project staff.

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Kota, R., Schoohs, S., Benson, M., and Moreno, M.A. (2014). Characterizing cyberbullying among college students: Hacking, dirty laundry, and mocking. Societies, 4 (4), 549-560.

McDougall, P., and Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70 (4), 300.

Monks, C.P., and Smith, P.K. (2006). Definitions of bullying: Age differences in understanding of the term and the role of experience. British Journal of Developmental Psychology, 24 (4), 801-821.

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Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life.

Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication.

Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.

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91 Bullying Research Topics & Essay Examples

📝 bullying research papers examples, 🏆 best bullying essay titles, 🎓 simple research topics about bullying, ❓ bullying research questions.

Family Violence: Adult-Child Sexual Abuse Psychology essay sample: This paper explores the risk and protection factors for child abuse in the light of Macro-system, microsystem, mesosystems; and programs that target the prevention of child abuse.
Bullying and Suicide Relationship: Data Analysis Psychology essay sample: Bullying is one of the main reasons why teenagers commit suicide. Parents should watch over their children in order to identify and help them fight the effects of bullying.
The Problem of Bullying in Colleges Psychology essay sample: This research study shows that college-going students are just as likely to be victims or perpetrators or even belong to the victim-perpetrator group of bullying.
Anti-bullying Program for the School Psychology essay sample: Bullying is a serious problem that must be dealt with immediately. Usually, children develop the idea that bullying is acceptable in pre-school.
Stuttering Among Schoolchildren: Teaching Interventions Psychology essay sample: Communication speech impairments affect children, adolescents. People with stuttering experience bullying and difficulties in forming relationships from a very young age.
Bullying Children: The Analysis of Various Examples Psychology essay sample: This discussion provides a detailed analysis of various examples of bullying and some of the evidence-based strategies to prevent the malpractice.
Bullying and Suicide: Outcomes and Implications Psychology essay sample: Bullying may occur in any society or time. Bulling is part of a wide-ranging pattern of antisocial behavior, with long-term consequences for society.
Bullying as a Group Process in Childhood Psychology essay sample: The primary purpose of the article is to explore bullying as a network relation founded on the exact nominations for bullying.
Middle Childhood Through the Prism of Psychological Disorders Psychology essay sample: The paper states that various disorders such as ADHD and ASD in middle childhood can affect an individual's ability to reach success and overcome obstacles.
Suicide is a Crucial Health Risk among Adolescents Psychology essay sample: Nowadays, suicide is the second most prevalent cause of death among adolescents in the US and worldwide, accounting for about 800,000 lives globally.
Deviant Behavior: Workplace Bullying Psychology essay sample: This paper aims to explore workplace bullying in terms of conflict and labeling theories to better understand its causes and nature.
Aggression in Psychology Psychology essay sample: This emotion is difficult to define, and psychologists, judges, and lawyers have been trying to determine what actions should and should not be considered aggressive for a long time.
Bullying in Adolescents and Social Work Interventions Psychology essay sample: Bullying provokes a number of negative emotions and situations when students need additional help and treatment.
Moral Development Theory and Bullying Issues Psychology essay sample: The impact of bullying is not easy to predict. Moral development is used to identify the principles and moral values according to which adolescents should treat each other.
Parenting Styles in Different Cultures Psychology essay sample: To understand the specificities of parents’ behavior that influence their children, it is vital to consider them in the context of selected countries and regions.
Depression Management in Adolescent Psychology essay sample: Adolescents are men and women in their transitional age from childhood to youth. Their age bracket is from ten to twenty-two.
Cell Phones and Mental Health Psychology essay sample: Limited use of smartphones, current human companions, makes life easier and enjoyable, while excessive screen time may bring severe mental health consequences.
Developmental Psychology and a Movie Character Psychology essay sample: This work aims to assess adolescents' psychology by applying relevant concepts and considering some issues with specific examples.
Bullying Behavior in Children Psychology essay sample: The paper states that contributing factors to bullying behavior are family violence and media content that encourages victimization.
Cyberbullying in Social Psychology Psychology essay sample: The study aims to determine the prevalence and effects of cyberbullying among teenagers and young adults, as well as explore the most suitable coping strategies.
Interpersonal Conflicts at Workplace: Types and Resolution Strategies Psychology essay sample: This paper aims to discuss the types of interpersonal conflicts and recommended strategies for effective conflict resolution.
Narrative Therapy: Patient Case Psychology essay sample: The narrative approach would be the most useful for the described case conceptualization, as it allows the person to separate the context and see these stories as situational.
Bullying: Collaborating with Parents to Increase Proactive Bystander Message Psychology essay sample: Bullying could potentially lead to anxiety, depression, and post-traumatic stress. These symptoms could be typical also to the bystanders.
Childhood Trauma: Causes, Effects, and Preventive Measures Psychology essay sample: It is salient to understand the causative factors and the effects of childhood trauma while also highlighting applicable preventive measures.
The Best Solution to Predict Depression Because of Bullying Psychology essay sample: This paper examines interventions to prove that the Olweus Bullying Prevention Program is the most effective solution for predicting depression provoked by bullying.
The Long-Term Effects of Bullying: Understanding the Impact on Mental Health
Ways to Stop Bullying at School: Addressing Children’s Needs School bullying is among some of the most problematic issues that are extraordinarily difficult to tackle in the school environment.
Bullying in the Digital Age: Problem Statement
Empowering Students to Speak Up: Strategies for Reporting Bullying Incidents
Bullying in the Workplace: Recognizing and Addressing Adult Bullying
The Role of Bystanders in Bullying Situations: How to Be an Active Ally
Bullying and Self-Esteem: Rebuilding Confidence After Being Bullied
Exploring the Link Between Bullying and Substance Abuse in Adolescents
Debunking Myths About Bullying: Separating Fact from Fiction
Bullying Prevention Programs That Work: Case Studies and Success Stories
Understanding the Psychology of a Bully: What Drives the Behavior?
Bullying and Academic Performance: Impact
The Legal Ramifications of Bullying: Navigating Anti-Bullying Legislation
Parental Involvement in Bullying Prevention
Bullying in the LGBTQ+ Community: Addressing Unique Challenges and Solutions
Healing from Bullying Trauma: Coping Strategies and Resources for Recovery
Understanding the Impact of Workplace Bullying on Mental Health
From Victim to Victor: Inspirational Stories of Overcoming Bullying
Spotting the Signs of Workplace Bullying: What to Look Out For
Cyberbullying and LGBTQ+ Youth: Navigating the Unique Challenges and Solutions
Addressing Friend Bullying: Tips for Parents and Caregivers
Nurse Bullying Study: Ethical Perspectives The research question is: how does the medical community address the psychological effects of nurse bullying in the workplace in the context of ethical obstacles?
How to Address Workplace Bullying: A Step-by-Step Guide for Employees
Exploring the Legal Aspects of Workplace Bullying: Know Your Rights
Bullying on Social Media Platforms Combination of increased use of social media platforms in modern society and prevailing negative climate of web space results in bullying on social media platforms.
The Impact of Cyberbullying on Mental Health: Understanding the Long-Term Effects
The Role of HR in Preventing and Addressing Workplace Bullying
Empathy in the Digital Age: Fostering Compassion to Combat Cyberbullying
Real Stories: Overcoming Workplace Bullying and Restoring Confidence
Understanding the Impact of Friend Bullying on Mental Health
The Long-Term Effects of Workplace Bullying on Employee Productivity
The Impact of Bullying on Mental Health: Understanding the Long-Term Effects
The Long-Term Effects of Friend Bullying on Self-Esteem
How to Combat Bullying: An Action Plan
Confronting the Bully: Tips for Standing Up to Workplace Aggression
Building a Culture of Respect: Preventing Workplace Bullying Through Leadership
Spotlight on Cyberbullying Laws: A State-by-State Comparison
The Impact of Workplace Violence on Nurses: Nurse Bullying Statistics Wondering about the impact of workplace violence on nurses? Read this essay to learn about economic and psychological effects of workplace bullying.
Breaking the Silence: Encouraging Open Communication About Workplace Bullying
Healing from Workplace Bullying: Strategies for Moving Forward and Thriving in Your Career
Exploring the Role of Social Media in Friend Bullying
The Importance of Open Communication in Combating Friend Bullying
Understanding the Dynamics of Family Bullying: What It Looks Like and Why It Happens
The Long-Term Effects of Sibling Bullying on Mental Health
When Bullying Goes Unnoticed: Signs That a Child Is Being Bullied by a Family Member
Bullying and Cyberbullying in Healthcare Nurse bullying is a systemic challenge that begins before the commencement of nursing school and lasts throughout the career of a care practitioner.
How Social Media Exacerbates the Problem of Bullying?
How Bullying Affects Student Achievement?
How to Support Your Child if He Is Bullied?
What Drives Psychology of Cyberbullies?
How to Address and Prevent Cyberbullying in the Workplace?
How to Recognize and Address Parental Bullying Within the Family?
How to Protect Yourself from Bullying Within Your Own Family?
How Teaching Kids to Address Bullying Within the Family?
What The Impact of Social Bullying on Mental Health?
What Is Mean Debunking Myths About Social Bullying?
What The Legal Implications of Social Bullying?
What The Role of Educators in Combating Social Bullying?
How Social Bullying Differs from Other Forms of Harassment and Abuse?
How Understand Navigating the Complexities of Cyberbullying Laws?
Is It Possible to Avoid Bullying?
How to Recognize if Your Child is Being Bullied?
What Drives Perpetrators to Target Others on Online Bullying?
How Witnesses Can Help Combat Online Bullying?
How Verbal Abuse in Relationships Can Leave a Lasting Impact?
How Community Efforts to Combat Online Bullying?

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Bullying - Essay Samples And Topic Ideas For Free

Every day, someone somewhere, from toddlers squabbling over a toy to employees to older people in a nursing home, experiences some form of bullying. Bullying is a hidden evil that has a far-reaching impact on numerous lives, creating invisible wounds. It’s a sobering reminder of the imbalance of power in our society, where some people use words and deeds as weapons to hurt and demean others. Bullying has catastrophic impacts on its bullied victims’ mental, emotional, and physical health. Confidence is snuffed out and replaced with the oppressive shadows of anxiety and loneliness.

However, we must stand together against this threat, as each act of kindness, compassion, and support shines a light into the darkness and reminds us of the tremendous power and resilience we all possess. If we work together, we can make a world in which kindness triumphs over cruelty and everyone’s individuality is cherished. Providing students with essay topics about bullying is one strategy for addressing this global problem in schools. Students can learn valuable coping skills by writing papers on bullying essay examples.

Bullying is a sensitive topic to many, especially when discussing its effects, such as anxiety, depression, and suicide. Regardless, when students conduct thorough research and see alarming facts, such as the rate of bullying in the United States among teenagers, we can be confident that some level of awareness has been made.

A clear structure is vital when writing an argumentative essay on bullying to earn an A and feel good about your thesis statement, outline, essay introduction, and conclusion. You also don’t have to invent the wheel because plenty of prewritten papers are available online that discuss various argumentative essay topics about bullying.

A simple way to begin writing argumentative essays about bullying is to develop exciting and applicable concepts to your course. Then, investigate things that will round out your understanding of the subject. Finally, look for a specialist’s research paper whose ideas fascinate you and keep up with the news on your topic of interest by reading relevant newspapers.

How Cyberbullying Impact on Mental Health

Abstract Cyberbullying has been at an all time high since the invention of technology. With the use of cell phones and the internet it now easier then ever for adolescents to bully one another through text messages, social media, and through email. The internet it an extraordinary piece of technology but it can also be used to bully others. The majority of adolescents who bully through the internet or text messages don’t understand or know the dangers and how harmful […]

Cyberbullying Vs. Traditional Bullying

Many studies show that cyberbullying and traditional bullying are much different from each other. They also say that one is worse than the other, but just how different are they? Many teens think that what they are posting or texting is a joke, but think if you would be on the receiving end. If the social media “joking”, continues it later becomes classified as cyberbullying. Cyberbullying and traditional bullying may have their differences, but they both are just as painful […]

Combating Gun Violence

A school shooting is an attack at an educational institution, such as a school or university, involving the use of firearms. The first recorded school shooting in the United States took place in 1840, when a law student shot and killed his professor at the University of Virginia. Despite that crime rates in the United States are declining, and homicide specifically is especially rare, many people believe that school shootings are becoming epidemic, occurring more frequently than the have in […]

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Cyberbullying – how to Protect yourself

Cyber bullying is defined as misusing information to harass other people. Cyber bullying can come in many forms such as posting rude or negative words and rumors with the intent to publicly make fun of them in public. Cyber bullying is one of the main things that has become more frequent among teenagers, especially girls. Cyber bullying includes any kind of communications that want to do things such as control or manipulate any individual. A cyber bully's actions are frequent, […]

What Makes Cyberbullying Dangerous?

