Bullying: What Educators Can Do About It (2023)


Today, we often hear about someone being bullied, someone being a bully, or someone who has witnessed bullying. This does not have to be the case. Bullying is often misunderstood and believed, by many, to be a normal part of life. Most of us have felt bullied at least once in our lives. Likewise, many of us have also been bullies. However, bullying should not be normalized by society. In fact, the Centers for Disease Control and Prevention (CDC) indicates the effects of bullying can be devastating for the person being bullied, those who witness the bullying, and, surprisingly, the bullies themselves (CDC 2020; Evans et al. 2019). This publication focuses on bullying at school and what educators and schools can do to address and stop it.


Bullying is defined by the CDC (2021) as "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 is a Big Problem

Research has shown that bullying is common. Bullying can occur in places where children and youth can be found. For example, studies have shown that bullying can be found in schools, neighborhoods of all types, homes, and online. Students can be a bully, be bullied, or even be both. If a student is a bully and a victim, he or she is called a bully/victim.

Almost 12 percent of public schools have reported that some form of bullying occurs at least once a week. In addition, bullying can happen within any age group. Reports of bullying can be found in middle school (28 percent), combined-age schools (12 percent), high schools (16 percent), and primary schools (9 percent) (Diliberti, Jackson, and Kemp 2016). Moreover, one in five high school students has indicated he or she has been bullied while at school or on school property, and one in six students says he or she has been cyberbullied in the last year (CDC 2020).

While everyone has the potential to be a victim of bullying, a student's race, gender, and sexuality may affect the likelihood of that student being bullied. For example, females experience bullying more than males (30 percent of females compared to 19 percent of males), and almost 29 percent of White high school students experienced bullying compared to 19 percent of Hispanic students and 18 percent of Black students. In the area of sexuality, heterosexuals (22 percent) are bullied less than students who identify as lesbian, gay, or bisexual (40 percent) or those who are unsure of their sexuality (33 percent) (CDC 2020).

Effects of Bullying

Many negative consequences can result from bullying. Youth who are bullied often experience academic problems, including earning lower grades, skipping school, or dropping out of school. Children and youth who are bullied are at greater risk for depression, anxiety, and/or sleep issues. Bullying can cause physical injury, social issues, and emotional challenges (CDC 2020), and self-harm, which can include suicidal thoughts and behaviors and death (Kuehn, Wagner, and Velloza 2019).

Bully/victims—those who bully others and are bullied, including an increased risk for exhibiting problem behaviors and suffering from mental health issues (CDC 2020).

Types of Bullying

There are several types of bullying. The first type of bullying is physical. Physical bullying is any type of physical aggression, including but not limited to hitting, kicking, spitting, slapping, pushing, and tripping, and stealing someone's personal possessions. The second type of bullying is emotional. Emotional bullying usually involves some type of verbal or written assault, such as name calling, malicious teasing, making sexual comments, or making threats. Social bullying is another common type of bullying. Social bullying is also called relational bullying, and it involves making up and/or spreading rumors about a person, deliberately excluding someone from an activity, making embarrassing comments about someone, extortion, and intimidation. In today's world, emotional and social bullying can be done in person or online. If a bully uses technology to bully, it is called cyberbullying. Finally, property damage is also considered a form of bullying (CDC 2020).

Bullying has been reported to happen in the hallway or stairwell at school (43 percent), inside the classroom (42 percent), in the cafeteria (27 percent), outside on school grounds (22 percent), online or by text (15 percent), in the bathroom or locker room (12 percent), and on the school bus (8 percent) (National Center for Educational Statistics 2019).

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(Video) Anti-Bullying Top Tips for Teachers

New Form of Bullying in the 21st Century

Cyberbullying is when an individual uses digital media to intentionally harass and embarrass someone repeatedly. This type of bullying often includes lies, pictures, embarrassing texts, and/or videos that could cause stress to the person being bullied. The recipient of cyberbullying often feels angry, sad, and/or scared (CDC 2020).

The effects of cyberbullying can be destructive and disastrous. Youth who are cyberbullied feel anger, sadness, frustration, and fear (CDC 2020). They have reported experiencing anxiety, depression, and suicidal thoughts/behaviors, and they often have increased school problems, including poor grades, violence, and delinquency. Reactions such as suicidal thoughts and suicide are more prevalent with cyberbullying than any other type of bullying (Kuehn, Wagner, and Velloza 2019). Swansea University (2018) indicated that cyberbully victims (under the age of twenty-five) were twice as likely to commit suicide or self-harm in other ways.

