introduction for speech about bullying

Speech Repository

6 Short Speeches about Bullying

Bullying has become a pressing issue in schools, workplaces, and online spaces. It affects people of all ages, leaving lasting scars on victims and perpetrators alike. As we grapple with this pervasive problem, the power of words becomes increasingly important in raising awareness and inspiring change.

These six speeches offer different perspectives on bullying, from personal stories to calls for action. Each one aims to touch hearts, change minds, and motivate listeners to stand up against this harmful behavior. Read on to discover how these speeches can help create a kinder, more compassionate world.

Short Speeches about Bullying

Here are six impactful speeches addressing the issue of bullying from various angles:

1. The Silent Victim’s Voice

Today, I stand before you as a voice for those who have been silenced by bullying. For years, I was that silent victim, enduring taunts, exclusion, and physical abuse. Each day felt like a battle, with school becoming a place of dread rather than learning.

But silence is what bullies count on. They thrive when we stay quiet, when we don’t speak up for ourselves or others. That’s why I’m breaking my silence now. To every person who has ever felt alone, scared, or worthless because of a bully, I say this: You are not alone. Your pain is real, and your voice matters.

Bullying isn’t just “kids being kids” or “part of growing up.” It’s a serious issue that can have long-lasting effects on mental health, self-esteem, and future relationships. We need to create a culture where speaking up against bullying is the norm, not the exception.

To those who have witnessed bullying and stayed silent, I challenge you to find your voice. A simple “Stop” or “That’s not okay” can make a world of difference. To school administrators and teachers, I urge you to take every report of bullying seriously. Create safe spaces for students to share their experiences without fear of retaliation.

And to the bullies themselves, I say this: Your actions have consequences. The pain you inflict doesn’t make you strong; it reveals your own insecurities and struggles. There’s a better way to deal with your emotions, and it starts with kindness and empathy.

Let’s work together to create a world where no one has to suffer in silence. Where kindness and respect are the rule, not the exception. It starts with one voice, one action, one person standing up and saying, “Enough.” Let that person be you.

— END OF SPEECH —

Commentary: This speech shares a personal perspective on bullying, emphasizing the importance of speaking up. It’s suitable for school assemblies, anti-bullying campaigns, or community events focused on youth issues.

2. The Bystander’s Dilemma

Have you ever witnessed bullying and felt torn about what to do? Maybe you wanted to help but were afraid of becoming a target yourself. Or perhaps you thought it wasn’t your place to intervene. If so, you’re not alone. This is the bystander’s dilemma, and it’s a common experience when confronted with bullying.

As bystanders, we often underestimate our power to make a difference. We might think, “It’s not my problem,” or “Someone else will step in.” But here’s the truth: When bystanders remain silent, bullies interpret it as approval. Your silence, even if unintended, can embolden a bully to continue their harmful behavior.

So, what can you do? First, recognize that you have a choice. Every time you witness bullying, you can choose to be part of the problem or part of the solution. Speaking up doesn’t always mean directly confronting the bully. Sometimes, it’s as simple as refusing to laugh at mean jokes or offering support to the person being targeted.

If you feel safe doing so, you can try to distract the bully or redirect their attention. Something as simple as changing the subject or inviting the targeted person to join you elsewhere can defuse a tense situation. Remember, bullies often back down when they realize their behavior isn’t accepted by their peers.

Another powerful action is to report the bullying to a trusted adult or authority figure. Many people hesitate to do this, fearing it’s “tattling.” But reporting bullying isn’t about getting someone in trouble; it’s about keeping people safe.

To those who worry about the consequences of speaking up, remember this: Your action could be the lifeline someone desperately needs. You might not see the immediate impact, but your courage can inspire others to stand up against bullying too.

Let’s make a pact today. The next time we witness bullying, let’s choose to act. Whether it’s offering a kind word to the person being bullied, speaking up against the harmful behavior, or reporting it to someone who can help, let’s be the change we want to see.

Together, we can create a community where bullying has no place to thrive. It starts with one person, one action, one moment of courage. Will you be that person?

Commentary: This speech addresses the role of bystanders in bullying situations. It’s well-suited for school assemblies, workplace training sessions on bullying prevention, or community workshops on social responsibility.

3. Breaking the Cycle: A Former Bully’s Perspective

Looking back, I’m not proud of who I was. I was the kid everyone feared in school. The one who used his fists and cruel words to feel powerful. I was a bully, and for a long time, I didn’t understand the damage I was causing.

My journey from bully to advocate for kindness wasn’t easy. It started with a moment of clarity when I saw genuine fear in the eyes of someone I had targeted. That fear shook me to my core and forced me to confront the harsh reality of my actions.

As I began to reflect on my behavior, I realized that my bullying was a mask for my own insecurities and pain. I came from a home where aggression was the norm, and I carried that toxic behavior into my relationships at school. But understanding the root of my actions didn’t excuse them. I had to take responsibility for the hurt I had caused.

The hardest part was facing those I had bullied. Apologizing, not for forgiveness, but to acknowledge their pain and my wrongdoing. Some accepted my apology, others didn’t, and I had to respect that. The process taught me valuable lessons about empathy, accountability, and the long-lasting impact of our actions on others.

To those currently engaged in bullying, I want you to know that there’s a better way. The temporary power you feel from putting others down is nothing compared to the strength you gain from lifting others up. It’s not easy to change, but it’s worth it. Seek help, talk to a counselor, find positive ways to channel your emotions.

To those who have been bullied, your pain is valid, and you deserve support. Don’t let the words or actions of bullies define your worth. You are stronger than you know, and there are people ready to stand by you.