160,000 kids stay home from school every day because of the fear of getting bullied. Getting bullied is the third leading cause of death among young people. Bullying has become an epidemic. Being targeted by cyber bullies is not just emotional, but also physical. Cyberbullying can create anxiety and depression and sometimes it can lead to suicide. Cyberbullying is bullying that occurs through cell phones, tablets, and other devices. This type of bullying is done in many ways. For example, […]

Problems Nurses Face

This article is focusing on the problems nurses face when attempting to report knowing if a child is being abuse and neglected and the reason and what barriers nurses face with. This paper will include information that was covered in the article, explain how the research was conducted, and provide ways to improve in this area when becoming a nurse and being faced with the same issues. It will also have suggestions and ideas on how future research may be […]

Cyberbullying Among Teens

Before the internet, bullying was a problem, a problem that occurred in school hallways and popular hangout spots. Face-to-face bullying could only reach so far, the victims could choose to walk away and find a safe place. Adolescents and teenagers were safe in the privacy of their own homes. Hateful words and physical harm could not enter the walls of their own bedrooms. Now with rapidly growing technology bullying knows no boundaries. Cyberbullying has become a world-wide problem that can […]

What are the Causes of Cyber Bullying?

David Molak was a high school sophomore in Texas. He was an Eagle Scout, Spurs fan, and devoted to fitness. In January 2016, he hung himself in his family's backyard. Before the suicide, David had received a series of texts from at least six to ten bullies. The messages insulted him and put him down. He had not done anything to attract this attention, his brother, Cliff, reported. His brother, Cliff, said, They crushed his spirit and took away his […]

Growing Problem of School Violence

School Violence has been something that has changed the way we experience school. School violence has been something that's been going on for a long time. School violence has been happening around the world and has just changed the way our safety is at school. School violence is very dangerous and very deadly. In this case school violence may refer to school shootings, stabbings, bullying, sexual harassment , fights and or any harm that causes harm to anyone in the […]

Cyberbullying: the New Abuse of the Modern World

Cyberbullying has been an ongoing issue not just in the United States but for other countries as well. According to the Funk and Wagnalls New World Encyclopedia the definition of cyberbullying is intentional and repeated harm inflicted on people through the use of computers, cellular telephones, and other electronic devices (Cyberbullying). Cyberbullies often mock, harass, threaten, or humiliate others through electronic messages, images, or video (Cyberbullying). With technology continuing to progress, we have more sites like Facebook, Instagram, Snapchat and […]

The Dangers of Cyberbullying

In this essay I will explain to you what cyberbullying is, where you can find it the most, and why you should stop it. Cyberbullying has been around for a long time and can be used to in many ways. I personally have never dealt with someone cyberbullying me, but I have had friends that went through it and I can say to you it was very rough for them and I don’t wish that upon anyone. The reason that […]

Educational Journey

Introduction Educational journey is a lifetime journey. This is a journey that gives us knowledge this journey help us to think critically and independently it help us to be innovative. I interviewed 2 people about their educational journey. I interviewed Sandile Ngcobo who is an 18 year old boy. He is from Pinetown in a place called KwaNdengezi. He was raised by his mother who is a single parent. He’s the only boy in the family he is the last […]

Cyberbullying: Exploring Components of Offending in the Lens of the Social Learning Theory

Introduction As technology continues to advance in the 21st century, adolescents have become susceptible to the potential dangers that the Internet poses. Cross et al. (2015), stated that 98% of adolescents aged 12-14 years old have accessed the internet and have electronic devices such as cell phones and computers. It is suggested that the more time adolescents spend online in chat rooms, emails, and other social networking sites the more likely they are to be victims of various online crimes […]

Cyberbullying is a Serious Cause for Concern

Introduction For this project I wanted to discuss Cyberbullying. I chose this because it is a huge issue still and has been since technology became more prominent in the youth. It is something that can be ignored and needs to be talked about. Educational Significance- The importance of this topic is that cyberbullying not only mentally effects students, follows them home, and can affect their school work. About half of young people have experienced some form of cyberbullying, and 10 […]

A Discussion on the Effects of Cyberbullying Among the Youth in Namibia

Introduction Cyberbullying became a major concern issue among the youth. Statistics revealed that 44.6% of pupils in secondary school are bullied, with 66% being grade 8 pupils'' (Nekomba, 2015) . According to the oxford dictionary (2014), cyberbullying is defined as the use of electronic communication to bully a person, typically by sending messages of intimidating or threatening nature''. Cyberbullying occur through text messages, and applications or social media. This threatening act involves scaring someone. Social media refers to applications such […]

Racism and Racial Bullying

Many people in the United States have been treated really bad, due in part to racism. People that are African-American, Hispanic, Latino, Jewish, etc. are the main people that are getting pushed around by mainly white people. I'm not saying all white people do it, but most do. It's an increase of hatred in America. Racism hasn't just started, it started many, many years ago and much worse than how racism is now. In the 1950's, black people were not […]

Homeschooling Vs Public School

Homeschooling Education is an essential and determines the future of every child. In order to give children a bright future and a good education, parents must choose the best type of schooling for their children. The main education systems are public school, private school and homeschool. Homeschooling is led and managed by parents and public school is led by the government and qualified teachers. The real question is, which is better? While homeschooling has its benefits, public schooling is superior […]

The Effects of Bullying and Cyber Bullying

Cyberbullying is defined as posting, sending, or sharing negative, harmful, false, or mean content about someone else over digital devices (U.S. Department of Health and Human Services, 2018). However, cyberbullying is very dangerous and has the ability to cross the line into unlawful or criminal behavior. This, in brief, is the argument that cyberbullying is damaging to teens, adolescents, and even some adults. The following paper shall be an assessment on the issue. Following, I will further explain the the […]

How is Cyberbullying Affecting Students of all Ages?

How is cyberbullying affecting students of All ages? Bullying has been a problem in schools since most of us can remember. As modern technology advances cyberbullying advances with it and takes on a new appearance. Kids these days have so many outlets of which they can use to bully one another. While Cyberbullying has been all over the news recently, technologies continue to advance, and this bullying seems to become more prevalent. Bullying has been happening for as long as […]

What is Cyberbullying?

Human all around the world are living in the 21st century and there is one thing most of us cannot live without is our phone. The number of internet uses and social networking have increased unbelievably. From that major problem of the society which people let the use of social networking increases, it creates many more concerns to the society. Most people use social networks for the sake of enriching their lives, to connect to other people. But there are […]

Cyberbullying – Growing Problem

Cyberbullying is a Growing Problem that Isn’t being Dealt with enough “go kill yourself” or “nobody needs you” or “disappear” is what appears on young children’s screens on a daily basis, mostly on snapchat, Facebook, Instagram and many more socializing apps. Nowadays, technology has advanced and evolved over the years and they have benefited us in so many ways. Such as work, school, socializing, and many more. But what if that technology was used against us, more specifically; adolescence. This […]

Positive Effects of Peer Pressure

What is peer pressure? Peer pressure is any influence from a group of people that changes a person’s behaviour or attitude. The term ‘peer pressure’ raises a lot of eyebrows; it is automatically assumed that it is inherently negative. However, this is not always the case. Despite the obvious stigma surrounding social influences, it is possible to be pressured in a positive way. There is another side of this phenomenon that most people don’t even consider to be peer pressure. […]

Cyberbullying: what Can you Do?

Abstract The literature review article is on Cyberbullying. The areas that are covered in the review have been separated from the learning definition of cyberbullying. The roles of adolescents involved in this issue that are targeted are a part of the statistics. The reasons that cyberbullying has become an issue are the differences between traditional bullying and cyberbullying. The discovery of cyberbullying will provide a foundation for developing cyberbullying intervention programs. The issue of cyberbullying is in existence has become […]

The Effects of Bullying and Cyberbullying

Cyberbullying basically refers to a type of bullying that usually occurs through the digital devices such as phones, tablets and computers. Normally this type of bullying occurs through SMS or rather text messages, phone applications or sometimes it may involve the social media platforms including and not limited to Facebook, Whatsapp and Instagram. Moreover, this type of bullying is commonly experienced by the young people and when it involves adults, it may yield to illegal cyber-stalking or cyber-harassment and in […]

Cyberbullying is a Serious Problem

The Cyberbullying has become a major social concern because raises questions about the ethical use of technology. In recent years, has been the subject of research and information and prevention and activities for different groups such as organizations, schools and parents’ to protect against the muse of technology, and because of that, this paper explains on how cyberbullying is the same to sociology and the issue of how is related to the world. Cyber-bullying is defined as an aggressive, intentional […]

Cyberbullying Laws

One myth that is prevalent in today's society is that cyberbullying is less serious and has less implications than traditional physical bullying. Although many people would believe that traditional bullying is more extensive and has a larger effect on a person's well-being because it is face to face, this may not be true. In fact, cyberbullying may be just as bad. "Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior […]

What are the Causes and Effects of Suicide?

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Bullying at school and mental health problems among adolescents: a repeated cross-sectional study

Håkan Källmén 1 &
Mats Hallgren ORCID: orcid.org/0000-0002-0599-2403 2

Child and Adolescent Psychiatry and Mental Health volume 15 , Article number: 74 ( 2021 ) Cite this article

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To examine recent trends in bullying and mental health problems among adolescents and the association between them.

A questionnaire measuring mental health problems, bullying at school, socio-economic status, and the school environment was distributed to all secondary school students aged 15 (school-year 9) and 18 (school-year 11) in Stockholm during 2014, 2018, and 2020 (n = 32,722). Associations between bullying and mental health problems were assessed using logistic regression analyses adjusting for relevant demographic, socio-economic, and school-related factors.

The prevalence of bullying remained stable and was highest among girls in year 9; range = 4.9% to 16.9%. Mental health problems increased; range = + 1.2% (year 9 boys) to + 4.6% (year 11 girls) and were consistently higher among girls (17.2% in year 11, 2020). In adjusted models, having been bullied was detrimentally associated with mental health (OR = 2.57 [2.24–2.96]). Reports of mental health problems were four times higher among boys who had been bullied compared to those not bullied. The corresponding figure for girls was 2.4 times higher.

Conclusions

Exposure to bullying at school was associated with higher odds of mental health problems. Boys appear to be more vulnerable to the deleterious effects of bullying than girls.

Introduction

Bullying involves repeated hurtful actions between peers where an imbalance of power exists [ 1 ]. Arseneault et al. [ 2 ] conducted a review of the mental health consequences of bullying for children and adolescents and found that bullying is associated with severe symptoms of mental health problems, including self-harm and suicidality. Bullying was shown to have detrimental effects that persist into late adolescence and contribute independently to mental health problems. Updated reviews have presented evidence indicating that bullying is causative of mental illness in many adolescents [ 3 , 4 ].

There are indications that mental health problems are increasing among adolescents in some Nordic countries. Hagquist et al. [ 5 ] examined trends in mental health among Scandinavian adolescents (n = 116, 531) aged 11–15 years between 1993 and 2014. Mental health problems were operationalized as difficulty concentrating, sleep disorders, headache, stomach pain, feeling tense, sad and/or dizzy. The study revealed increasing rates of adolescent mental health problems in all four counties (Finland, Sweden, Norway, and Denmark), with Sweden experiencing the sharpest increase among older adolescents, particularly girls. Worsening adolescent mental health has also been reported in the United Kingdom. A study of 28,100 school-aged adolescents in England found that two out of five young people scored above thresholds for emotional problems, conduct problems or hyperactivity [ 6 ]. Female gender, deprivation, high needs status (educational/social), ethnic background, and older age were all associated with higher odds of experiencing mental health difficulties.