Over 25 percent of thirteen-year-olds have been a victim of cyberbullying. Additionally, 27 percent of fourteen-year-olds, 27.7 percent of fifteen-year-olds, 20.2 percent of sixteen-year-olds, and over 16 percent of seventeen-year-olds have been cyberbully victims. Females are more likely to be cyberbullied (23.7 percent) than males (21.9 percent). However, at 35.4 percent, transgender youth are the most likely (Hinduja 2021).

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What Educators Can Do About It

Strategies for Teachers

Up to half of today's children are victims of school bullying. Parents, educators, and students must work together to help stop bullying in their classrooms, playgrounds, and schools. The following strategies can help teachers and administrators combat bullying in their schools.

Practice Inclusion and Discussion
Involve all members of the school community, including pupils, parents, teachers, and nonteaching staff, when forming the bullying policy. Provide a range of in-person and online opportunities for pupils to talk about bullying. Some discussion should be established so discussants can speak or post anonymously.

Safeguard Honesty
Students feel safe reporting bullying when teachers, administrators, and other school personnel respect the anonymity of the victim and/or reporting students.

Create a Bullying Policy and Make Consequences Clear
An effective strategy for schools to reduce bullying is to create and enforce a schoolwide policy that defines bullying, outlines how teachers and school staff should address the issue of bullying in the classroom, and delineates how incidents of school bullying will be handled and what consequences (disciplinary actions) will result from the bullying. All students need to be aware of the consequences of bullying. The school policy must clearly define all forms of bullying behavior. Bullying behavior can be classified under four main headings: physical bullying, social/relational bullying, cyberbullying, and property damage.

Many bullies (and adults around them) may try to pass off acts of aggression as roughhousing between friends or just having fun. However, there is a difference between play and bullying. An episode of bullying has three identifying characteristics:

  1. A power difference between the individual being bullied and the bully
  2. A negative intent on the part of the bully to hurt, embarrass, or humiliate the other person
  3. Repeated behavior, which is bullying that happens more than once with others, the same person, and/or the same person over time. For example, the behavior cannot be misconstrued as an innocent mistake such as mispronouncing a name one time versus continually mispronouncing another person's name.

Adopt effective strategies
There is no one strategy that works for everyone or every school. Employ several ongoing strategies that students, school personnel, parents, and community members can help create. The following are examples of effective strategies:

  • No-blame approach: This step-by-step technique allows for early intervention because it does not require anyone to be proved at fault. A group of young people, which includes observers of bullying (often called bystanders) and viable bullies, is made aware of a victim's distress and asked to suggest solutions. This technique can be used for all types of bullying, especially to address social/relational and cyberbullying.
  • Peer-support efforts: Mobilize students to take a stand against bullying behavior. Peer monitoring and positive peer pressure can come into play with this strategy.
  • Safe Space discussions: Ask students, teachers, and school professionals to address the issue of bullying, explore the effect of bullying on the school atmosphere, and brainstorm solutions to potential and real problems. Have the group visualize what a safe space or a bully-free space might look like and discuss ways to create that space.
  • Power of Students: Have students who do not feel as though they are victims of bullying and who have not been identified as a bully come together to address bullying. Students can act in many ways: refuse to watch bullying, report bullying incidents, initiate conflict-resolution strategies, use distraction with either the bully or the victim, and/or stand up for the victim.
  • Question: Create and disseminate a questionnaire that asks students, parents, and teachers to describe any bullying situation they are aware of in their school. The results can be used to increase awareness of the extent of the problem with their own students and within their individual school. The results of the questionnaire can also be used to justify intervention efforts and serve as a benchmark to measure the impact of improvements in school climate once an intervention is initiated. The results can also be used to conduct a bullying-awareness campaign. The campaign could be co-designed by students, teachers, and the administration—giving students a voice allows them to have some power in combating bullying a the individual and school levels. In addition, a campaign can be conducted during parent-teacher conference days, through parent newsletters, and at PTA/PTO meetings. Potential goals of a campaign include increasing parental awareness, educating parents of the problem, highlighting the importance of parental involvement for program success, and encouraging parental support of program goals.
  • Create Bully-Free Zones: Have peer or staff monitors in areas where bullying is most likely to occur.