And to everyone, remember that people can change. While we should hold bullies accountable for their actions, we must also create spaces for redemption and growth. Education, empathy, and support are key to breaking the cycle of bullying.

Let’s work together to create environments where bullying is unacceptable, where kindness is celebrated, and where everyone feels safe to be themselves. It’s a journey, but one we must take for a better, more compassionate world.

Commentary: This speech offers a unique perspective from a former bully, emphasizing personal growth and the possibility of change. It’s appropriate for anti-bullying conferences, rehabilitation programs, or educational seminars on behavioral change.

4. Cyberbullying: The Digital Battleground

In today’s digital age, bullying has found a new frontier: the internet. Cyberbullying has become a pervasive issue, affecting people of all ages but particularly our youth. Unlike traditional bullying, which often ends when the school bell rings, cyberbullying can follow its victims 24/7, invading the safety of their homes through screens and devices.

The anonymity provided by the internet often emboldens cyberbullies, leading to more severe and persistent attacks. A cruel comment, an embarrassing photo, or a harmful rumor can spread like wildfire online, causing immense emotional distress to the victim. The permanence of digital content means that these hurtful actions can have long-lasting consequences, affecting a person’s mental health, academic performance, and even future job prospects.

But here’s the thing: We’re not powerless against cyberbullying. We can take steps to protect ourselves and others in the digital space. First and foremost, it’s crucial to understand that cyberbullying is just as serious as face-to-face bullying. If you wouldn’t say something to someone’s face, don’t say it online.

For those experiencing cyberbullying, remember that you don’t have to face it alone. Document the bullying by taking screenshots or saving messages. Block the bully on social media platforms and report their behavior to the platform administrators. Most importantly, talk to someone you trust about what’s happening. Whether it’s a parent, teacher, or counselor, there are people ready to support you.

Parents and educators play a vital role in combating cyberbullying. Open communication about online activities, setting clear guidelines for internet use, and teaching digital citizenship are essential steps. Encourage children to think critically about their online interactions and to treat others with respect in the digital world.

To bystanders who witness cyberbullying, your actions can make a significant difference. Don’t participate in sharing or liking harmful content. Instead, reach out to the person being targeted and offer support. Report the bullying to the platform and to trusted adults who can intervene.

As a society, we need to foster a culture of digital empathy and responsibility. Let’s use the power of technology to spread kindness, not hate. Challenge negative online behavior when you see it. Share positive content that uplifts and encourages others.

Remember, the internet is a tool that reflects our actions. By choosing to be kind, respectful, and supportive online, we can create a digital world that’s safe and welcoming for everyone. Let’s make our online spaces places of connection, learning, and growth, free from the shadow of cyberbullying.

Commentary: This speech focuses on the issue of cyberbullying and offers practical advice for dealing with it. It’s ideal for digital citizenship workshops, parent-teacher meetings, or tech company initiatives on online safety.

5. Building a Bully-Free Workplace

Bullying isn’t just a problem in schools; it’s an issue that affects many workplaces, creating toxic environments that stifle productivity, creativity, and employee well-being. As professionals, we have a responsibility to foster a workplace culture that has zero tolerance for bullying behavior.

Workplace bullying can take many forms: verbal abuse, intimidation, sabotage of work, exclusion from team activities, or spreading malicious rumors. These actions not only harm the targeted individual but also poison the entire work atmosphere, leading to increased stress, decreased morale, and higher turnover rates.

The first step in combating workplace bullying is recognition. We need to educate ourselves and our colleagues about what constitutes bullying behavior. It’s not just about physical intimidation; subtle forms of emotional manipulation and power plays can be just as damaging.

For those experiencing workplace bullying, it’s crucial to know your rights. Document instances of bullying, including dates, times, and any witnesses. Familiarize yourself with your company’s policies on workplace conduct and harassment. Don’t hesitate to reach out to HR or a trusted supervisor for support.

Leaders and managers have a particular responsibility in preventing workplace bullying. Set clear expectations for professional behavior and enforce them consistently. Create channels for employees to report bullying safely and without fear of retaliation. Take all complaints seriously and address them promptly and fairly.

For bystanders, your role is crucial. If you witness bullying, speak up. Support your colleagues who may be targets of bullying. Sometimes, a simple “That’s not okay” can be powerful in stopping bullying behavior. Encourage a culture of respect and professionalism among your peers.

Companies should implement comprehensive anti-bullying policies and provide regular training on respectful workplace behavior. This isn’t just about compliance; it’s about creating a positive work environment where everyone feels valued and can perform at their best.

Remember, a bully-free workplace isn’t just nicer to work in; it’s more productive and innovative. When employees feel safe and respected, they’re more likely to contribute their best ideas, collaborate effectively, and stay committed to their jobs.

Let’s commit to making our workplaces bully-free zones. By fostering an environment of mutual respect, open communication, and professional behavior, we can create workplaces where everyone can thrive. It starts with each one of us choosing kindness, professionalism, and respect in our daily interactions.

Together, we can build work environments that bring out the best in everyone, free from the destructive influence of bullying. Let’s make our workplaces models of respect, collaboration, and positive human interaction.

Commentary: This speech addresses the issue of workplace bullying and provides strategies for creating a positive work environment. It’s suitable for corporate training sessions, HR seminars, or professional development workshops.

6. Empowering Communities to Stop Bullying

Bullying is not just an individual problem; it’s a community issue that requires a collective response. When we talk about stopping bullying, we often focus on schools or workplaces. But true change happens when entire communities come together to create a culture of kindness and respect.