Bullying is shown to increase the risk of poor mental health and may partly explain these detrimental changes. Le et al. [ 7 ] reported an inverse association between bullying and mental health among 11–16-year-olds in Vietnam. They also found that poor mental health can make some children and adolescents more vulnerable to bullying at school. Bayer et al. [ 8 ] examined links between bullying at school and mental health among 8–9-year-old children in Australia. Those who experienced bullying more than once a week had poorer mental health than children who experienced bullying less frequently. Friendships moderated this association, such that children with more friends experienced fewer mental health problems (protective effect). Hysing et al. [ 9 ] investigated the association between experiences of bullying (as a victim or perpetrator) and mental health, sleep disorders, and school performance among 16–19 year olds from Norway (n = 10,200). Participants were categorized as victims, bullies, or bully-victims (that is, victims who also bullied others). All three categories were associated with worse mental health, school performance, and sleeping difficulties. Those who had been bullied also reported more emotional problems, while those who bullied others reported more conduct disorders [ 9 ].

As most adolescents spend a considerable amount of time at school, the school environment has been a major focus of mental health research [ 10 , 11 ]. In a recent review, Saminathen et al. [ 12 ] concluded that school is a potential protective factor against mental health problems, as it provides a socially supportive context and prepares students for higher education and employment. However, it may also be the primary setting for protracted bullying and stress [ 13 ]. Another factor associated with adolescent mental health is parental socio-economic status (SES) [ 14 ]. A systematic review indicated that lower parental SES is associated with poorer adolescent mental health [ 15 ]. However, no previous studies have examined whether SES modifies or attenuates the association between bullying and mental health. Similarly, it remains unclear whether school related factors, such as school grades and the school environment, influence the relationship between bullying and mental health. This information could help to identify those adolescents most at risk of harm from bullying.

To address these issues, we investigated the prevalence of bullying at school and mental health problems among Swedish adolescents aged 15–18 years between 2014 and 2020 using a population-based school survey. We also examined associations between bullying at school and mental health problems adjusting for relevant demographic, socioeconomic, and school-related factors. We hypothesized that: (1) bullying and adolescent mental health problems have increased over time; (2) There is an association between bullying victimization and mental health, so that mental health problems are more prevalent among those who have been victims of bullying; and (3) that school-related factors would attenuate the association between bullying and mental health.

Participants

The Stockholm school survey is completed every other year by students in lower secondary school (year 9—compulsory) and upper secondary school (year 11). The survey is mandatory for public schools, but voluntary for private schools. The purpose of the survey is to help inform decision making by local authorities that will ultimately improve students’ wellbeing. The questions relate to life circumstances, including SES, schoolwork, bullying, drug use, health, and crime. Non-completers are those who were absent from school when the survey was completed (< 5%). Response rates vary from year to year but are typically around 75%. For the current study data were available for 2014, 2018 and 2020. In 2014; 5235 boys and 5761 girls responded, in 2018; 5017 boys and 5211 girls responded, and in 2020; 5633 boys and 5865 girls responded (total n = 32,722). Data for the exposure variable, bullied at school, were missing for 4159 students, leaving 28,563 participants in the crude model. The fully adjusted model (described below) included 15,985 participants. The mean age in grade 9 was 15.3 years (SD = 0.51) and in grade 11, 17.3 years (SD = 0.61). As the data are completely anonymous, the study was exempt from ethical approval according to an earlier decision from the Ethical Review Board in Stockholm (2010-241 31-5). Details of the survey are available via a website [ 16 ], and are described in a previous paper [ 17 ].

Students completed the questionnaire during a school lesson, placed it in a sealed envelope and handed it to their teacher. Student were permitted the entire lesson (about 40 min) to complete the questionnaire and were informed that participation was voluntary (and that they were free to cancel their participation at any time without consequences). Students were also informed that the Origo Group was responsible for collection of the data on behalf of the City of Stockholm.

Study outcome

Mental health problems were assessed by using a modified version of the Psychosomatic Problem Scale [ 18 ] shown to be appropriate for children and adolescents and invariant across gender and years. The scale was later modified [ 19 ]. In the modified version, items about difficulty concentrating and feeling giddy were deleted and an item about ‘life being great to live’ was added. Seven different symptoms or problems, such as headaches, depression, feeling fear, stomach problems, difficulty sleeping, believing it’s great to live (coded negatively as seldom or rarely) and poor appetite were used. Students who responded (on a 5-point scale) that any of these problems typically occurs ‘at least once a week’ were considered as having indicators of a mental health problem. Cronbach alpha was 0.69 across the whole sample. Adding these problem areas, a total index was created from 0 to 7 mental health symptoms. Those who scored between 0 and 4 points on the total symptoms index were considered to have a low indication of mental health problems (coded as 0); those who scored between 5 and 7 symptoms were considered as likely having mental health problems (coded as 1).

Primary exposure

Experiences of bullying were measured by the following two questions: Have you felt bullied or harassed during the past school year? Have you been involved in bullying or harassing other students during this school year? Alternatives for the first question were: yes or no with several options describing how the bullying had taken place (if yes). Alternatives indicating emotional bullying were feelings of being mocked, ridiculed, socially excluded, or teased. Alternatives indicating physical bullying were being beaten, kicked, forced to do something against their will, robbed, or locked away somewhere. The response alternatives for the second question gave an estimation of how often the respondent had participated in bullying others (from once to several times a week). Combining the answers to these two questions, five different categories of bullying were identified: (1) never been bullied and never bully others; (2) victims of emotional (verbal) bullying who have never bullied others; (3) victims of physical bullying who have never bullied others; (4) victims of bullying who have also bullied others; and (5) perpetrators of bullying, but not victims. As the number of positive cases in the last three categories was low (range = 3–15 cases) bully categories 2–4 were combined into one primary exposure variable: ‘bullied at school’.

Assessment year was operationalized as the year when data was collected: 2014, 2018, and 2020. Age was operationalized as school grade 9 (15–16 years) or 11 (17–18 years). Gender was self-reported (boy or girl). The school situation To assess experiences of the school situation, students responded to 18 statements about well-being in school, participation in important school matters, perceptions of their teachers, and teaching quality. Responses were given on a four-point Likert scale ranging from ‘do not agree at all’ to ‘fully agree’. To reduce the 18-items down to their essential factors, we performed a principal axis factor analysis. Results showed that the 18 statements formed five factors which, according to the Kaiser criterion (eigen values > 1) explained 56% of the covariance in the student’s experience of the school situation. The five factors identified were: (1) Participation in school; (2) Interesting and meaningful work; (3) Feeling well at school; (4) Structured school lessons; and (5) Praise for achievements. For each factor, an index was created that was dichotomised (poor versus good circumstance) using the median-split and dummy coded with ‘good circumstance’ as reference. A description of the items included in each factor is available as Additional file 1 . Socio-economic status (SES) was assessed with three questions about the education level of the student’s mother and father (dichotomized as university degree versus not), and the amount of spending money the student typically received for entertainment each month (> SEK 1000 [approximately $120] versus less). Higher parental education and more spending money were used as reference categories. School grades in Swedish, English, and mathematics were measured separately on a 7-point scale and dichotomized as high (grades A, B, and C) versus low (grades D, E, and F). High school grades were used as the reference category.

Statistical analyses

The prevalence of mental health problems and bullying at school are presented using descriptive statistics, stratified by survey year (2014, 2018, 2020), gender, and school year (9 versus 11). As noted, we reduced the 18-item questionnaire assessing school function down to five essential factors by conducting a principal axis factor analysis (see Additional file 1 ). We then calculated the association between bullying at school (defined above) and mental health problems using multivariable logistic regression. Results are presented as odds ratios (OR) with 95% confidence intervals (Cis). To assess the contribution of SES and school-related factors to this association, three models are presented: Crude, Model 1 adjusted for demographic factors: age, gender, and assessment year; Model 2 adjusted for Model 1 plus SES (parental education and student spending money), and Model 3 adjusted for Model 2 plus school-related factors (school grades and the five factors identified in the principal factor analysis). These covariates were entered into the regression models in three blocks, where the final model represents the fully adjusted analyses. In all models, the category ‘not bullied at school’ was used as the reference. Pseudo R-square was calculated to estimate what proportion of the variance in mental health problems was explained by each model. Unlike the R-square statistic derived from linear regression, the Pseudo R-square statistic derived from logistic regression gives an indicator of the explained variance, as opposed to an exact estimate, and is considered informative in identifying the relative contribution of each model to the outcome [ 20 ]. All analyses were performed using SPSS v. 26.0.

Prevalence of bullying at school and mental health problems

Estimates of the prevalence of bullying at school and mental health problems across the 12 strata of data (3 years × 2 school grades × 2 genders) are shown in Table 1 . The prevalence of bullying at school increased minimally (< 1%) between 2014 and 2020, except among girls in grade 11 (2.5% increase). Mental health problems increased between 2014 and 2020 (range = 1.2% [boys in year 11] to 4.6% [girls in year 11]); were three to four times more prevalent among girls (range = 11.6% to 17.2%) compared to boys (range = 2.6% to 4.9%); and were more prevalent among older adolescents compared to younger adolescents (range = 1% to 3.1% higher). Pooling all data, reports of mental health problems were four times more prevalent among boys who had been victims of bullying compared to those who reported no experiences with bullying. The corresponding figure for girls was two and a half times as prevalent.

Associations between bullying at school and mental health problems

Table 2 shows the association between bullying at school and mental health problems after adjustment for relevant covariates. Demographic factors, including female gender (OR = 3.87; CI 3.48–4.29), older age (OR = 1.38, CI 1.26–1.50), and more recent assessment year (OR = 1.18, CI 1.13–1.25) were associated with higher odds of mental health problems. In Model 2, none of the included SES variables (parental education and student spending money) were associated with mental health problems. In Model 3 (fully adjusted), the following school-related factors were associated with higher odds of mental health problems: lower grades in Swedish (OR = 1.42, CI 1.22–1.67); uninteresting or meaningless schoolwork (OR = 2.44, CI 2.13–2.78); feeling unwell at school (OR = 1.64, CI 1.34–1.85); unstructured school lessons (OR = 1.31, CI = 1.16–1.47); and no praise for achievements (OR = 1.19, CI 1.06–1.34). After adjustment for all covariates, being bullied at school remained associated with higher odds of mental health problems (OR = 2.57; CI 2.24–2.96). Demographic and school-related factors explained 12% and 6% of the variance in mental health problems, respectively (Pseudo R-Square). The inclusion of socioeconomic factors did not alter the variance explained.

Our findings indicate that mental health problems increased among Swedish adolescents between 2014 and 2020, while the prevalence of bullying at school remained stable (< 1% increase), except among girls in year 11, where the prevalence increased by 2.5%. As previously reported [ 5 , 6 ], mental health problems were more common among girls and older adolescents. These findings align with previous studies showing that adolescents who are bullied at school are more likely to experience mental health problems compared to those who are not bullied [ 3 , 4 , 9 ]. This detrimental relationship was observed after adjustment for school-related factors shown to be associated with adolescent mental health [ 10 ].

A novel finding was that boys who had been bullied at school reported a four-times higher prevalence of mental health problems compared to non-bullied boys. The corresponding figure for girls was 2.5 times higher for those who were bullied compared to non-bullied girls, which could indicate that boys are more vulnerable to the deleterious effects of bullying than girls. Alternatively, it may indicate that boys are (on average) bullied more frequently or more intensely than girls, leading to worse mental health. Social support could also play a role; adolescent girls often have stronger social networks than boys and could be more inclined to voice concerns about bullying to significant others, who in turn may offer supports which are protective [ 21 ]. Related studies partly confirm this speculative explanation. An Estonian study involving 2048 children and adolescents aged 10–16 years found that, compared to girls, boys who had been bullied were more likely to report severe distress, measured by poor mental health and feelings of hopelessness [ 22 ].

Other studies suggest that heritable traits, such as the tendency to internalize problems and having low self-esteem are associated with being a bully-victim [ 23 ]. Genetics are understood to explain a large proportion of bullying-related behaviors among adolescents. A study from the Netherlands involving 8215 primary school children found that genetics explained approximately 65% of the risk of being a bully-victim [ 24 ]. This proportion was similar for boys and girls. Higher than average body mass index (BMI) is another recognized risk factor [ 25 ]. A recent Australian trial involving 13 schools and 1087 students (mean age = 13 years) targeted adolescents with high-risk personality traits (hopelessness, anxiety sensitivity, impulsivity, sensation seeking) to reduce bullying at school; both as victims and perpetrators [ 26 ]. There was no significant intervention effect for bullying victimization or perpetration in the total sample. In a secondary analysis, compared to the control schools, intervention school students showed greater reductions in victimization, suicidal ideation, and emotional symptoms. These findings potentially support targeting high-risk personality traits in bullying prevention [ 26 ].