In-Class Strategies

Teachers can work with students at the class level to develop rules against bullying. Engage students in a series of formal role-playing exercises and related assignments and/or activities. These could include showing bullies alternative methods of interaction or implementing cooperative learning activities to reduce social isolation. Increasing adult supervision at key times (such as recess or lunch) is another strategy.

Teachers can specifically combat cyberbullying by being adept with current technology (US Digital Literacy n.d.). For example, today's youth are often referred to as digital natives. Digital natives do not know life without digital media. They use digital media daily (even hourly) and are in a constant learning mode—they keep up with the newest technology and use it accordingly. Most teachers today are considered digital immigrants, or adults who have learned in a different time and format. To meet the needs of students academically and socially, teachers should strive to be digital transients— those who are skillful in today's ever-changing technology. By being a digital transient, teachers can specifically address cyberbullying by teaching digital literacy. Digital literacy is the understanding of and the ability to use technological tools and networks specifically to locate, research, evaluate critically, and create information. Teaching digital literacy helps students become good digital citizens. A good digital citizen understands netiquette (the appropriate manners of the internet such as what one should or should not post, text, or email) and recognizes and utilizes appropriate privacy settings and controls. For free lessons for various age groups, see Penn State Thrive: Resources for Professionals

(Video) Protect Yourself Rules - Bullying

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Strategies for Schools

The following are some specific measures that have been used successfully to combat school bullying:

  • Bully boxes/website: Children can anonymously write down their concerns and post them in a bully box or on a website.
  • Mediation: Some schools have introduced schemes in which two parties in a relationship problem agree that a third person, who may be either an adult or another young person, will help negotiate a solution. This approach is helpful in many situations, especially if the imbalance of power between the bully and victim is not large.
  • Peer counseling: A small number of secondary schools have used older teenagers as peer counselors. Good training and continuing support must be given to these young volunteers so they are able to help victims who may be coping with serious emotional and mental distress.

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Sample Classroom Activities to Help Prevent Bullying

Before starting any activity that involves potentially sensitive material, always begin by creating ground rules. Having ground rules can help students feel safe. Discuss rules with the students who will participate in the activity. Before any of these activities, form a circle with chairs or allow children to sit on the floor. This will help to create an atmosphere that encourages discussion. Remind students that they are expected to respect the group rules, which may include the following:

  • No one must talk unless they want to.
  • Respect what other people say—no laughing.
  • One person talks at a time.

Post rules in a visible place during any activity and encourage students to hold one another accountable to the rules. This prevents the teacher from becoming the referee of the activity.

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Define Bullying

Prepare a list of simple scenarios to present to children in your class. Scenarios should describe an interaction between children that could be perceived as either teasing or bullying. Here are some examples:

  • Every day at recess, John takes the basketball from Bob during recess and will not let him play.
  • During gym class, Tom purposely tripped David while they were playing a game.
  • Sarah refused to allow Sue to sit at the lunch table, even though there was plenty of room, and told her nobody wanted to be around her.

Create a variety of scenarios that deal with many different problems like exclusion, name-calling, and fighting. Make sure you emphasize intentionality and when a problem is being repeated. Read each scenario to the group and ask the children to vote on whether the problem described is bullying or harmless teasing. Encourage discussion of each scenario. Ask questions, such as:

  • How would that make David feel?
  • What should Sue do in that situation?
  • Do you think Raven made a mistake? Do you believe she did it on purpose?
  • How often does Deshawn do this?

This activity is a good place to begin. It will help teachers better recognize and understand their students' perceptions of bullying, and it will help students begin to think critically about conflict, feelings, and bullying.

All-About-Me Books

Creating "All-About-Me Books" is a wonderful opportunity to build esteem in children and help them identify their strengths. It can also help students understand the importance of diversity and respecting differences. Distribute blank pages to each child. Instruct them to write the following titles on each page: "My Name Is," "I Live With," "My Favorite Color [food, sport, hobby, TV show, etc.] Is," "When I Grow up I Will," and so on. After each page has been titled, allow the children to answer the questions. Students can cut pictures from magazines, draw pictures, or write answers depending on their grade level. After the books are complete, return to the group circle and allow each student to share his or her book with others. Do not force students to share. After a child has shared the book, allow others to ask questions about what was in it. Offer encouraging words. Point out students who have similar likes or goals, while also emphasizing the value in differences that exist.