Think about it: bullying doesn’t exist in a vacuum. It’s often a reflection of larger societal issues like discrimination, inequality, and a lack of empathy. To truly address bullying, we need to look at the bigger picture and work together to create environments where bullying simply can’t thrive.

So, how do we empower our communities to stop bullying? It starts with awareness. We need to have open, honest conversations about bullying in all its forms. This means discussing not just physical bullying, but also verbal, emotional, and cyberbullying. We need to acknowledge that bullying affects people of all ages, from children to adults.

Education is key. Let’s bring anti-bullying programs into our schools, community centers, and workplaces. These programs should focus not just on identifying and reporting bullying, but also on developing empathy, conflict resolution skills, and digital citizenship.

We need to create safe spaces where people can share their experiences with bullying without fear of judgment or retaliation. Support groups, both in-person and online, can provide valuable resources and a sense of community for those affected by bullying.

Community leaders, including local government officials, religious leaders, and business owners, have a crucial role to play. They can help implement policies that promote inclusivity and respect. They can also lead by example, showing zero tolerance for bullying behavior in their own interactions.

Parents and caregivers, you’re on the front lines. Talk to your children about bullying. Teach them to be upstanders, not bystanders. Model kindness and respect in your own relationships. Create home environments where children feel safe to share their experiences and concerns.

For those who have been bullied, your community is here for you. Reach out for support. Your experiences and insights are valuable in helping us understand and address this issue. Consider becoming a mentor or advocate, using your experiences to help others.

To those who have bullied others, there’s a place for you in this movement too. We need your perspectives to understand the root causes of bullying behavior. With support and guidance, you can become powerful advocates for change.

Let’s harness the power of social media and technology to spread positivity and support. Create online communities that celebrate diversity and kindness. Use these platforms to share resources, success stories, and messages of hope.

Remember, every small action counts. A kind word to a stranger, standing up for someone who’s being mistreated, or simply choosing not to participate in gossip or negative talk all contribute to a bully-free community.

Together, we can create communities where everyone feels safe, valued, and respected. Where kindness is the norm, not the exception. Where bullying has no place to take root. It’s not an easy task, but it’s one worth pursuing. Because when we stand united against bullying, we create a better world for all of us.

Let’s make our community a shining example of what’s possible when people come together with compassion, courage, and commitment. The power to stop bullying lies within each of us, and together, we are unstoppable.

Commentary: This comprehensive speech takes a community-wide approach to addressing bullying. It’s appropriate for town hall meetings, community leadership conferences, or large-scale anti-bullying initiatives.

Wrap-up: Speeches about Bullying

These six speeches offer diverse perspectives on bullying, from personal experiences to community-wide solutions. Each one serves as a powerful tool in the fight against this pervasive issue. Whether you’re a student, educator, parent, or community leader, these speeches provide valuable insights and actionable strategies to combat bullying in all its forms.

Remember, the power of words extends beyond these speeches. Every day, we have the opportunity to use our voices to stand up against bullying, support those affected by it, and create environments where kindness and respect flourish. Let these speeches inspire you to take action in your own life and community.

Speech about Bullying

Speech generator.

Ladies and gentlemen, distinguished guests, and fellow advocates for change,

Today, I stand before you to address an issue that has long plagued our schools, workplaces, and online spaces — bullying. This pervasive problem transcends age, gender, and geography, leaving a trail of emotional, psychological, and sometimes physical scars on its victims. It is a call to action for all of us, a plea to stand up, speak out, and put an end to bullying in all its forms.

Bullying is not just a childhood rite of passage or a harmless phase of growing up. It is a serious issue that can dramatically affect the mental health, self-esteem, and overall well-being of individuals. It can lead to anxiety, depression, and, in extreme cases, self-harm and suicide. The effects of bullying extend beyond the victims, impacting witnesses and even the bullies themselves, creating a cycle of aggression and suffering that can last a lifetime.

We often hear about physical bullying, but let us not overlook the silent yet equally destructive forms of bullying: verbal, emotional, and increasingly, cyberbullying. In this digital age, bullies have found new platforms to harass and intimidate, hiding behind screens, causing untold damage to those who feel they have nowhere to hide.

What can we do to combat this issue? The answer lies not in silence, but in our collective voices and actions. Education and awareness are our most powerful tools. We must educate ourselves, our children, and our communities about the impact of bullying. We must foster environments where empathy and kindness are valued above all, where diversity is celebrated, and differences are embraced.

As individuals, we have the power to make a difference. If you see bullying, speak out. If you know someone who is being bullied, reach out. Be that friend, that mentor, that confidant who can make a world of difference. Encourage victims to speak up and assure them that they are not alone. Your support can be the beacon of hope they desperately need.

To the victims of bullying, I say this: Your worth is not defined by the words or actions of bullies. You are strong, you are valuable, and you have the right to stand tall without fear. Do not let the darkness of bullying dim the light within you. Reach out, seek help, and know that there is a community ready to stand by your side.

Let us also address the bullies. Often, bullying behavior is a manifestation of deeper issues. If you find yourself hurting others, I urge you to seek help and reflect on the impact of your actions. There is a path to change, and it starts with understanding and empathy.

In conclusion, it is time for all of us to take a stand against bullying. Let’s create a culture of respect, kindness, and understanding. Let’s empower those who have been silenced by fear, and let’s work together to make our communities safer for everyone. Today, I challenge each of you to be an agent of change. Together, we can turn the tide against bullying and pave the way for a future where everyone can live free from fear.

Text prompt

Instructive
Professional

Generate a speech on the importance of teamwork in school projects

Create a speech encouraging students to participate in extracurricular activities.

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

Hrideep barot.