The relative stability of bullying at school between 2014 and 2020 suggests that other factors may better explain the increase in mental health problems seen here. Many factors could be contributing to these changes, including the increasingly competitive labour market, higher demands for education, and the rapid expansion of social media [ 19 , 27 , 28 ]. A recent Swedish study involving 29,199 students aged between 11 and 16 years found that the effects of school stress on psychosomatic symptoms have become stronger over time (1993–2017) and have increased more among girls than among boys [ 10 ]. Research is needed examining possible gender differences in perceived school stress and how these differences moderate associations between bullying and mental health.

Strengths and limitations

Strengths of the current study include the large participant sample from diverse schools; public and private, theoretical and practical orientations. The survey included items measuring diverse aspects of the school environment; factors previously linked to adolescent mental health but rarely included as covariates in studies of bullying and mental health. Some limitations are also acknowledged. These data are cross-sectional which means that the direction of the associations cannot be determined. Moreover, all the variables measured were self-reported. Previous studies indicate that students tend to under-report bullying and mental health problems [ 29 ]; thus, our results may underestimate the prevalence of these behaviors.

In conclusion, consistent with our stated hypotheses, we observed an increase in self-reported mental health problems among Swedish adolescents, and a detrimental association between bullying at school and mental health problems. Although bullying at school does not appear to be the primary explanation for these changes, bullying was detrimentally associated with mental health after adjustment for relevant demographic, socio-economic, and school-related factors, confirming our third hypothesis. The finding that boys are potentially more vulnerable than girls to the deleterious effects of bullying should be replicated in future studies, and the mechanisms investigated. Future studies should examine the longitudinal association between bullying and mental health, including which factors mediate/moderate this relationship. Epigenetic studies are also required to better understand the complex interaction between environmental and biological risk factors for adolescent mental health [ 24 ].

Availability of data and materials

Data requests will be considered on a case-by-case basis; please email the corresponding author.

Code availability

Not applicable.

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Acknowledgements

Authors are grateful to the Department for Social Affairs, Stockholm, for permission to use data from the Stockholm School Survey.

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HK conceived the study and analyzed the data (with input from MH). HK and MH interpreted the data and jointly wrote the manuscript. All authors read and approved the final manuscript.

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Principal factor analysis description.

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Källmén, H., Hallgren, M. Bullying at school and mental health problems among adolescents: a repeated cross-sectional study. Child Adolesc Psychiatry Ment Health 15 , 74 (2021). https://doi.org/10.1186/s13034-021-00425-y

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v.5(3); 2019 Mar

Cyberbullying and its influence on academic, social, and emotional development of undergraduate students

This study investigated the influence of cyberbullying on the academic, social, and emotional development of undergraduate students. It's objective is to provides additional data and understanding of the influence of cyberbullying on various variables affecting undergraduate students. The survey sample consisted of 638 Israeli undergraduate students. The data were collected using the Revised Cyber Bullying Survey, which evaluates the frequency and media used to perpetrate cyberbullying, and the College Adjustment Scales, which evaluate three aspects of development in college students. It was found that 57% of the students had experienced cyberbullying at least once or twice through different types of media. Three variables were found to have significant influences on the research variables: gender, religion and sexual preferences. Correlation analyses were conducted and confirmed significant relationships between cyberbullying, mainly through instant messaging, and the academic, social and emotional development of undergraduate students. Instant messaging (IM) was found to be the most common means of cyberbullying among the students.

The main conclusions are that although cyberbullying existence has been proven, studies of cyberbullying among undergraduate students have not been fully developed. This particular population needs special attention in future research. The results of this study indicate that cyberbullying has an influence on the academic, social, and emotional development of undergraduate students. Additional Implications of the findings are discussed.

1. Introduction

Cyberbullying is defined as the electronic posting of mean-spirited messages about a person (such as a student) often done anonymously ( Merriam-Webster, 2017 ). Most of the investigations of cyberbullying have been conducted with students in elementary, middle and high school who were between 9 and 18 years old. Those studies focused on examining the prevalence and frequency of cyberbullying. Using “cyberbullying” and “higher-education” as key words in Google scholar (January, 2019) (all in title) yields only twenty one articles. In 2009, 2012 and 2013 one article appeared each year, since 2014 each year there were few publications. Of these articles only seven relates to effect of cyberbullying on the students, thus a gap in the literature exists in that it only minimally reports on studies involving undergraduate students. Given their relationship and access to technology, it is likely that cyberbullying occurs frequently among undergraduates. The purpose of this study is to examine the frequency and media used to perpetrate cyberbullying, as well as the relationship that it has with the academic, social and emotional development of undergraduate students.

Undergraduate students use the Internet for a wide variety of purposes. Those purposes include recreation, such as communicating in online groups or playing games; academics, such as doing assignments, researching scholarships or completing online applications; and practical, such as preparing for job interviews by researching companies. Students also use the Internet for social communication with increasing frequency.

The literature suggests that cyberbullied victims generally manifest psychological problems such as depression, loneliness, low self-esteem, school phobias and social anxiety ( Grene, 2003 ; Juvonen et al., 2003 ; Akcil, 2018 ). Moreover, research findings have shown that cyberbullying causes emotional and physiological damage to defenseless victims ( Akbulut and Eristi, 2011 ) as well as psychosocial difficulties including behavior problems ( Ybarra and Mitchell, 2007 ), drinking alcohol ( Selkie et al., 2015 ), smoking, depression, and low commitment to academics ( Ybarra and Mitchell, 2007 ).

Under great emotional stress, victims of cyberbullying are unable to concentrate on their studies, and thus their academic progress is adversely affected ( Akcil, 2018 ). Since the victims are often hurt psychologically, the depressive effect of cyberbullying prevents students from excelling in their studies ( Faryadi, 2011 ). The overall presence of cyberbullying victimization among undergraduate college students was found to be significantly related to the experience of anxiety, depression, substance abuse, low self-esteem, interpersonal problems, family tensions and academic underperformance ( Beebe, 2010 ).

1.1. Cyberbullying and internet

The Internet has been the most useful technology of modern times, which has enabled entirely new forms of social interaction, activities, and organizing. This has been possible thanks to its basic features such as widespread usability and access. However, it also causes undesirable behaviors that are offensive or threatening to others, such as cyberbullying. This is a relatively new phenomenon.

According to Belsey (2006, p.1) , “Cyberbullying involves the use of information and communication technologies such as e-mail, cell-phone and pager text messages, instant messaging, defamatory personal web sites, blogs, online games and defamatory online personal polling web sites, to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm others.” Characteristics like anonymity, accessibility to electronic communication, and rapid audience spread, result in a limitless number of individuals that can be affected by cyberbullying.

Different studies suggest that undergraduate students' use of the Internet is more significant and frequent than any other demographic group. A 2014 survey of 1006 participants in the U.S. conducted by the Pew Research Center revealed that 97% of young adults aged from 18 to 29 years use the Internet, email, or access the Internet via a mobile device. Among them, 91% were college students.

1.2. Mediums to perpetrate cyberbullying

The most frequent and common media within which cyberbullying can occur are:

Electronic mail (email): a method of exchanging digital messages from an author to one or more recipients.

Instant messaging: a type of online chat that offers real-time text transmission between two parties.

Chat rooms: a real-time online interaction with strangers with a shared interest or other similar connection.

Text messaging (SMS): the act of composing and sending a brief electronic message between two or more mobile phones.

Social networking sites: a platform to build social networks or social relations among people who share interests, activities, backgrounds or real-life connections.

Web sites : a platform that provides service for personal, commercial, or government purpose.

Studies indicate that undergraduate students are cyberbullied most frequently through email, and least often in chat rooms ( Beebe, 2010 ). Other studies suggest that instant messaging is the most common electronic medium used to perpetrate cyberbullying ( Kowalski et al., 2018 ).

1.3. Types of cyberbullying

Watts et al. (2017) Describe 7 types of cyberbullying: flaming, online harassment, cyberstalking, denigration, masquerading, trickery and outing, and exclusion. Flaming involves sending angry, rude, or vulgar messages via text or email about a person either to that person privately or to an online group.

Harassment involves repeatedly sending offensive messages, and cyberstalking moves harassment online, with the offender sending threatening messages to his or her victim. Denigration occurs when the cyberbully sends untrue or hurtful messages about a person to others. Masquerading takes elements of harassment and denigration where the cyberbully pretends to be someone else and sends or posts threatening or harmful information about one person to other people. Trickery and outing occur when the cyberbully tricks an individual into providing embarrassing, private, or sensitive information and posts or sends the information for others to view. Exclusion is deliberately leaving individuals out of an online group, thereby automatically stigmatizing the excluded individuals.

Additional types of cyberbullying are: Fraping - where a person accesses the victim's social media account and impersonates them in an attempt to be funny or to ruin their reputation. Dissing - share or post cruel information online to ruin one's reputation or friendships with others. Trolling - is insulting an individual online to provoke them enough to get a response. Catfishing - steals one's online identity to re-creates social networking profiles for deceptive purposes. Such as signing up for services in the victim's name so that the victim receives emails or other offers for potentially embarrassing things such as gay-rights newsletters or incontinence treatment. Phishing - a tactic that requires tricking, persuading or manipulating the target into revealing personal and/or financial information about themselves and/or their loved ones. Stalking – Online stalking when a person shares her personal information publicly through social networking websites. With this information, stalkers can send them personal messages, send mysterious gifts to someone's home address and more. Blackmail – Anonymous e-mails, phone-calls and private messages are often done to a person who bear secrets. Photographs & video - Threaten to share them publicly unless the victim complies with a particular demand; Distribute them via text or email, making it impossible for the victim to control who sees the picture; Publish the pictures on the Internet for anyone to view. Shunning - persistently avoid, ignore, or reject someone mainly from participating in social networks. Sexting - send sexually explicit photographs or messages via mobile phone.

1.4. Prevalence of cyberbullying

Previous studies have found that cyberbullying incidents among college students can range from 9% to 34% ( Baldasare et al., 2012 ).

Beebe (2010) conducted a study with 202 college students in United States. Results indicated that 50.7% of the undergraduate students represented in the sample reported experiencing cyberbullying victimization once or twice during their time in college. Additionally, 36.3% reported cyberbullying victimization on a monthly basis while in college. According to Dılmaç (2009) , 22.5% of 666 students at Selcuk University in Turkey reported cyberbullying another person at least once and 55.35% reported being a victim of cyberbullying at least once in their lifetimes. In a study of 131 students from seven undergraduate classes in United States, 11% of the respondents indicated having experienced cyberbullying at the university ( Walker et al., 2011 ). Of those, Facebook (64%), cell phones (43%) and instant messaging (43%) were the most frequent technologies used. Students indicated that 50% of the cyberbullies were classmates, 57% were individuals outside of the university, and 43% did not know who was cyberbullying them.

Data from the last two years (2017–18) is similar to the above. A research, of 187 undergraduate students matriculated at a large U.S. Northeastern metropolitan Roman Catholic university ( Webber and Ovedovitz, 2018 ), found that 4.3% indicated that they were victims of cyberbullying at the university level and a total of 7.5% students acknowledged having participated in bullying at that level while A survey (N = 338) at a large midwestern university conducted by Varghese and Pistole (2017) , showed that frequency counts indicated that 15.1% undergraduate students were cyberbully victims during college, and 8.0% were cyberbully offenders during college.

A study of 201 students from sixteen different colleges across the United States found a prevalence rate of 85.2% for college students who reported being victims of cyberbullying out of the total 201 responses recorded. This ranged from only occasional incidents to almost daily experiences with cyberbullying victimization ( Poole, 2017 ).

In A research of international students, 20.7% reported that they have been cyberbullied in the last 30 days once to many times ( Akcil, 2018 ).

1.5. Psychological impact of cyberbullying

Cyberbullying literature suggests that victims generally manifest psychological problems such as depression, anxiety, loneliness, low self-esteem, social exclusion, school phobias and poor academic performance ( DeHue et al., 2008 ; Juvonen and Gross, 2008 ; Kowalski and Limber, 2007 ; Grene, 2003 ; Juvonen et al., 2003 ; Rivituso, 2012 ; Varghese and Pistole, 2017 ; Na, 2014 ; Akcil, 2018 ), low self-esteem, family problems, school violence and delinquent behavior ( Webber and Ovedovitz, 2018 ), which brings them to experience suicidal thoughts as a means of escaping the torture ( Ghadampour et al., 2017 ).

Moreover, research findings have shown that cyberbullying causes emotional and physiological damage to defenseless victims ( Faryadi, 2011 ) as well as psychosocial problems including inappropriate behaviors, drinking alcohol, smoking, depression and low commitment to academics ( Walker et al., 2011 ).