Cooperative Learning Projects

Cooperative learning projects are a creative way to combine academic learning with socialization and group-building skills. Rather than allowing students to form their own groups, assign students to groups. For younger elementary-aged students, assign a project such as a group book report. Instruct children to create a diorama or a skit about the book. For upper elementary students, assign more involved projects. For example, allow children to plan an imaginary vacation. Outline the resources they have available to them, including a budget. Instruct children to choose a destination, plan meals, purchase supplies, and reserve a place to stay. A project such as this can enhance math, geography, planning, problem-solving, and life skills. Teachers can observe the groups, but they should not intervene unless substantial difficulties arise. This will teach students the value of working through their problems, learning to compromise, and even arguing effectively.

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(Video) What to do about... Bullying! - SEL Sketches

Rule-Based Strategies

One strategy to combat problems involving several types of bullying is the development of classroom rules against various forms of intolerant or negative peer behaviors. This approach requires identifying unacceptable behaviors that may be seen in a classroom, creating, and using a monitoring system for rule infractions, and determining a set of consequences. Two techniques that might be helpful in implementing this sort of intervention are the problem-solving meeting (to elicit peer involvement in and support for the identification of rules and consequences) and the problem box (to provide a mechanism to monitor peer-problem behaviors; Greenberg and Kusche 1993).

Questions to Ask Yourself

  1. If you were to select this approach to classroom-level intervention to deal with physical or verbal bullying or ostracism, how would you develop and implement classroom rules and a monitoring system?
  2. What goals could be met by pursuing this type of intervention strategy?
  3. How do classroom rules alone limit solve the problem of bullying/exclusion?

Classroom-Level Interventions for Bully/Victim Problems

Insight-Oriented Strategies

Another strategy to combat problems involving bullying or ostracism is raising the consciousness of children in the classroom, which means encouraging children to consider the effects of bullying on the victims, emphasize the value of respecting individual differences, and reinforce the importance of standing up for what is right.

Questions to Ask Yourself

  1. How would you implement an insight-oriented approach to classroom-level intervention?
  2. What goals could be met by pursuing this type of intervention strategy?
  3. What limits might there be to insight-oriented strategies?

Grouping-Rearrangement Strategies

A third strategy to reduce bullying involves decreasing alliances among children that support bullying and exclusion (i.e., breaking down the unification of the bullying group or ostracizing clique) and increasing positive contact between the rejected child/children and potential friends.

Questions to Ask Yourself

  1. How would you use grouping strategies in the classroom to realign relationships among children, weakening some alliances while strengthening others?
  2. What goals could be met by pursuing grouping rearrangement in the classroom
  3. What limits might there be to grouping-rearrangement strategies?


CDC (Centers for Disease Control and Prevention). 2020. "Youth Risk Behavior Surveillance—United States, 2019." Morbidity and Mortality Weekly Report Supplement 69, no. 1 (August).

CDC (Centers for Disease Control and Prevention). 2021. "Preventing Bullying." National Center for Injury Prevention and Control, Division of Violence Prevention. Page last reviewed September 2, 2021.

Common Sense Media. n.d. "Age-Based Media Reviews for Families."

David-Ferdon, C., A. M. Vivolo-Kantor, L. L. Dahlberg, K. J. Marshall, N. Rainford, and J. E. Hall 2016. A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors. Atlanta, Ga.: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Diliberti, M., M. Jackson, and J. Kemp. 2019. Crime, Violence, Discipline, and Safety in Public Schools: Findings from the School Survey on Crime and Safety: 2017–2018. U.S. Department of Education, National Center for Education Statistics (NCES 2019-061).

Ericson, N. 2001. "Addressing the Problem of Juvenile Bullying." Office of Juvenile Justice and Delinquency Fact Sheet #200127. U.S. Department of Justice. Accessed March 21, 2022.

(Video) What is Bullying? - SEL Sketches

Evans, C. B. R., P. R. Smokowski, R. A. Rose, M. C. Mercado, and K. J. Marshall. 2019. "Cumulative Bullying Experiences, Adolescent Behavioral and Mental Health, and Academic Achievement: An Integrative Model of Perpetration, Victimization, and Bystander Behavior." Journal of Child and Family Studies 28: 2,415–28. DOI.org/10.1007/s10826-018-1078-4.

Farrington, D., and A. Baldry. 2010. "Individual Risk Factors for School Bullying." Journal of Aggression, Conflict and Peace Research 2, no. 1: 4–16. DOI.org/10.5042/jacpr.2010.0001.