Speech Writing

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

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

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

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

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

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

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

Tips For Delivering A Speech On Bullying

the need to develop strategies to stop bullying

1. Keep The Occasion & Audience In Mind

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

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

2. Make It A Perfomance, Not Just A Speech

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

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

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

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

3. Tell Stories

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

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

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

4. Use Props

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

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

5. Change Your Speech Pattern

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

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

6. Show Videos

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

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

7. Have A Dynamic Opening & End

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

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

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

5 Ways To Open Your Speech on Bullying

1. Make Them Imagine

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

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

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

2. Ask Them A Rhethorical Question

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

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

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

3. Tell A Personal Story

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

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

Now would be the time to include them.

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

4. Make A Bold Statement

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

So, start off your speech with a bold statement.

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

5. Use Facts & Statistics

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

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

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

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

Sample Speech On Bullying

Bullying: It’s More Than Getting Punched

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

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

Enroll in our transformative 1:1 Coaching Program

Schedule a call with our expert communication coach to know if this program would be the right fit for you

Go From Passive to Assertive with These 6 Top Tips

Feeling Nervous? Congratulations, You Care

How to Brag Like a Pro as a Speaker

[email protected]
+91 98203 57888

Get our latest tips and tricks in your inbox always

Speech On Bullying [1-2 Minutes]

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

Speech On Bullying For Students

Hello and good morning to all,

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

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

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

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

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

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

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

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

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

Other Speeches

Importance Of Time Management Speech [1,2,3 Minutes]
Speech On Ethics And Etiquette [1,2,3 Minutes]
Speech About Mahatma Gandhi Jayanti 2023
1 Minute Speech On Health Is Wealth
2 Minute Speech On Child Labour
1 Minute Speech On Child Labour
Speech On Nature [ 1-2 minutes ]
2 Minute Speech on Importance Of Education
1 Minute Speech on Pollution
2 Minute Speech on Population Explosion

Lesson Plans

General Archive
Health & Safety
Interdisciplinary
Language Arts
PE & Sports
Social Science
Special Ed & Guidance
Special Themes
Top LP Features
Article Archive
User Submitted LPs
Box Cars Math Games
Every Day Edits
Five Minute Fillers
Holiday Lessons
News for Kids
ShowBiz Science
Student Engagers
Work Sheet Library
More LP Features
Calculator Lessons
Coloring Calendars
Friday Fun Lessons
Math Machine
Month of Fun
Reading Machine
Tech Lessons
Writing Bug
All Work Sheets
Critical Thinking Work Sheets
Animals A to Z
Backpacktivities
EveryDay Edits
Hunt the Fact Monster
It All Adds Up Math Puzzles
Make Your Own Work Sheets
Math Cross Puzzles
Mystery State
Math Practice 4 You
Phonics Word Search Puzzles
Readers Theater Scripts
Sudoku Puzzles
Vocabulous!
Back to School
Back to School Archive
Icebreaker Activities
Preparing for the First Day
Ideas for All Year
The Homework Dilemma
First Year Teachers
Don't Forget the Substitute
More Great Ideas for the New School Year
Early Childhood
Best Books for Educators
Assessments
Award Certificates
Bulletin Board Resources
Classroom Organizers
Graphic Organizers
Newsletters
Parent Teacher Communications
More Templates

Search form

public speaking lesson: the impact of bullying.

Subjects

-Language Arts --English ---Speaking and Listening

-Physical Education and Health --Health

Grade

Brief Description

Students gain public speaking and presentation skills as they educate peers about the important topic of bullying.

Objectives

Learn about good public speaking, presentation and audience engagement practices.
Reflect upon statistics and personal stories related to bullying.
Using a structured outline, prepare a presentation on bullying.
Deliver to classmates a presentation on bullying, incorporating visuals and audience participation.

Keywords

Bullying, prevention, public speaking, speech, persuasive, informative, presentation

Materials Needed

(If desired) Computers with Internet access and printers
(If students do not have computer access) For each student, a copy of one or more planning templates from Outlining a Speech
(If students do not have computer access) For each student, a copy of one or more Personal Bullying Stories
Infographic on school bullying and a method of displaying it for the class
Student options for displaying visuals (PowerPoint, LCD projector, whiteboard and markers, flipchart and markers, etc.) to accompany their presentations
3 x 5 notecards, paper and pencils/pens

Lesson Plan

Let students know they will be asked to develop, outline and then deliver a presentation that informs and persuades the audience to think and/or act differently about the issue of bullying.

IMPORTANT NOTE: Introducing the topic of bullying in class can prompt student disclosures of having personally experienced, perpetrated or witnessed bullying. Teachers should ensure the following before students begin developing their presentations.

Gain administrator support. Have a plan in place in case students express concerns about how the school currently handles bullying incidents.
Prepare to manage self-disclosure. Remind students that for the purpose of confidentiality, it is better not to refer to incidents that either they or other students have experienced. Let students know they can speak to you after class if they have specific concerns about themselves or someone else.
Know how to make student counseling referrals if needed.
Ensure that your school has a clear method for reporting bullying incidents, as you will want to remind students of this procedure.