The victims of cyberbullying, under great emotional stress, are unable to concentrate on their studies, and thus their academic progress is adversely affected ( Faryadi, 2011 ). Since the victims are often hurt psychologically, the depressive effect of cyberbullying prevents students from excelling in their studies ( Faryadi, 2011 ).

In a Malaysian university study with 365 first year students, the majority of the participants (85%) interviewed indicated that cyberbullying affected their academic performance, specifically their grades ( Faryadi, 2011 ). Also, 85% of the respondents agreed that bullying caused a devastating impact on students' emotions and equally caused unimaginable psychological problems among the victims. Heiman and Olenik-Shemesh (2018) report that for students with learning disabilities, predictors of cybervictimization were low social support, low self-perception, and being female, whereas for students without learning disabilities, the predictors were low social support, low well-being, and low body perception.

1.6. Academic, social, and emotional development of undergraduate students

The transition to academic institutions is marked by complex challenges in emotional, social, and academic adjustment ( Gerdes and Mallinckrodt, 1994 ; Parker et al., 2004 ).

The adaptation to a new environment is an important factor in academic performance and future achievement. Undergraduate students are not only developing academically and intellectually, they are also establishing and maintaining personal relationships, developing an identity, deciding about a career and lifestyle, and maintaining personal health and wellness. Many students are interacting with people from diverse backgrounds who hold different values and making new friends. Some are also adapting to living away from home for the very first time ( Inkelas et al., 2007 ).

The concept of academic development involves not only academic abilities, but motivational factors, and institutional commitment. Motivation to learn, taking actions to meet academic demands, a clear sense of purpose, and general satisfaction with the academic environment are also important components of the academic field ( Lau, 2003 ).

A second dimension, the social field, may be as important as academic factors. Writers have emphasized integration into the social environment as a crucial element in commitment to a particular academic institution ( Tinto, 1975 ). Becoming integrated into the social life of college, forming a support network, and managing new social freedoms are some important elements of social development. Crises in the social field include conflict in a living situation, starting or maintaining relationships, interpersonal conflicts, family issues, and financial issues ( McGrath, 2005 ), which are manifested as feelings of loneliness ( Clark et al., 2015 ).

In the emotional field, students commonly question their relationships, direction in life, and self-worth ( Rey et al., 2011 ). A balanced personality is one which is emotionally adjusted. Emotional adjustment is essential for creating a sound personality. physical, intellectual mental and esthetical adjustments are possible when emotional adjustment is made ( Ziapour et al., 2018 ). Inner disorders may result from questions about identity and can sometimes lead to personal crises ( Gerdes and Mallinckrodt, 1994 ). Emotional problems may be manifested as global psychological distress, somatic distress, anxiety, low self-esteem, or depression. Impediments to success in emotional development include depression and anxiety, stress, substance abuse, and relationship problems ( Beebe, 2010 ).

The current study is designed to address two research questions: (1) does cyberbullying affect college students' emotional state, as measured by the nine factors of the College Adjustment Scales ( Anton and Reed, 1991 ); (2) which mode of cyberbullying most affects students' emotional state?

2.1. Research settings and participants

The present study is set in Israeli higher education colleges. These, function as: (1) institutions offering undergraduate programs in a limited number of disciplinary fields (mainly the social sciences), (2) centers for training studies (i.e.: teacher training curricula), as well as (3) as creators of access to higher education. The general student population is heterogeneous, coming from the Western Galilee. In this study, 638 Israeli undergraduate students participated. The sample is a representative of the population of the Western galilee in Israel. The sample was 76% female, 70% single, 51% Jewish, 27% Arabs, 7% Druze, and 15% other ethnicity. On the dimension of religiosity, 47% were secular, 37% traditional, 12% religious, 0.5% very religious, and 3.5% other. On the dimension of sexual orientation, 71% were straight women, 23.5% straight men, 4% bisexual, 1% lesbians, and 0.5% gay males (note: according to the Williams Institute, approximately 4% of the population in the US are LGBT, [ Gates, 2011 ], while 6% of the EU population are LGBT, [ Dalia, 2016 ]).

2.2. Instrumentation

Two instruments were used to collect data: The Revised Cyber Bullying Survey (RCBS), with a Cronbach's alpha ranging from .74 to .91 ( Kowalski and Limber, 2007 ), designed to measure incidence, frequency and medium used to perpetrate cyberbullying. The survey is a 32-item questionnaire. The frequency was investigated using a 5-item scale with anchors ranging from ‘it has never happened to me’ to ‘several times a week’. Five different media were explored: email, instant messaging, chat room, text messaging, and social networking sites. Each medium was examined with the same six questions related to cases of cyberbullying (see Table 1 ).

Description of the Revised Cyber Bullying Survey (RCBS) variables.

Note: the theoretical range is between zero to twenty-four.

Table 1 shows the five variables that composed the RCBS questionnaire (all of the variables are composed of 6 statements). The results indicate that the levels of all the variables is very low, which means that the respondents experienced cyberbullying once or twice. The internal consistency reliability estimate based on the current sample suggested that most of the variables have an adequate to high level of reliability, with a Cronbach's alpha of 0.68–0.87.

The College Adjustment Scales (CAS) ( Anton and Reed, 1991 ), evaluated the academic, social, and emotional development of college students. Values were standardized and validated for use with college students. The validity for each subscale ranged from .64 to .80, noting high correlations among scales. Reliability of the scales ranged from .80 to .92, with a mean of .86. The instrument included 128 items, divided into 10 scales: anxiety, depression, suicidal ideation, substance abuse, self-esteem problems, interpersonal problems, family problems, academic problems, career problems, and regular activities (see Table 2 ). Students responded to each item using a four-point scale.

Description of CAS variables.

Anxiety: A measure of clinical anxiety, focusing on common affective, cognitive, and physiological symptoms.

Depression: A measure of clinical depression, focusing on common affective, cognitive, and physiological symptoms.

Suicidal Ideation: A measure of the extent of recent ideation reflecting suicide, including thoughts of suicide, hopelessness, and resignation.

Substance Abuse: A measure of the extent of disruption in interpersonal, social, academic, and vocational functioning as a result of substance use and abuse.

Self-esteem Problems: A measure of global self-esteem which taps negative self-evaluations and dissatisfaction with personal achievement.

Interpersonal Problems: A measure of the extent of problems in relating to others in the campus environment.

Family Problems: A measure of difficulties experienced in relationships with family members.

Academic Problems: A measure of the extent of problems related to academic performance.

Career Problems: A measure of the extent of problems related to career choice.

Participants also responded to a demographic questionnaire that included items on gender, birth year, marital status, ethnicity, and sexual orientation. As sexual orientation is a major cause for bullying ( Pollock, 2006 ; Cahill and Makadon, 2014 ), it was included in the background information.

Convenience sampling and purposive sampling were used for this study. Surveys with written instructions were administered in classrooms, libraries and online via Google Docs at the end of the semester.

The surveys were translated to Hebrew and back translated four times until sufficient translation was achieved. The research was approved by the Western Galilee College Research and Ethic Committee.

A sizeable percentage, 57.4% (366), of the respondents reported being cyber bullied at least once and 3.4% (22) reported being cyber bullied at least once a week. The types of bullies can be seen in Fig. 1 .

Types of bullies.

Three variables were found to have significant influences on the research variables: (1) gender (see Table 3 ); (2) religion (see Table 4 ); and (3) sexual preferences (see Table 5 ).

Results of independent t-tests for research variables by gender.

Note: n male = 127, n female = 510, *p < .05.

Results of independent t-tests for research variables by level of religion.

Note: n religious = 345, n secular = 293, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

Results of independent t-tests for research variables by sexual preference.

Note: n heterosexual = 596, n other = 42, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

Independent t-tests between the CAS variables and gender show significant differences between females and males (see Table 3 ).

Independent t-tests between the CAS variables and level of religiosity show significant differences between secular and religious persons, i.e., observant believers (see Table 4 ).

Independent t-tests between the CAS variables and sexual preference show significant differences between heterosexual individuals and others (see Table 5 ).

The research population was divided into three age groups having five year intervals. One respondent who was 14 years old was removed from the population.

For the variable “career problems” it was found that there was a significant difference between the 26–30 year age group [p < .05, F(2,5815) = 3.49, M = 56.55] and the 31–35 (M = 56.07) as well as the 20–25 (M = 54.58) age groups.

For the variable "depression" it was found that there was a significant difference between the 20–25 year age group [p < .05, F(2,5815) = 3.84, M = 54.56] and the 31–35 (M = 51.61) as well as the 26–30 (M = 52.83) age groups.

For the variable “interpersonal problems” it was found that there was a significant difference between the 20–25 year age group [p < .06, F(2,5815) = 3.84, M = 53.85] and the 31–35 (M = 51.29) as well as the 26–30 (M = 52.19) age groups.

For the variable “suicidal ideation” it was found that there was a significant difference between the 20–25 year age group [p < .06, F(2,5815) = 3.84, M = 55.45] and the 31–35 (M = 49.71) as well as the 26–30 (M = 50.13) age groups (see Table 6 ).

Results of one way Anova for research variables by age.

Note: n 20-25 = 216, n 26-30 = 287, n 31-35 = 82, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

To confirm that there was no effect among the independent variables, a Pearson correlation analysis of cyberbullying with CAS variables was run. As the correlations between the independent variables are weak, no multicollinearity between them was noted (see Table 7 ).

Pearson correlation of cyberbullying with CAS variables.

Note: n = 638, ∼ p < .06, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

Regression analyses on the effect of the cyberbullying variables on the CAS variables (see Fig. 2 ) show that an increase in cyberbullying by social networking and IM increases the academic problems variable. The model explained 6.1% of the variance (F (13,585) = 2.94, p < .001) and shows an increase in the suicidal ideation variable. There is also a marginal effect of cyberbullying by SMS on suicidal ideation, revealing that an increase in cyberbullying by SMS causes a decrease in suicidal ideation. The explained variance of the model is 24.8% (F (11,584) = 14.80, p < .001). Higher cyberbullying by social networking results in an increase in the anxiety variable. The explained variance of the model is 8.8% (F (13,584) = 4.32, p < .001). An increase in cyberbullying by chat and IM shows an increase in the substance abuse variable. The model explains 13% of the variance (F (13,584) = 6.71, p < .001). Increasing cyberbullying by social networking and IM increases the self-esteem problems variable. The explained variance of the model is 9% (F (13,584) = 4.43, p < .001). An increase of cyberbullying by email increases the problems students have with regular activities. The explained variance of the model is 5.2% (F (13,575) = 2.44, p < .01). Heightened cyberbullying by social networking and IM increases students' interpersonal problems. There is also an effect of cyberbullying by IM on suicidal ideation, such that an increase in cyberbullying by IM causes a decrease in interpersonal problems. The explained variance of the model is 8% (F (13,584) = 3.89, p < .001). An increase in cyberbullying by SMS decreases the family problems variable. The explained variance of the model is 11.4% (F (13,584) = 5.76, p < .001). And finally, heightened cyberbullying by IM and social networking decreases the depression variable. The variance explained by the model is 11.9% (F (13,584) = 6.04, p < .001).

The influence of academic cyberbullying variables on the CAS variables.

4. Discussion

The objective of this study was to fill an existing gap in the literature regarding the influence of cyberbullying on the academic, social, and emotional development of undergraduate students.

As has been presented, cyberbullying continues to be a disturbing trend not only among adolescents but also undergraduate students. Cyberbullying exists in colleges and universities, and it has an influence on the development of students. Fifty seven percent of the undergraduate students who participated in this study had experienced cyberbullying at least once during their time in college. As previous studies have found that cyberbullying incidents among college students can range from 9% to 50% ( Baldasare et al., 2012 ; Beebe, 2010 ) it seems that 57% is high. Considering the effect of smartphone abundance on one hand and on the other the increasing use of online services and activities by young-adults can explain that percentage.

Considering the effect of such an encounter on the academic, social and emotional development of undergraduate students, policy makers face a formidable task to address the relevant issues and to take corrective action as Myers and Cowie (2017) point out that due to the fact that universities are in the business of education, it is a fine balancing act between addressing the problem, in this case cyberbullying, and maintaining a duty of care to both the victim and the perpetrator to ensure they get their degrees. There is a clear tension for university authorities between acknowledging that university students are independent young adults, each responsible for his or her own actions, on one hand, and providing supervision and monitoring to ensure students' safety in educational and leisure contexts.