Gladden, R. M., A. M. Vivolo-Kantor, M. E. Hamburger, and C. D. Lumpkin, 2014. Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements. Version 1.0. Atlanta, Ga.: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, and U.S. Department of Education.

Greenberg, M. T., and C. A. Kusche. 1993. Promoting Social and Emotional Development in Deaf Children. Final report to the National Institute of Mental Health (Grant No. R01MH42131).

Hinduja, S. 2021. "Cyberbullying in 2021 by Age, Gender, Sexual Orientation, and Race." Cyber Bullying Research Center. October 21, 2021.

Kuehn, K. S., A. Wagner, and J. Velloza. 2019. "Estimating the Magnitude of the Relation between Bullying, E-Bullying, and Suicidal Behaviors among United States Youth." Crisis 40, no. 3 (May): 157–65. DOI.org/10.1027/0227-5910/a000544.

National Center for Educational Statistics. 2019. "Student Reports of Bullying: Results from the 2017 School Crime Supplement to the National Crime Victimization Survey." U.S. Department of Education Web Tables (July).

Swansea University. 2018. "Young Victims of Cyberbullying Twice as Likely to Attempt Suicide and Self-Harm, Study Finds." ScienceDaily (April 19). Accessed March 10, 2022.

US Digital Literacy. n.d. Accessed March 21, 2022.


Children's Books Related to Bullying

Below are a few websites that identify and describe books about bullying that have been recommended by teachers, youth organizations, and youth.

Brightly, "7 of the Best Books About Bullying, According to Kids"

A Mighty Girl, "The End of Bullying Begins with Me: 20 Bullying Prevention Books for Young Children"

(Video) Jake's Story: Being Bullied | BBC Teach

We Are Teachers, "23 Must-Read Anti-Bullying Books for Kids"

Other Resources

Scotland's anti-bullying service, respectme works with all adults involved in the lives of children and young people. The site provides practical skills and confidence to deal with children who are bullied and those who bully others.

Federal government website managed by the U.S. Department of Health and Human Services. It provides information from various government agencies on bullying and how to prevent it or effectively address it.


What is an anti bullying intervention? ›

Bullying behavior interventions may include teaching social skills such as friendship, empathy, and anger management in one-on-one settings, not in a group setting. Discipline should be addressed in private. Interventions focus on identifying the expected behaviors.

Which makes an anti bullying program effective? ›

In designing effective anti-bullying programs, schools need to avoid the kind of negative message that students are likely to tune out. This means using more positively focused motivational messages that are aimed at encouraging students to stand up for themselves.

How can an Upstander be effective? ›

How to be an Upstander
  1. 1) Be a mate to the person being bullied. Let the person being bullied know that you're there for them. ...
  2. 2) Shift the focus away from the bullying situation. ...
  3. 3) Call the person out on their bullying behaviour. ...
  4. 4) Leave the situation, and then act. ...
  5. 5) Ask for help.

What is the general objective or overall purpose of the study about bullying? ›

The primary purpose of a student bullying survey is to identify and quantify a number of factors–rates of bullying, student and staff attitudes towards bullying, different types of bullying occurring, and more—in order to address them.

How do you implement an anti bullying policy? ›

Step 1: Establish and train the Bullying Prevention Program team (committee) and develop the program time line. Step 2: Provide bullying prevention awareness training for school personnel and volunteers. Step 3: Provide a bullying prevention awareness assembly for all students.

Which type of prevention activity is an anti bullying in schools campaign? ›

Team building may be a strategy to employ in the classroom to prevent bullying. Not only would it help to foster relationships among the students, but it may also encourage students to look out for one another when outside of the classroom.

Are schools effective in stopping bullying? ›

Specifically, it was found that school-based anti-bullying programs were effective overall in reducing school-bullying perpetration by approximately 19%–20% and school-bullying victimization by approximately 15%–16%.

How do you start a campaign against bullying? ›

Advertise at the local schools and businesses, and see if you can hold a meeting or event for your campaign. If you're trying to collect money for bullying services, then talk to local restaurants that will give you a percentage of sales for the night to go towards your cause.

Why is anti bullying important? ›

One of the goals of every educator, parent, and student is to prevent bullying from happening. Anti-bullying laws are one prevention strategy that can change social norms. When researchers in the United States began studying bullying in the early 1990s, there were only a few anti-bullying laws and policies.