Once you have discussed the issue of bullying reporting and disclosures, talk about best practices for public presentations when the goals are to inform and persuade an audience. Spend some time going over each of the following six components of an effective public presentation:

Plan ahead. Explain the benefits of using a structured outline to ensure logical flow and good organization. See Outlining a Speech for resources (more on this below).
Gather compelling facts and statistics. Statistics should be recent and from a reliable source. The numbers should provoke an emotional reaction. Infographics (more on these below) offer an efficient, reliable and easy-to-understand source of information for student presentations.
Incorporate a human element. Use stories, quotes and examples to bring the facts to life. (Caution students against sharing their own stories or those of other students at the school.) Stories can be found at Personal Bullying Stories ; scroll down to read “A Fine Line Between Autism and Bullying,” “The Skinny Girl” and “Daydreams and Nightmares” (this last one is under "older entries"). Limit Internet viewing to this page, or print these stories out ahead of time for students, since having kids surf the Web for sensitive topics can sometimes turn up inappropriate material.
Use good public speaking practices . Avoid verbal tics ("um," "like," etc.); use confident body language and good eye contact; vary pace, pitch and volume; and use effective pauses. If desired, review some examples of good public speaking practices in action. The election-night speech of Barack Obama is one example. Have students take notes as they listen to the speech, noting where and how Obama uses these good practices. For another fun activity, have students practice reading an ordinary paragraph from a textbook or newspaper using Obama’s speaking style.
Facilitate audience participation. Some techniques include: --Before the presentation, ask the audience to write down anything that stands out to them during the presentation. Also, ask them to record their reactions to the information. This will help stimulate post-presentation discussion. --Before the presentation, hand out questions (“What are some easy things every student can do to prevent bullying?”) or a format for comments (e.g., “Compared to before the presentation, now I ____________ instead.”) to several audience members. Keep a list of card-holders’ names on a notecard and make sure to call on them later in the presentation to ask a question or offer a comment. Sometimes jump-starting discussion in this way helps others to join in. --Pause when presenting statistics to ask the audience whether the numbers reflect their school (i.e., “Do you think this is true here?”) --Following the presentation, ask one or more audience members to summarize a few key points they remember. Or, ask audience members to volunteer one thing in the presentation that was surprising or memorable.
Practice delivery of the presentation . Presentations should involve more than reading from a piece of paper. Students are encouraged to write key points on notecards and practice maintaining eye contact while looking down as little as possible. It’s worth spending time practicing this skill in class (both in terms of what to write on notecards and how to speak using notecards) before students attempt to develop their own presentations.

Once students have a handle on best practices for presentations, go over the planning tool(s) from Outlining a Speech (editable outline template, checklist, etc.) that you would like them to complete. Students can use one of the editable templates and complete the assignment on a computer. Or, you can print a document for each student that s/he fills out by hand at home. Here are some of the basic elements included in the available planning tools:

Framing the presentation

Purpose statement
Central idea
Summary of main points

Developing the full presentation

Introduction (attention getter, reveal of topic, credibility statement, relevancy statement, preview of main points)
Body of presentation (main and supporting points, transitions, etc.)
Conclusion (summary statement, memorable closing statement)

Display this infographic on school bullying and explain how it represents a reliable, consolidated source of compelling facts and statistics. As a class, practice applying this content to develop a purpose statement, central idea and summary of main points. Use the following guiding questions: Based on this information, how can we best inform and persuade the audience to think and/or act differently? What do we want them to think or do?

Students may wish to access ideas about what students and schools can do to stop bullying. One good source is EducationWorld's Join the Discussion on Bullying .

Below are additional infographics on “edgy” topics that may be of interest to teens. You can use them as alternate topics if you prefer more variety in classmates’ presentations. Or, you may wish to practice developing a presentation purpose/central idea/main points using one of these topics before introducing the topic of bullying.

Multitasking and Media Addiction
Digital Natives and Mobile Learning in the Classroom
Cheating and Plagiarism in the Digital Age
Teen Drug Use (use caution and manage student self-disclosure, as you would with bullying)
Teen Pregnancy (use caution and manage student self-disclosure, as you would with bullying)

For homework, let students complete the planning tool(s) (if they are finishing an outline begun in class, they must tweak the purpose/central idea/main points so that their presentation is not identical to those of their classmates). Students should be sure to incorporate the following into the document(s): (1) facts and statistics, (2) a “human element,” (3) prompts for audience participation, and (4) identified points at which visuals will be introduced.

Once you have approved students’ document(s) and perhaps given them a chance to make revisions, they should prepare:

Notecards to guide the presentation
Visuals to support the presentation (handouts, flip-chart posters, PowerPoint slides, material written on a whiteboard, etc.). If it can be projected to a sufficient size for audience reading, students may want to display the infographic. Students must inform you in advance of their desired display methods so that you can prepare the necessary technology.

Students should then practice delivering the presentation in class or at home (to friends, family or even a mirror). Finally, have students deliver their presentations. Make this a day of celebration in class, perhaps serving refreshments. Ensure a supportive, non-judgmental classroom climate. Following each presentation, ask students to offer positive comments about the presenter. Save constructive feedback (see post-presentation assessment below) for another day.

To provide additional practice and a meaningful leadership opportunity, have students deliver their presentations to middle-school students.

Assessment

Pre-Presentation Assess students on preparation, including:

Adherence to format of presentation outline
Quality, accuracy and thoroughness of information

Post-Presentation Assess students (or have classmates anonymously rate each other) on:

Persuasiveness
Creativity
Use of visuals
Use of quotes, stories, examples and statistics
Use of body language and other best practices for public speaking
Use of audience engagement/participation practices

Submitted By

Celine Provini , EducationWorld Editor

National Standards

Language Arts English Grades K-12

NL-ENG.K-12.4 Communication Skills NL-ENG.K-12.5 Communication Strategies NL-ENG.K-12.6 Applying Knowledge NL-ENG.K-12.7 Evaluating Data

Physical Education and Health Health Grades 9-12

NPH-H.9-12.3 Reducing Health Risks NPH-H.9-12.4 Health Influences NPH-H.9-12.5 Using Communication Skills to Promote Health NPH-H.9-12.7 Health Advocacy

Common Core State Standards

English Language Arts Speaking and Listening Grades 9-10, 11-12

Comprehension and Collaboration SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Presentation of Knowledge and Ideas SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

EW Lesson Plans

EW Professional Development

Ew worksheets.

top education news, lesson ideas, teaching tips and more!