Although there are increasing reports on connections between cyberbullying and social-networks (see: Gahagan et al., 2016 ), sending SMS or MMS messages through Internet gateways ensures anonymity, thus indirectly supporting cyberbullying. A lot of websites require only login or a phone number that can also be made up ( Gálik et al., 2018 ) which can explain the fact that instant-messaging (IM) was found to be the most common means of cyberbullying among undergraduate students with a negative influence on academic, family, and emotional development (depression, anxiety, and suicidal ideation). A possible interpretation of the higher frequency of cyberbullying through IM may be that young adults have a need to be connected.

This medium allows for being online in ‘real time’ with many peers or groups. With the possibility of remaining anonymous (by creating an avatar – a fake profile) and the possibility of exposing private information that remains recorded, students who use instant messaging become easy targets for cyberbullying. IM apps such as WhatsApp are extremely popular as they allow messages, photos, videos, and recordings to be shared and spread widely and in real time.

Students use the Internet as a medium and use it with great frequency in their everyday lives. As more aspects of students' lives and daily affairs are conducted online, coupled with the fact that excessive use may have consequences, it is important for researchers and academic policy makers to study the phenomenon of cyberbullying more deeply.

Sexual orientation is also a significant factor that increases the risk of victimization. Similarly, Rivers (2016) documented the rising incidence of homophobic and transphobic bullying at university and argues strongly for universities to be more active in promoting tolerance and inclusion on campus. It is worth noting that relationships and sexual orientation probably play a huge role in bullying among university students due to their age and the fact that the majority of students are away from home and experiencing different forms of relationships for the first time. Faucher et al. (2014) actually found that same sex cyberbullying was more common at university level than at school. Nonetheless, the research is just not there yet to make firm conclusions.

Finally, cyberbullying is not only an adolescent issue. Although its existence has been proven, studies of cyberbullying among undergraduate students have not been fully developed. This particular population needs special attention in future research.

The results of this study indicate that cyberbullying has an influence on the academic, social, and emotional development of undergraduate students.

In the academic field, findings revealed a statistically significant correlation between cyberbullying perpetrated by email and academic problems. Relationships between academic problems and cyberbullying perpetrated by other media were not found. This suggests that cyberbullying through instant messaging, chat room, text messaging, and social networking sites, have not influenced academic abilities, motivation to learn, and general satisfaction with the academic environment. However, cyberbullying perpetrated by email has an influence on academics, perhaps because of the high use of this medium among undergraduate students.

With regard to career problems, correlations with cyberbullying were not found. This indicates that cyberbullying has no influence on career problems, perhaps because these kinds of problems are related to future career inspirations, and not to the day-to-day aspects of a student's life.

In the social field, it was found that interpersonal problems such as integration into the social environment, forming a support network, and managing new social freedoms, were related to cyberbullying via social networking sites. This finding is consistent with the high use of social networking sites, the purpose of the medium, and the reported episodes of cyberbullying in that medium.

Family problems were also related to cyberbullying perpetrated by all kinds of media. This may indicate that as cyberbullying through the use of email, instant messaging, chat rooms, text messaging, and social networking sites increases, so do family problems. This could be due to the strong influence that cyberbullying generates in all the frameworks of students, including their families.

Finally, in the emotional field, correlations between cyberbullying perpetrated by all kinds of media and substance abuse were found. This may indicate that as cyberbullying through the use of email, instant messaging, chat rooms, text messaging, and social networking sites increases, so does substance abuse. This is important because cyberbullying may be another risk factor for increasing the probability of substance abuse.

Depression and suicidal ideation were significantly related to the same media – email instant messaging and chat cyberbullying – suggesting that depression may lead to a decision of suicide as a solution to the problem. Previous findings support the above that being an undergraduate student – a victim of cyberbullying emerges as an additional risk factor for the development of depressive symptoms ( Myers and Cowie, 2017 ). Also Selkie et al. (2015) reported among 265 female college students, being engaged in cyberbullying as bullies, victims, or both led to higher rates of depression and alcohol use.

Relationships between anxiety and cyberbullying, through all the media, were not found although Schenk and Fremouw (2012) found that college student victims of cyberbullying scored higher than matched controls on measures of depression, anxiety, phobic anxiety, and paranoia. This may be because it was demonstrated that anxiety is one of the most common reported mental health problems in all undergraduate students, cyberbullied or not.

Self-esteem problems were significantly related to cyberbullying via instant messaging, social networking sites, and text messaging. This may suggest that as cyberbullying through instant messaging, social networking sites, and text messaging increases, so do self-esteem problems. This is an important finding, given that these were the media with more reported episodes of cyberbullying.

5. Conclusions

This findings of this study revealed that cyberbullying exists in colleges and universities, and it has an influence on the academic, social, and emotional development of undergraduate students.

It was shown that cyberbullying is perpetrated through multiple electronic media such as email, instant messaging, chat rooms, text messaging, and social networking sites. Also, it was demonstrated that students exposed to cyberbullying experience academic problems, interpersonal problems, family problems, depression, substance abuse, suicidal ideation, and self-esteem problems.

Students have exhibited clear preferences towards using the Internet as a medium and utilize it with great frequency in their everyday lives. As more and more aspects of students' lives are conducted online, and with the knowledge that excessive use may have consequences for them, it is important to study the phenomenon of cyberbullying more deeply.

Because college students are preparing to enter the workforce, and several studies have indicated a trend of cyberbullying behavior and victimization throughout a person's lifetime ( Watts et al., 2017 ), the concern is these young adults are bringing these attitudes into the workplace.

Finally, cyberbullying is not only an adolescent issue. Given that studies of cyberbullying among undergraduate students are not fully developed, although existence of the phenomenon is proven, we conclude that the college and university population needs special attention in future areas of research. As it has been indicated by Peled et al. (2012) that firm policy in regard to academic cheating reduces its occurrence, colleges should draw clear guidelines to deal with the problem of cyberbullying, part of it should be a safe and if needed anonymous report system as well as clear punishing policy for perpetrators.

As there's very little research on the effect of cyberbullying on undergraduates students, especially in light of the availability of hand held devices (mainly smartphones) and the dependence on the internet for basically every and any activity, the additional data provided in this research adds to the understanding of the effect of cyberbullying on the welfare of undergraduate students.

Declarations

Author contribution statement.

Yehuda Peled: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.

Funding statement

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Competing interest statement

The authors declare no conflict of interest.

Additional information

No additional information is available for this paper.

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Bullying Research Paper

This sample bullying research paper features: 4600 words (approx. 15 pages), an outline, and a bibliography with 28 sources. Browse other research paper examples for more inspiration. If you need a thorough research paper written according to all the academic standards, you can always turn to our experienced writers for help. This is how your paper can get an A! Feel free to contact our writing service for professional assistance. We offer high-quality assignments for reasonable rates.

Introduction

Bullying defined.

National Variation
The Importance of Age

Stability of Bullying Roles

Gender Differences

The Bully-Victim

The peer group, parenting and home environment, sibling relationships, school factors, internalizing problems, academic performance, delinquency and criminality, impact beyond victims.

Interventions

Future Directions and Conclusion

Bibliography

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Bullying has received worldwide attention in the last 30 years as a form of aggressive behavior that can have a significant negative impact on the physical, emotional, and academic development of victims. The first major contribution to the academic study of bullying was made by Dan Olweus, who wrote the first scholarly book in English to deal with bullying. The book was written in response to the suicide of three bullied boys in Norway and reported a high prevalence of school bullying (20 % of Norwegian children reported having some involvement) as well as discussed the success of the world’s first bullying prevention program (Olweus 1993). Olweus’ work opened the way for an explosion of research on bullying, which expanded from an initial interest in schools to include broader contexts such as the workplace, prisons, and sibling relationships. While much of this work is of interest, showing that bullying has the potential to affect a significant proportion of the population, this review focuses on school bullying, as this is the area that has attracted the most research interest to date.

The international literature is repleted with definitions of school bullying, most of which seem to accept that bullying is any type of negative action intended to cause distress or harm that is repeated and targeted against individuals who cannot defend themselves. When research on bullying started in the 1980s, bullying was perceived to comprise only episodes of physical or verbal aggression where the victim was physically attacked or called names. In recent years, the definition of bullying has broadened to include other forms of aggression that are relational in nature and aim to damage the victim’s peer relationships and their social status such as spreading of malicious gossip and social exclusion. Fighting between people of approximately equal strength, a one-time attack, or a good-natured teasing and play fighting are not counted as bullying.

The advent and widespread use of electronic means of communication such as mobile phones and the Internet has made it easier to bully anonymously, through the use of pseudonyms and temporary accounts, at any time and in any place involving a wide audience. This development has meant that the definition of bullying has had to be expanded to account for what the literature refers to as “cyber-bullying” or “electronic bullying.” A nationally representative survey of 7,508 adolescents in the United States in 2005 found that 8.3 % had bullied others and 9.8 % had been bullied electronically at least once in the last 2 months (Wang et al. 2009). In the same year in England and Wales, a survey of pupils aged 11–16 found that 22 % had been cyber-bullied at least once or twice in the last couple months (Smith et al. 2008). The most common form of cyber-bullying internationally is sending threatening and/or nasty text messages.

Bullying Prevalence and Continuity

National variation in bullying.

There are large variations across countries in the prevalence of bullying perpetration and victimization. In an international survey of health-related symptoms among school-aged children, the percentage of students who reported being frequently bullied during the current term ranged from a low of 5 % to 10 % in some countries to a high of 40 % in others (Due et al. 2005). The prevalence of bullies in primary school ranges, in most countries, between 7 % and 12 % and remains at those levels in secondary school (around 10 %). It is unclear whether these differences in prevalence reflect genuinely different levels of engagement in bullying among countries or, at least partly, result from different meanings of the term “bullying” in different countries and differences in methodologies and samples used.

An example of why valid comparisons between countries are not possible is Portugal where the bullying rate is high compared to other countries. Berger (2007) in her analysis found that one detail of educational policy in Portugal may account, among other things, for this higher rate of bullying. In Portuguese schools, children are asked to repeat sixth grade unless they pass a rigorous test. This practice results in at least 10 % of all sixth graders (more often boys) to be held back 2 years or more, and these older, bigger children are almost twice as likely to bully compared to the class average. This suggests that the difference in prevalence rates between countries may be, at least partly, accounted for by external factors including national differences in school policies and environments but also differences in the methodologies used (self-reports vs. peer and/or teacher reports), students’ differing levels of cognitive ability, cultural differences in reporting, and different meanings of the term “bullying” in different countries.

The Importance of Age in Bullying

Despite variations in prevalence, it is a universal finding that bullying victimization is more frequent among younger children and steadily declines with age. A range of explanations have been put forward to explain these age differences (Smith et al. 1999a, b). Compared to older children, younger children are less likely to have developed the appropriate skills and coping strategies to deal effectively with bullies and avert further victimization. Younger children are also less likely to refrain from bullying others due to socialization pressure. Finally, there is evidence that younger students adopt a more inclusive definition of bullying when responding to prevalence surveys, and this may, at least partly, account for the higher reported frequency of bullying victimization in primary school. For example, younger pupils might find it more difficult to distinguish between bullying and fighting, broadening the use of the term bullying to include aggressive behaviors that involve no imbalance of power. Within the general trend of decreasing bullying victimization over time, researchers have observed an abrupt increase in bullying during the transition from primary to secondary school which may reflect some students’ attempts to establish dominance hierarchies in the new school environment. Relational forms of bullying take precedence over physical modes of attack as children grow older and their social skills improve.

There is some controversy in the literature as to the stability of bullying victimization in primary school. Some studies have reported that bullying victimization is relatively stable over a period of up to 4 years in primary school and often continues in secondary school. Other studies have found that only a relatively small proportion of children (around 4–5 %) are victimized repeatedly over time in primary school.

In secondary school, the stability of both bully and victim roles is considerably higher than in primary school according to teacher, peer, and self-reports. It is estimated that two out of three male bullies remain in their role over a 1-year period. Despite the moderate to high stability of the victim and bully roles in secondary school, prevalence rates are lower than in primary school. This suggests that a small number of victims are targeted consistently and systematically in secondary school.