What are 10 ways to be an Upstander? ›

10 Ways To Be An Upstander
  1. Learn more about mean, cruel, and bullying behavior. ...
  2. Help others who are being bullied. ...
  3. Stop untrue or harmful messages from spreading online or in person. ...
  4. Get friends involved. ...
  5. Make friends outside of your circle.

What is an example of an Upstander? ›

Take action by getting others to stand up with them to the bully. Example: Jay is frustrated with one of the kids in his class, Greg, who likes to pick on some of the unpopular kids. Greg's actions are subtle, but he gets other kids to laugh at his behavior, which almost always is making fun of someone else.

What is Upstander training? ›

Engage with a community of upstanders

The program aims to prepare educators to create more inclusive curricula and schools and to counter bias by promoting understanding, restoration, and the repairing of broken relationships.

What is the scope of the study about bullying? ›

Various studies have also found that 80% of bullying in schools is never reported. Those who bully, those who are targeted, and those who witness bullying, are all susceptible to long-term, social and emotional problems. Researchers frequently discover a correlation between being bullied and depression and suicide.

What is the best title for research about bullying? ›

🏆 Top 10 Bullying Topics for Research Papers
  • Direct and indirect bullying: compare & contrast.
  • The causes of bullying.
  • Classroom bullying and its effects.
  • Social isolation as a form of bullying.
  • Bullying and academic performance.
  • Passive and active victims of bullying: compare and contrast.
2 Sept 2022

What type of research design is bullying? ›

Bullying research has traditionally been dominated by largescale cohort studies focusing on the personality traits of bullies and victims. These studies focus on bullying prevalence, risk and protective factors, and negative outcomes.

Why do schools have an anti bullying policy? ›

Why does a school need an anti-bullying policy? Bullying can have an impact on a child's ability to learn effectively and on their mental health. All education providers should provide a secure and happy environment free from threat, harassment, and any type of bullying behaviour.

Are bullying laws effective? ›

However well-intentioned, laws that criminalize bullying and cyberbullying aren't an effective solution, says Nicholas Carlisle, the founder of No Bully, a leading anti-bullying advocacy group.

Is Anti-Bullying Act a law? ›

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

What is the most researched and best known bullying prevention program available today? ›

What Is the Olweus Bullying Prevention Program? As stated earlier, the Olweus Bullying Prevention Program (OBPP) is the most researched and best-known bullying prevention program available today.

What programs does the school implemented in order to solve the violence issue? ›

Adopt laws prohibiting corporal punishment and other forms of violence. Develop codes of conduct and other safeguarding measures in schools. Set up confidential and safe reporting mechanisms in schools. Establish a referral mechanism for response services, and monitor and collect data on violence in schools.

Is today stop bullying day? ›

National Stop Bullying Day – October 12, 2022.

How can school harassment be prevented? ›

Guidelines for Administrators
  1. Make the elimination of sexual harassment a top priority. Empower teachers to take a stand against inappropriate name-calling and sexual comments. ...
  2. Educate students about sexual harassment. ...
  3. Get parents involved. ...
  4. Teach students how to deal with harassment.

How effective are school-bullying intervention programs a meta analysis of intervention research? ›

The meta-analysis included 100 evaluations of school bullying intervention programs and 103 independent effect sizes. The results suggest that anti-bullying programs effectively reduce school-bullying perpetration by approximately 19 – 20%.

Why should we be aware of the Anti Bullying Act of 2013? ›

10627 or also known as the Anti Bullying Act of 2013 addresses this concern among parents, teachers and even students who are considered victims of bullying. The anti-bullying act ensures that these cases will no longer fall on deaf ears.

Who Started stop bullying? ›

Anti-Bullying Day
2022 dateFebruary 23 (Canada)
First time2007
Started byDavid Shepherd and Travis Price
2 more rows

How can discussions projects campaigns and events support victims of cyberbullying? ›

Discussion, projects, campaigns, and events provide a supportive platform to the victims of human rights violations against cyber bullying not by spreading awareness and letting people know about it but also by providing them with a platform to report their grievances and get the support of the common mass for their ...

When did anti-bullying campaigns start? ›

History. All fifty states in the United States have passed school anti-bullying legislation, the first being Georgia in 1999. Montana became the most recent, and last, state to adopt anti-bullying legislation in April 2015.

What is the anti bullying color? ›

Unity Day, on October 10, is a time when people across the country wear orange as a show of support for students who have been bullied.