No thanks, I don't need to stay current on what works in education!

SchoolNotes.com
The Educator's Network

An investment in knowledge pays the best interest

Junk Food Tax Persuasive Essay
What Is An Essay Template?
SAT Essay Sample Topics
Rogerian Essay Example
Psychology Essay Examples University
College Common Application Essay Examples
Descriptive Writing Essay Examples

Key Messages and Talking Points

Social Media
Promote NBPM
Promote Unity Day
Influence Decision Makers
Governor’s Proclamation
Sample Press Release

Everyone can share their voice to prevent bullying. Whether you’re a student, educator, parent, or community member, here are important points to know and emphasize when you conduct an interview, speak in front of a group, lead a class discussion, or talk with peers about bullying prevention.

National Bullying Prevention Month is an opportunity to:

Encourage the nation to take action at the local level to create safe and supportive schools
Offer information and education about how everyone can prevent bullying
Provide a platform to hold school and community events
Share information about the issue through news media, social media, videos, and print publications
Speak with education and public policy leaders about their roles in bullying prevention
Promote dialogue between educators, parents, and students on their roles in addressing and preventing bullying
Invite organizations to share information about their bullying prevention resources
Inspire everyone to promote kindness, acceptance, and inclusion to help prevent bullying
Help create a world without bullying

Key Messages

National Bullying Prevention Month is a time for everyone to:

UNITE: It is important to amplify the unified message that no one deserves to be bullied and all students deserve to feel safe and supported and to inspire everyone to act with kindness, acceptance, and inclusion.
RAISE AWARENESS: Talking about bullying prevention helps build understanding. All schools, organizations, and communities are encouraged to widely share and post information about how to prevent bullying in their communities. Partners will be listed on PACER’s bullying prevention website and will have access to resources to get involved at their schools or in their community.
LEARN: It’s empowering to know what to do when you see or experience bullying. Everyone can access the free web-based resources that can be used by schools, parents, and students to better understand opportunities to prevent bullying. Educational opportunities include interactive websites, classroom toolkits, and contests.
TAKE ACTION: Actions have impact. Educators can access and share the free toolkits for student-led activities and downloadable posters and other visual displays, as well as bookmarks and other promotional items. Parents can visit PACER’s bullying prevention websites with their children. Communities can participate in Unity Day or Run, Walk, Roll Against Bullying events.

Talking Points

More than one out of every five students will be bullied this year, chances are this is happening to someone you know and care about.
Bullying is a community-wide issue that must no longer be ignored or thought of as a rite of passage.
Every child has the right to feel safe and supported. Every state has bullying prevention legislation and most schools have bullying prevention policies.
Bullying directly affects a student’s ability to learn. Students who are bullied often do not want to go to school. They may find it difficult to concentrate, show a decline in grades, and lose self-esteem, self-confidence, and self-worth.
Students who are bullied report more physical symptoms, such as headaches or stomachaches, and mental health issues, such as depression or anxiety, than other students.
A focus on preventing bullying is important, as is promoting positive actions such as kindness, acceptance, and inclusion.
Bullying can be a factor leading to school violence and self-harm.
Bullying affects witnesses as well as targets. Those who witness bullying often report feeling unsafe, helpless, and afraid that they will be the next target.
Students who bully others can also be negatively affected by the behavior with higher rates of physical and emotional health issues.
Bullying is not only devastating while it’s happening; research shows that the negative effects can last a lifetime.
Students can be especially effective in bullying intervention. It’s important for adults to encourage youth to be supportive of anyone experiencing bullying and to educate youth on how to advocate for themselves and for others.
Silence is not an acceptable response to bullying. Ignoring it won’t work. Everyone needs to be empowered with options for responding to bullying situations.
Everyone’s actions matter; we all have a role to play in bullying prevention. Our message to others is stronger when we are united by the common principle that bullying is never acceptable.

National Office:

8161 Normandale Blvd. | Minneapolis, MN 55437

Los Angeles Area Office:

80 E. Hillcrest Drive, #203 | Thousand Oaks, CA 91360

Founded in 2006, PACER’s National Bullying Prevention Center actively leads social change to prevent childhood bullying, so that all youth are safe and supported in their schools, communities, and online.

[email protected]

In The News
History and Impact
Press Releases

Visit our other sites

KidsAgainstBullying.org
TeensAgainstBullying.org

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.

Berne, S., Frisén, A., Schultze-Krumbholz, A., Scheithauer, H., Naruskov, K., Luik, P., Katzer, C., Erentaite, R., and Zukauskiene, R. (2013). Cyberbullying assessment instruments: A systematic review. Aggression and Violent Behavior, 18 (2), 320-334.

Bradshaw, C.P., Waasdorp, T.E., and Johnson, S.L. (2015). Overlapping verbal, relational, physical, and electronic forms of bullying in adolescence: Influence of school context. Journal of Clinical Child & Adolescent Psychology, 44 (3), 494-508.

Burk, F.L. (1897). Teasing and bullying. The Pedagogical Seminary, 4 (3), 336-371.

Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts, C., Samdal, O., Smith, O.R., and Barnekow, V. (2012). Social determinants of health and well-being among young people. Copenhagen, Denmark: World Health Organization Regional Office for Europe.