Stability in bullying victimization has been explained in two ways. Firstly, it has been observed that victims select social environments that reinforce the risk of victimization, for example, they are more likely to have friends who are less accepted by the peer group and often victimized themselves. Secondly, victims often lack the social skills to break through in new environments, and this increases the risk that they are labeled as victims and locked in that role over a long period of time. It is important, therefore, to acknowledge that although for some children bullying victimization will be situational, for others it will develop into a trait.

Gender Differences in Bullying

The view that males are more likely to bully and be bullied than females has been dismissed in recent years following a better understanding about the different forms aggressive behavior such as bullying can take. Although males are more likely to engage in physical forms of bullying such as pushing and hitting, females are, according to some studies, more adept at employing relational forms of aggression (e.g., social exclusion, spreading of nasty rumors) against their victims especially during adolescence. No consistent gender differences have been identified in the use of verbal bullying (e.g., calling names, nasty teasing). This suggests that overall gender differences are not as pronounced as originally thought and that bullying is not a male problem.

Characteristics of Children and Adolescents Involved in Bullying

There is some controversy in the literature about the profile of bullies. Initially, studies described children who bullied others as insecure, anxious individuals who have low self-esteem, are unpopular among their classmates, and use aggressive strategies to resolve conflicts. This stereotype was later disputed by research that suggested bullies are socially competent and have superior theory of mind skills (i.e., awareness of others’ mental functions and states) and good levels of social intelligence, knowing how to attain goals without damaging their reputation. Linked to this, there is also debate concerning whether bullies lack empathic skills. Some research suggests that bullies understand the emotions of others but do not share them. The inconsistencies across studies may be, at least partly, due to different definitions of bully status and different methodologies employed. Studies which have distinguished between “pure” bullies and bully/victims have revealed that “pure” bullies have few conduct problems, perform well at school, are popular among their classmates, and do not suffer from physical and psychosomatic health problems.

There is more consensus on the profile of “pure” victims. Research has identified that “pure” victims exhibit elevated levels of depression and anxiety, low self-esteem, and poor social skills. Hawker and Boulton’s (2000) meta-analysis found that peer victimization is more strongly concurrently associated with depression than with anxiety, loneliness, or self-esteem. Another meta-analysis by Card (2003) found that the strongest correlates of the victimization experience are low self-concept, low physical strength, low school enjoyment, poor social skills, and high internalizing and externalizing problems. It was unclear from these reviews of cross-sectional studies, however, whether internalizing problems lead to victimization or vice versa.

The recent body of longitudinal research on bullying and peer victimization more widely suggests that the relationship between internalizing problems such as depression, anxiety and loneliness, and victimization is more likely to be reciprocal, that is, internalizing problems contribute to victimization and vice versa. A metaanalysis of 18 longitudinal studies examining associations between peer victimization and internalizing problems in children and adolescents concluded that internalizing problems both precede and follow peer victimization experiences (Reijntjes et al. 2011). It is worth noting, however, that the path from psychological maladjustment to victimization has not been replicated in all studies. For instance, Bond et al. (2001) found no support for the hypothesis that emotional maladjustment invites victimization.

Recent work suggests that bullying might arise out of early cognitive deficits, including language problems, imperfect causal understanding, and poor inhibitory control that lead to decreased competence with peers, which over time develops into bullying. Research does not support the assertion that physical appearance (e.g., wearing glasses) is a risk factor for being bullied at school. The only physical characteristic that has been associated with an increased risk of victimization is low physical size and strength. There is less evidence on how equality characteristics influence victimization. There is no consistently robust evidence to suggest that ethnic minority children are more at risk of being bullied at school. Sexual orientation has rarely been investigated in longitudinal studies as a possible risk factor of bullying victimization, but there is some, mainly qualitative, evidence of sexual minorities being targeted in secondary schools. There is stronger evidence that children with disabilities are particularly vulnerable to victimization in mainstream settings, although it might be other characteristics of disabled children that make them more vulnerable to victimization such as lack of friends rather than the disability per se.

Olweus (1993) was the first researcher to identify a small proportion of victims of bullying that he called “provocative victims” or “bully-victims,” who bully other children as well as being bullied by them. Research has identified that bully-victims are the most troubled group among children and adolescents involved in bullying incidents. This group displays the highest levels of internalizing problems, including depression, anxiety, low selfesteem, and loneliness. At the same time, they score high on externalizing problems such as aggression, impulsivity, hyperactivity, and conduct problems. Other research has shown that bully-victims display higher levels of neuroticism and psychoticism than either bullies or victims. Bully-victims use aggressive strategies to cope with stressors at school that increase the risk of further victimization and rejection from peers.

Besides the traditional roles of bully, victim, and bully-victim, research has identified that all students take on a role when bullying episodes emerge. Salmivalli et al. (1996) distinguished between six different roles children can take in bullying situations: the bully (leader), the reinforcer (encourages and provides audience), the assistant (follower/helper, e.g., holds the child down), the defender (helps the victim and/or tells bullies to stop), the outsider (stays away from bullying situations), and the victim. Subsequent research established that the three roles of bully, reinforcer, and assistant are closely correlated with each other and, therefore, cannot usefully discriminate between children. In kindergarten, the three most commonly held roles are those of the bully, the victim, and the defender. Fewer students are defenders by middle school, and the majority becomes witnesses or bystanders when bullying takes place. Such passive behavior, although not directly encouraging of bullying, provides a permissive context for bullies that allows them to continue harassing their victims.

Environmental Influences on Bullying

There is clear evidence that parenting styles are related to bullying behavior. Studies indicate that bullies are more likely to have parents who are authoritarian and punitive, disagree more often, and are less supportive. The parents of bullies are more likely to have been bullies themselves when they were young. Victims, on the other hand, are more likely to have been reared in an overprotective family environment. Bully-victims tend to come from family backgrounds that are exposed to abuse and violence and favor the use of harsh, punitive, and restrictive discipline practices. This group reports little positive warmth in their families and more difficulties in communicating with parents.

Family characteristics are related to bullying victimization in different ways for boys and girls. Boys are more prone to victimization when the father is highly critical or absent in his relationship with his son, thus failing to provide a satisfactory role model. Victimization in boys is also associated with maternal overprotectiveness which may hinder boys’ search for autonomy and independence, whereas victimization in girls is more strongly related to maternal hostility which may lead to anxiety and decreased sense of connectedness in relationships.

Very little research has examined longitudinal associations between early home environment and subsequent bullying behavior. The few studies that exist suggest a link between low emotional support and subsequent bullying behavior at school. Parents who are disagreeable, hostile, cold, or rejecting tend to have children who are at risk of becoming aggressive in the future. In a small longitudinal study, Schwartz et al. (1997) found that bully-victims at 10 years were significantly more likely than the other groups to have had experiences with harsh, disorganized, and potentially abusive home environments 5 years earlier. Mother-child interactions at 5 years were characterized by hostile, restrictive, or overly punitive parenting. They were significantly exposed to higher levels of marital conflicts and more likely to come from marginally lower socioeconomic backgrounds. Bullies were found to be exposed to adult aggression and conflicts, but not victimization by adults, and were from lower socioeconomic backgrounds. These findings need to be replicated in larger samples before any safe conclusions can be drawn.

More recently, there has been interest in how sibling relationships affect the development of bullying behavior. There is international evidence that children who are victimized at school are more likely, compared to other groups, to be victimized by their siblings at home. Wolke and Samara (2004) found that more than half of victims of bullying by siblings (50.7 %) were also involved in bullying behavior at school compared to only 12.4 % of those not victimized by siblings, indicating a strong link between intrafamilial and extrafamilial peer relationships. Those who were both victimized at home and at school had the highest behavior problems and were the least prosocial. Similar evidence exists in relation to bullying perpetration, suggesting that those who bully at school tend to exhibit similar behaviors towards their siblings at home.

A number of school factors have also been implicated as correlates of bullying behavior. One of the most consistent findings in the international literature is that the number and quality of friends at school is one of the strongest, if not the strongest, protective factor against bullying victimization. Having friends is not sufficient in itself to protect against victimization. For instance, when at-risk children have friends with internalizing problems, who are physically weak or who themselves are victimized, the relation of children’s behavioral risk to victimization is exacerbated.

More recent work on the role of class structure and climate on bullying has shown that variations in peer structure and dominance hierarchies influence the stability of bullying victimization. For example, victims in primary school classes with a more pronounced hierarchical structure are less likely to escape their victim role compared to those in classes with less clearly marked hierarchies (Sch€afer et al. 2005).

Consequences of Bullying

There has been a growing interest in recent years to investigate the long-term effects of bullying involvement on children’s and adolescents’ social, emotional, behavioral, and academic development using longitudinal samples. The results of these studies suggest that victims and bully-victims manifest more adjustment problems than bullies. Victims and, especially, bully-victims are more likely to show elevated levels of depression, anxiety, and loneliness; perform less well academically; and display conduct problems. The only negative long-term outcome that has consistently been reported in the literature for bullies is their involvement in later offending. There is also some initial evidence that bullying perpetration is a significant risk factor of poor academic performance.

Several cross-sectional studies have demonstrated negative associations between peer victimization and a range of internalizing problems, including loneliness and low self-esteem. A meta-analysis of 23 cross-sectional studies of the association between peer victimization and psychological maladjustment found that peer victimization was more strongly concurrently associated with depression than with anxiety, loneliness, or self-esteem (Hawker and Boulton 2000).

Over the last decade, research on bullying is increasingly reliant on longitudinal methodologies to disentangle whether victimization contributes to internalizing problems or vice versa. It has been argued, for example, that children who display internalizing behaviors (e.g., anxiety or shyness) are more at risk of being targeted by peers due to their inability to cope effectively with provocation. The majority of longitudinal studies investigating associations between peer victimization and psychological maladjustment have found evidence for both directions.

There is some longitudinal evidence that bullying involvement has a negative impact on academic performance, although more studies are needed to reach a definitive conclusion. A US longitudinal study that began in 2002 with a sample of about 1,700 adolescents found that being a bully had a stronger negative effect on self-perceived academic competence over time than being a victim after controlling for demographic background variables and baseline academic competence (Ma et al. 2009). Furthermore, only bully status predicted lower self-reported grades.

Despite showing fewer adjustment problems than victims and bully-victims, bullies are at an increased risk of later delinquency and criminal offending. A recent meta-analysis of studies measuring school bullying and later offending found that school bullies were 2.5 times more likely than noninvolved students to engage in offending over an 11-year follow-up period (Ttofi et al. 2011). The risk was lower when major childhood risk factors were controlled for, but remained statistically significant. The effect of bullying on later offending was especially pronounced when bullying was assessed in older children. The longitudinal association between bullying perpetration and later offending has been replicated in many countries, including Australia, Canada, and Europe.

Finally, there is evidence that bullying and victimization have a negative impact not only on the individual children involved but also on bystanders. Children who witness bullying incidents report increased anxiety, less satisfaction with school, and lower academic achievement. There is also evidence that in school classes where a lot of victimization is taking place, school satisfaction among students is low.

Bullying Interventions

Following the development of the first anti-bullying program by Dan Olweus in Norway in the 1980s, a considerable number of anti-bullying interventions have flourished around the world to reduce bullying behaviors and protect victims. These fall under four broad categories: curriculum interventions generally designed to promote an anti-bullying attitude within the classroom; whole-school programs that intervene on the school, class, and individual level and address bullying as a systemic problem; social and behavioral skills training; and peer support programs including befriending and peer mediation. A systematic review conducted in 2004 evaluated the strength of scientific evidence in support of anti-bullying programs (Vreeman and Carroll 2007). The review concluded that only a small number of anti-bullying programs have been evaluated rigorously enough to permit strong conclusions about their effectiveness.

Whole-school interventions were found to be more effective in reducing victimization and bullying than interventions that focused only on curriculum changes or social and behavioral skills training. Targeting the whole school involves actions to improve the supervision of the playground, having regular meetings between parents and teachers, setting clear guidelines for dealing with bullying, and using role-playing and other techniques to teach students about bullying. The success of whole-school interventions, relative to other stand-alone approaches, supports the view that bullying is a systemic, sociocultural phenomenon derived from factors operating at the individual, class, school, family, and community level. Hence, interventions that target only one level are unlikely to have a significant impact.

A more recent systematic review of school-based anti-bullying programs found that, overall, these programs are effective in reducing bullying perpetration and victimization by an average of 20–23 % and 17–20 %, respectively (Farrington and Ttofi 2009). The interventions that were found to be most effective were those that incorporated parent training/meetings, disciplinary methods, and videos; targeted older children; and were delivered intensively and for longer. There is less robust evidence on the effectiveness of peer support programs that include activities such as befriending, peer counseling, conflict resolution, or mediation, and a systematic review suggested their use may lead to increases in bullying victimization.