What are the aims of awareness campaign of cyberbullying? ›

Victims of Cyberbullying need to know that they are not alone. Research has shown that friend to friend support is one of the most successful ways of preventing and addressing Cyberbullying. Our online campaign is aimed at teaching children when they see bullying get out of line, not to be afraid to intervene.

What do you think is the psychological effect of cyberbullying? ›

The effects of cyberbullying also include mental health issues, increased stress and anxiety, depression, acting out violently, and low self-esteem. Cyberbullying can also result in long-lasting emotional effects, even if the bullying has stopped.

Why is it important to be an Upstander? ›

Choosing to become an upstander can help to stop the bullying, can help to support the person being bullied and can also limit the traumatic effect that witnessing bullying can have. Youth who are bullied often feel alone and ashamed especially when there are others around who witness the event.

What is another word for Upstander? ›

What is another word for upstander?

What is an example of bystander effect? ›

For example, when other people act calmly in the presence of a potential emergency because they are unsure of what the event means, bystanders may not interpret the situation as an emergency and thus act as if nothing is wrong.

Who is a modern day Upstander? ›

Modern Upstanders

Standing up for refugees on field missions, helping survivors of conflict and natural disaster like Haiti victims, and creating a charity dedicated to ridding the world of rural poverty, Angelina Jolie has become one of the most prominent upstanders of today.

Who is a famous Upstander? ›

Historic figures of Martin Luther King Jr., Nelson Mandela, Dietrich Bonhoeffer, and Mahatma Ghandi made their mark on history through acting as upstanders motivated by love of others.

What bystander means? ›

: one who is present but not taking part in a situation or event : a chance spectator innocent bystanders who were injured in the shooting. Synonyms More Example Sentences Learn More About bystander.

What is bystander intervention training? ›

Bystander intervention is built on the idea that we all play a role in creating safe public spaces for each other when we see our neighbors and community members facing bias, discrimination, or harassment.

What is Upstander intervention? ›

An upstander is someone who witnesses a behavior that could lead to something high risk or harmful, and makes the choice to intervene to make things better.

How can we be upstanders instead of bystanders? ›

Becoming an Upstander looks like this:
  1. Taking action by telling the bully to stop.
  2. Taking action by getting others to stand up to the bully with them.
  3. Taking action by helping the victim.
  4. Taking action by shifting the focus and redirecting the bully away from the victim.
  5. Taking action by telling an adult who can help.

What is the scope and limitation of the study? ›

Scope broadly refers to the extent to which you plan to study/research your topic. This is done mainly to keep your research practical and feasible. Delimitations is a closely related term. It refers to the conditions or restrictions (so to speak) the researcher places upon the study.

What is the definition of terms of cyberbullying? ›

Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

What are the 5 most important things you will need to research about your topic? ›

5 Steps for How to Research
  • Step 1: Pick a Topic.
  • Step 2: Are There Enough Sources?
  • Step 3: Validation: Find the Best Sources.
  • Step 4: Make Notes.
  • Step 5: Organize Your Information.
19 Jun 2020

Why did you choose this topic best answer? ›

It Interests you

The most widely acceptable and popular answer to the question is to say that you chose the topic because it interests you the most.

What are examples of research titles? ›

Sample Research Topics
  • Brain Injury: Prevention and Treatment of Chronic Brain Injury.
  • Data Analytics: Translational Data Analytics and Decision Science.
  • Foods for Health: Personalized Food and Nutritional Metabolic Profiling to Improve Health.
  • Food Security: Resilient, Sustainable and Global Food Security for Health.

What is the methodology of cyberbullying? ›

There are many different ways in which cyberbullies reach their victims, including instant messaging over the Internet, social networking web sites, text messaging and phone calls to cell phones. There are different forms of cyberbullying including, but not limited to, harassment, impersonation, and cyberstalking.

What is the example of research instrument? ›

A research instrument can include interviews, tests, surveys, or checklists.

What is the example of research methodology? ›

Research Methodology Example
Primary researchResearchers themselves gather data that is specific to their study and is more reliable since it is first-hand information. Secondary researchA researcher decides to study the Covid variant that has very few cases in the country
15 more rows
17 Dec 2021

Why do schools have an anti-bullying policy? ›

Why does a school need an anti-bullying policy? Bullying can have an impact on a child's ability to learn effectively and on their mental health. All education providers should provide a secure and happy environment free from threat, harassment, and any type of bullying behaviour.