Eisenberg, M.E., and Aalsma, M.C. (2005). Bullying and peer victimization: Position paper of the Society for Adolescent Medicine. Journal of Adolescent Health, 36 (1), 88-91.

Espelage, D.L., and Swearer, S.M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32 (3), 365-383.

Farrington, D., and Ttofi, M. (2009). School-based programs to reduce bullying and victimization: A systematic review. Campbell Systematic Reviews, 5 (6).

Finkelhor, D., Ormrod, R.K., and Turner, H.A. (2007). Poly-victimization: A neglected component in child victimization. Child Abuse & Neglect , 31 (1), 7-26.

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

Godleski, S.A., Kamper, K.E., Ostrov, J.M., Hart, E.J., and Blakely-McClure, S.J. (2015). Peer victimization and peer rejection during early childhood. Journal of Clinical Child & Adolescent Psychology, 44 (3), 380-392.

Hamburger, M.E., Basile, K.C., and Vivolo, A.M. (2011). Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control.

Hellström, L., Persson, L., and Hagquist, C. (2015). Understanding and defining bullying—Adolescents’ own views. Archives of Public Health, 73 (4), 1-9.

Holt, M.K., Vivolo-Kantor, A.M., Polanin, J.R., Holland, K.M., DeGue, S., Matjasko, J.L., Wolfe, M., and Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135 (2), e496-e509.

Hopkins, L., Taylor, L., Bowen, E., and Wood, C. (2013). A qualitative study investigating adolescents’ understanding of aggression, bullying and violence. Children and Youth Services Review, 35 (4), 685-693.

Hymel, S., and Swearer, S.M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70 (4), 293.

Institute of Medicine. (1994). Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. Committee on Prevention of Mental Disorders. P.J. Mrazek and R.J. Haggerty, Editors. Division of Biobehavioral Sciences and Mental Disorders. Washington, DC: National Academy Press.

Institute of Medicine and National Research Council. (2011). The Science of Adolescent Risk-taking: Workshop Report . Committee on the Science of Adolescence. Washington, DC: The National Academies Press.

Institute of Medicine and National Research Council. (2012). Communications and Technology for Violence Prevention: Workshop Summary . Washington, DC: The National Academies Press.

Institute of Medicine and National Research Council. (2014a). The Evidence for Violence Prevention across the Lifespan and around the World: Workshop Summary . Washington, DC: The National Academies Press.

Institute of Medicine and National Research Council. (2014b). Strategies for Scaling Effective Family-Focused Preventive Interventions to Promote Children’s Cognitive, Affective, and Behavioral Health: Workshop Summary . Washington, DC: The National Academies Press.

Institute of Medicine and National Research Council. (2014c). Building Capacity to Reduce Bullying: Workshop Summary . Washington, DC: The National Academies Press.

Institute of Medicine and National Research Council. (2015). Investing in the Health and Well-Being of Young Adults . Washington, DC: The National Academies Press.

Kim, Y.S., and Leventhal, B. (2008). Bullying and suicide. A review. International Journal of Adolescent Medicine and Health, 20 (2), 133-154.

Koo, H. (2007). A time line of the evolution of school bullying in differing social contexts. Asia Pacific Education Review, 8 (1), 107-116.

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.

National Institute of Justice. (2015). Comprehensive School Safety Initiative. 2015. Available: http://nij.gov/topics/crime/school-crime/Pages/school-safety-initiative.aspx#about [October 2015].

National Research Council and Institute of Medicine. (2002). Community Programs to Promote Youth Development . Committee on Community-Level Programs for Youth. J. Eccles and J.A. Gootman, Editors. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

National Research Council and Institute of Medicine. (2003). Deadly Lessons: Understanding Lethal School Violence . Case Studies of School Violence Committee. M.H. Moore, C.V. Petrie, A.A. Barga, and B.L. McLaughlin, Editors. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

National Research Council and Institute of Medicine. (2009). Preventing Mental, Emotional, and Behavioral Disorders among Young People: Progress and Possibilities. Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions. M.E. O’Connell, T. Boat, and K.E. Warner, Editors. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Olweus, D. (1978). Aggression in the Schools: Bullies and Whipping Boys. Washington, DC: Hemisphere.

Olweus, D. (1993). Bullying at School. What We Know and Whal We Can Do. Oxford, UK: Blackwell.

Olweus, D. (1996). Bully/victim problems in school. Prospects, 26 (2), 331-359.

Slonje, R., and Smith, P.K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49 (2), 147-154.

Smith, P. ., and Monks, C. . (2008). Concepts of bullying: Developmental and cultural aspects. International Journal of Adolescent Medicine and Health, 20 (2), 101-112.

Sourander, A. (2010). The association of suicide and bullying in childhood to young adulthood: A review of cross-sectional and longitudinal research findings. Canadian Journal of Psychiatry, 55 (5), 282.

Sticca, F., and Perren, S. (2013). Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. Journal of Youth and Adolescence, 42 (5), 739-750.

Substance Abuse and Mental Health Services Administration. (2015). Safe Schools/Healthy Students. 2015. Available: http://www.samhsa.gov/safe-schools-healthy-students/about [November 2015].

Tanrikulu, I., and Campbell, M. (2015). Correlates of traditional bullying and cyberbullying perpetration among Australian students. Children and Youth Services Review , 55 , 138-146.

Tokunaga, R.S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26 (3), 277-287.

U.S. Department of Education. (2015). Safe and Supportive Schools . Available: http://www.ed.gov/news/press-releases/us-department-education-awards-388-million-safe-and-supportive-school-grants [October 2015].