More recently, there has been a growing interest in the use of virtual learning environments to reduce bullying at schools. The basic feature of these programs is a computer-based environment that creates a highly believable learning experience for children who find themselves “present” in the situation that causes emotional distress and, as a result, learn experientially how to deal with school problems. An example of such a program is “FearNot,” an intervention that was developed to help victims of bullying explore the success or otherwise of different coping strategies to dealing with bullying victimization through interactions with “virtual” victims of school bullying. The evaluation of this intervention found that the victims that received the intervention were more likely to escape victimization in the short term than victims in control schools who did not interact with the software (Sapouna et al. 2010). These results suggest that the use of virtual environments might be an engaging and useful component of whole-school anti-bullying policies that merits further testing. A key finding that emerged from this research is that interventions are more likely to be successful if they have the support of teachers and other school personnel and there is a strong commitment to reduce bullying in the school community. This is considered to be one of the reasons behind the huge success of the Olweus’ prevention program that has not been replicated to date.

Although an abundance of knowledge has emerged in recent years regarding the correlates of bullying behavior, there is still relatively little known about the causal processes and mechanisms associated with the bully and victim status. Longitudinal studies, which track bullies and victims over time, offer one of the best chances of disentangling the antecedents of bullying perpetration and victimization from its consequences, and these should form a key part of future research in this field. Another approach which shows much promise is the cutting-edge attempt to unravel the causes of bullying behavior made by researchers investigating biological and environmental influences and the way these influences interact.

One of these studies, involving 1,116 families with 10-year-old twins, found that the tendency for children to be bullied was largely explained by genetics (73 % of variance) and less so by environmental factors that were unique to each child (Ball et al. 2008). Another study of 506 six-year-old twins found that variance in victimization was accounted for only by shared and non-shared environmental influences (29 % and 71 %, respectively) and was not related to the child’s genetic predisposition (Brendgen et al. 2008). These discrepancies might be explained by differences in methodologies used, as studies drew on different informants to assess bullying victimization (mothers and peers, respectively). Although results to date have been contradictory, future breakthroughs in this area have the potential to transform radically the study of bullying.

To understand more fully how bullying behaviors develop, future research will also need to investigate in more depth how individual and classroom level factors interact to cause involvement in bullying. It is not currently understood whether the relationship between risk factors and bullying is the same across different school and class environments or the extent to which consequences of bullying and victimization are dependent on class-and school-level factors.

Finally, another area that would benefit from more attention is the investigation of resilience to bullying. Some initial evidence suggests that maternal warmth has an environmental effect in protecting children from negative outcomes associated with victimization (Bowes et al. 2010). However, we still know relatively little about the factors that promote resilience to bullying and victimization among at-risk children, and also what role bullying has to play in increasing resilience. We also know little about the factors that help victims cope better with the effects of victimization.

To conclude, what the recent flurry of research activity has highlighted is how complex the bullying phenomenon is and that, although much has been learned to date, there is clearly a great need to understand how variables describing the family, school, class, and community environment interact with individual characteristics to determine who gets bullied and who bullies others. Research should neither be blind to nor discouraged by these complexities.

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Ball HA, Arseneault L, Taylor A, Maughan B, Caspi A, Moffitt TE (2008) Genetic and environmental influences on victims, bullies and bully-victims in childhood. J Child Psychol Psychiatry 49(1):104–112
Berger Stassen K (2007) Update on bullying at school: science forgotten? Dev Rev 21:90–126
Bond L, Carlin J, Thomas L, Rubin K, Patton G (2001) Does bullying cause emotional problems? A prospective study of young teenagers. Br Med J 323:480–484
Bowes L, Maughan B, Caspi A, Moffitt TE, Arseneault L (2010) Families promote emotional and behavioral resilience to bullying: evidence of an environmental effect. J Child Psychol Psychiatry 51(7):809–817
Brendgen M, Boivin M, Vitaro F, Girard A, Dionne G, Perusse D (2008) Dev Psychopathol 20(2):455–471
Card N (2003) Victims of peer aggression: a meta-analytic review. Presented at the biennial meeting of the society for research on child development, Tampa, 24–27 Apr 2003
Due P, Holstein BE, Lynch J, Diderichsen F, Gabhain SN, Scheidt P, Currie C, Health Behavior in School-Aged Children Bullying Working Group (2005) Bullying and symptoms among school-aged children: international comparative cross-sectional study in 28 countries. Eur J Pub Health 15:128–132
Espelage DL, Swearer SM (2003) Bullying in American schools: a social-ecological perspective on prevention and intervention. Lawrence Erlbaum, Mahwah
Farrington DP, Ttofi MM (2009) School-based programs to reduce bullying and victimization. Campbell Syst Rev 2009:6
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Juvonen J, Graham S (2001) Peer harassment in school: the plight of the vulnerable and victimized. Guilford Press, New York
Ma L, Phelps E, Lerner JV, Lerner RM (2009) The development of academic competence among adolescents who bully and who are bullied. J Appl Dev Psychol 30(5):628–644
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What’s Covered:

What Is a Topic Sentence?
5 Steps to Writing a Good Topic Sentence

Elements of a Good Topic Sentence

Common pitfalls to avoid.

Where To Get Your Essay Edited For Free

Crafting the perfect essay takes time and dedication. There are so many elements you have to worry about, such as tone, purpose, and correct spelling and grammar. Writing a strong topic sentences is another critical part in writing a cohesive essay.

Without a strong topic sentence, you risk losing your reader and perhaps part of your grade. If it’s a college admissions essay, then you need it to be as strong as possible to back up your application. Learn about what steps you should take to write a strong topic sentence.

What Is a Topic Sentence?

People often confuse a topic sentence with a thesis statement. A thesis statement is typically at the end of your opening paragraph, that dictates the main argument you’ll be making in your essay.

Throughout your essay, you’ll have multiple topic sentences, as each paragraph should start off with one. This beginning sentence is used to direct the topic of the paragraph and outline the flow of the following sentences. It’s used to help guide your reader and to continue to keep them hooked on your overall essay. Without topic sentences, your essay will be unorganized, lack transitions, and sound very choppy. To write a good topic sentence, there are several steps to take.

Writing a Good Topic Sentence: 5 Steps

Step 1: decide what you’re going to write about..

When you see the essay prompt, you’ll have some time to think through what you want to say and why. You have to decide if it’s a persuasive essay, informative, narrative, or descriptive. Determine your purpose for writing the essay after reading through the prompt. Whether it’s an assignment for school or if it’s to get into college, you need to make sure you have that purpose clearly outlined.

Step 2: Create a thesis statement.

One of the first things you need to do is create a thesis statement. This is typically a sentence with three points that you’ll back up throughout your essay.

For example: The Office became a cultural phenomenon because it spurred the careers of many of today’s successful movie stars, it talked about situations that most American workers can relate to, and even 15 years later, offers funny, relevant content that helps to break down prejudices.

You then use that thesis statement to create an essay around the points you want to make.

Step 3: Make your essay outline.

Once you have the points you want to make within your thesis statement hammered out, make an outline for your essay. This is where you’ll start to create your topic sentence for each paragraph. You want to clearly state the main idea of that paragraph in the very first sentence. From there, you back up that main idea with facts and reputable sources. Make sure your topic sentence is clear, but does not just announce your topic.

For example, do not write something like: “In this paragraph, I will discuss why it’s bad that poachers are killing giraffes.”

Instead, write something that clearly states your idea with a reasonable opinion and that gives direction to the paragraph: “Giraffes are a key part of the African ecosystem, so it’s important to enforce regulations against the poachers who are killing them for their body parts.”

You’d then follow that up with reasons why giraffes are a key part of the African ecosystem and how poachers are destroying their population.

Step 4: Begin writing your essay.

Once you have your thesis statement and you’ve created an outline with supporting paragraphs and their topic sentences, you can begin writing your essay. It’s important to make that outline before just jumping in–a disorganized essay can spell disaster for you as you continue to write, and could result in a poor grade. Many times, teachers will even require you to turn in your outline as part of your overall essay grade.

Step 5: Proofread and check your resources.

After you’ve written the essay, go back through it with a fine tooth comb. Read through each topic sentence and the paragraphs that follow to ensure that you’ve written clear, solid topic sentences throughout and that the paragraphs with them make sense. During the proofreading phase, you also need to recheck the sources you’re using. Make sure each source is reputable. In other words, do not use sites like Wikipedia where anyone can go in and edit an article to add misinformation. Use sites that:

Are actual reputable news sources, such as the New York Times , CNN, CBS News
Have domain names that end in .edu or .gov
Come from an encyclopedia, such as Encyclopedia Britannica

Using sites that are not reputable could jeopardize the validity of your argument.

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Now that you know the steps to set yourself up for success when writing a topic sentence, there are certain elements that go into a quality first sentence. Always make sure that your topic sentence is the first sentence of a paragraph. You don’t want to make your reader hunt for the point you’re trying to make. Check out some key elements of a good topic sentence:

Make sure your topic sentence isn’t too vague.

You need a topic sentence that has some specifics to it. It also needs to hook in your reader in some way with an opinion. A vague sentence makes it harder to write a paragraph that can clearly backs up your thoughts. For example:

DON’T: “In Pride and Prejudice, Mr. Bingley seems like a nice guy.”

DO: “When Mr. Bingley is first introduced, he comes across as a kind person because he speaks to everyone and doesn’t immediately pass judgment.”

Choose a reasonable opinion.

Your topic sentence should clearly outline whatever point you’re trying to make in the paragraph, but you want to pick a reasonable opinion that you can easily reinforce with facts and statistics. Here’s an example of what you should and should not do:

DON’T: “It’s obvious that Mr. Bingley was a total loser with no backbone.”

DO: “Mr. Bingley could have shown more confidence in his choices and stood up to Mr. Darcy when he found himself in love with Jane Bennet.”

You can then back that up with facts, saying that he was a wealthy Englishman and thus one of the key players in society at the time, which should have given him more confidence. If he’d been more confident, perhaps he would not have left and devastated Jane.

Use your topic sentence as a transition.

Along with telling the reader the point of your next paragraph, your topic sentence should also serve as a transition from the previous paragraph. Without a transition, the essay can feel like it’s choppy and disjointed. For example:

DON’T: “Mr. Bingley is a good man and here’s why.”

DO: “Although Mr. Bingley did break Jane’s heart by leaving, he ended up redeeming himself by returning to Netherfield Hall.”

Keep your topic sentence short.

A long, drawn-out topic sentence can risk losing your reader. Many times, it’s hard to determine the point of a sentence when it goes on for too long. You want a clear, concise sentence that draws in the reader but also leaves some room for you to expand on it in the following paragraph.

DON’T: “Throughout the novel of Pride and Prejudice, Mr. Bingley was often quite different from Mr. Darcy as he would treat all people in a friendly manner, considering them all his friends and acquaintances, even agreeing to throw a ball after Elizabeth’s sisters rudely demanded he do so and was gracious to Mr. and Mrs. Bennet as well despite their manners.”

DO: “Overall, Mr. Bingley served as a foil to Mr. Darcy throughout the story by treating everyone around him equally with dignity and grace.”

Writing an essay can be overwhelming at times, but so long as you avoid some of these common pitfalls, it can be easier to get it done on time.

Don’t wait until the last minute.

If your teacher assigns you an essay or tells you that you have an essay test coming up, don’t wait until the day before to do anything about it. You have to plan or study and you need to give yourself time to do that. If you know it takes you a while to write something, then start planning it as soon as you get the assignment.

Don’t forget to write an outline.

Along with planning, make sure you have that outline written up and planned out well. It will serve as your guideline for writing the essay. Without it, you’ll face the risk of a disorganized essay that does not clearly illustrate your point.

Ask for help if you need it.

This may be the most important pitfall to avoid. If you get in over your head while writing, don’t be afraid to ask for help. Ask a friend to review the essay or ask your teacher for guidance.

Where to Get Your Essay Edited for Free

Once you’ve finished your essay, you may want additional input. There are tools out there to help, but CollegeVine’s free peer essay review tool can provide you with actionable feedback from students just like you. CollegeVine’s tool has helped many students and may be able to help you, too! Asking for peer feedback can help to refine your essay and it never hurts to have an extra set of eyes read through what you’ve written. Check out the free tool today!

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Preventing Bullying Through Science, Policy, and Practice (2016)

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