What is Anti-Bullying Act of 2013? ›

Republic Act No. 10627 or the "Anti-Bullying Act of 2013" is a relatively new law which seeks to address hostile environment at school that disrupts the education process which, in turn, is not conducive to the total development of a child at school.

What is David's law in Texas? ›

Among other things, David's Law requires each public-school district to include cyberbullying in their district policies and to adopt and implement districtwide policies and procedures that will: prohibit bullying of a student. prohibit retaliation against anyone who provides information about a bullying incident.

What is odd sock day? ›

Odd Socks Day marks the start of Anti-Bullying Week. In 2022 it will take place on Monday 14th November. We have everything you need to celebrate what makes us all unique and spread kindness! Odd Socks Day 2022 is supported by cBeebies presenter and ABA patron Andy Day and his band 'Andy and the Odd Socks'.

Are schools effective in stopping bullying? ›

Specifically, it was found that school-based anti-bullying programs were effective overall in reducing school-bullying perpetration by approximately 19%–20% and school-bullying victimization by approximately 15%–16%.

What are the 5 policies in school? ›

10 Essential Policies for Your Student Handbook
  • of 10. Attendance Policy. Attendance does matter. ...
  • of 10. Bullying Policy. ...
  • of 10. Cell Phone Policy. ...
  • of 10. Dress Code Policy. ...
  • of 10. Fighting Policy. ...
  • of 10. Respect Policy. ...
  • of 10. Student Code of Conduct. ...
  • of 10. Student Discipline.
3 Jul 2019

What is a school behaviour policy? ›

Every school must have a written discipline/behaviour policy which outlines the behaviour which it expects from registered pupils and the sanctions which it will impose for breaches in discipline. Sanctions are an integral part of a school's policy in order to uphold the school's rules and procedures.

How do you start an anti bullying campaign? ›

Advertise at the local schools and businesses, and see if you can hold a meeting or event for your campaign. If you're trying to collect money for bullying services, then talk to local restaurants that will give you a percentage of sales for the night to go towards your cause.

Is Anti-Bullying Act a law? ›

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

What is Anti-Bullying Act of 2015? ›

The law aims to protect children enrolled in kindergarten, elementary, and secondary schools, and learning centers (collectively, “Schools”) from being bullied. It requires schools to adopt policies to address the existence of bullying in their respective institutions.

What is legally considered harassment in Texas? ›

What Qualifies as Harassment in TX? Texas law defines harassment as “an act meant to annoy, torment, embarrass, abuse, alarm, or harass another person”. The act of harassment must be a behavior to meet the elements of this crime under Texas law.

Can you sue a charter school in Texas? ›

Every lawsuit, she argued, succeeds on its individual merits. But would-be litigators have at least some options for suing a traditional public school that they can't use to sue charter schools. McMillion said the Texas Supreme Court has made it impossible to sue charter schools using the most common legal avenues.

Does David's law have specific protective rights? ›

Protection After David's Law

Under David's Law, a school can comfortably report bullying of any kind to the police without worrying about the backlash they might receive. This is because David's Law offers strong protection from civil and criminal liability.

Why do we wear pink on anti bullying day? ›

Origins of Pink Shirt Day

Pink Shirt Day began in Canada in 2007 when two students took a stand against homophobic bullying after a new Year 10 student was harassed and threatened for wearing pink. These students bought dozens of pink shirts and distributed them to their classmates to wear the next day.

Why are there two different socks? ›

The wearing of two different socks symbolizes acceptance towards people with Trisomy 21. This collection is a homage to the worldwide movement of wearing #mismatchedsocks and also directed against the stigmatisation of otherness, which often affects people with Down Syndrome.

Why do I wear odd socks? ›

Advice on dealing with bullying

People are being encouraged to wear their favourite odd socks (yes, this means picking out a pair that don't match!). It's to symbolise that we are all different and that children should be themselves, accepting of one another and celebrate difference.


1. BEST Anti-BULLYING Video for Students
(Jeremy Anderson)
2. The impact of bullying
3. Bullying in Schools: Classroom Lesson
(Teachings in Education)
4. Character Education Bullying and Drug-Free Assembly
(Patty Juranek)
5. How To Stop Someone From Bullying You
(3 Key Elements)
6. Bullying and Harassment of Students with Disabilities: What Parents and Educators Need to Know
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