Vaillancourt, T., Trinh, V., McDougall, P., Duku, E., Cunningham, L., Cunningham, C., Hymel, S., and Short, K. (2010). Optimizing population screening of bullying in school-aged children. Journal of School Violence, 9 (3), 233-250.

van Geel, M., Vedder, P., and Tanilon, J. (2014). Relationship between peer victimization, cyberbullying, and suicide in children and adolescents: A meta-analysis. Journal of the American Medical Association. Pediatrics, 168 (5), 435-442.

Vivolo, A.M., Holt, M.K., and Massetti, G.M. (2011). Individual and contextual factors for bullying and peer victimization: Implications for prevention. Journal of School Violence, 10 (2), 201-212.

Vlachou, M., Andreou, E., Botsoglou, K., and Didaskalou, E. (2011). Bully/victim problems among preschool children: A review of current research evidence. Educational Psychology Review, 23 (3), 329-358.

Wolke, D., and Lereya, S.T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100 (9), 879-885.

Ybarra, M.L., Espelage, D.L., and Mitchell, K.J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55 (2), 293-300.

This page intentionally left blank.

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.

READ FREE ONLINE

Welcome to OpenBook!

You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

Do you want to take a quick tour of the OpenBook's features?

Show this book's table of contents , where you can jump to any chapter by name.

...or use these buttons to go back to the previous chapter or skip to the next one.

Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

Switch between the Original Pages , where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

To search the entire text of this book, type in your search term here and press Enter .

Share a link to this book page on your preferred social network or via email.

View our suggested citation for this chapter.

Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

Get Email Updates

Do you enjoy reading reports from the Academies online for free ? Sign up for email notifications and we'll let you know about new publications in your areas of interest when they're released.

45,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

Speech Writing /

Speech on How to Tackle Bullying in Schools?

Updated on
Dec 16, 2023

Speech on How to Tackle Bullying in Schools

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

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

Table of Contents

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

10 Lines On How to Tackle Bullying in Schools

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

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

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

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

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

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

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

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

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

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

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

Also Read: Speech About Life for Students in English

2-Minute Speech on How to Tackle Bullying in Schools

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

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

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

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

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

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

Thank you.’

Also Read: How to Prepare for UPSC in 6 Months?

Popular Quotes on Anti-Bullying in School

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

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

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

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

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

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

Shiva Tyagi

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

Connect With Us

45,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2025

September 2025

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

Persuasive Essay Writing

Persuasive Essay About Bullying

Learn How To Craft a Powerful Persuasive Essay About Bullying

Published on: Jan 24, 2023

Last updated on: Jan 29, 2024

Writing a Perfect Persuasive Essay About Bullying

Bullying is a major issue that affects many children, teens, and adults in schools, workplaces, and other environments.

Writing a persuasive essay about bullying can effectively raise awareness of the problem and find solutions.

Here are a few components of a persuasive essay that you should include:

An Introduction

Start your essay with an interesting introduction that explains the concept of bullying and its effects on those involved.

Provide evidence to support your argument using facts, statistics, and personal accounts to support your claims.

Offer potential solutions to the problem of bullying. Focus on proposing effective solutions that can be implemented in schools and other environments where bullying is a common issue.

Call to Action

Conclude your essay with a call to action for both victims and bystanders of bullying. Encourage them to stop it or report it when they witness it happening.

Here Is How You Can Write a Persuasive Essay About Bullying Introduction

Writing an introduction to a persuasive essay about bullying can be challenging.

To start, it's important to understand the purpose of the introduction. It is to provide a brief overview of the topic and introduce your thesis statement.

Begin by providing a general overview of the topic of bullying.
Introduce the main point of your essay: your thesis statement.
Create a hook for your introduction to draw readers into your topic and compel them to read further.
State why this issue is important and relevant, providing evidence from authoritative sources to support your claims.
Conclude your introduction with a summary of the main points you will make in the essay.

How To Write Body Paragraphs In a Persuasive Essay About Bullying

Body paragraphs in a persuasive essay about bullying should focus on providing evidence to support the thesis statement.

This can be done through various research methods such as interviews, surveys, and personal experiences.

Paper Due? Why Suffer? That's our Job!

Here are five ways to effectively write body paragraphs for a persuasive essay about bullying:

1. Utilize vivid tone and descriptive imagery

2. Present evidence - Provide facts, figures, and other evidence to support your argument.

3. Discuss consequences: Explain how bullying hurts individuals, communities, and society.

4. Make a call to action: Ask the reader to participate in anti-bullying initiatives or speak up when they witness bullying.

5. Offer solutions: Suggest ways to prevent bullying, such as implementing more school-wide programs or teaching students.

How To Write The Conclusion In a Persuasive Essay About Bullying

The conclusion of a persuasive essay about bullying should summarize the key arguments.

It should provide a call to action for readers to take further steps in preventing or stopping bullying.

Check out this amazing video!

Lastly, it is important to end on a positive note, reassuring readers that progress is possible.

Learn more about making perfect persuasive essay outlines in this amazing blog!

Examples of Persuasive Essay About Bullying

We have shared some practical examples of persuasive essays on bullying so that you can get inspired and start crafting your paper.

Persuasive essay about bullying must stop

Short Example of Persuasive essay about bullying

Persuasive essay about bullying in school

Cyber Bullying Persuasive Essay

Bullying Persuasive Speech

Examples of Argumentative Essay About Bullying

These essay samples can give you a helpful look at how other students have approached this complex topic before.

Argumentative Essay About Bullying Introduction, Body, Conclusion

Argumentative essay about bullying pdf

Check out this amazing blog by our expert writers on persuasive essay examples !

Interesting Persuasive Essay Topics About Bullying

Have a look at these inspiring topics. You might get motivation for your next persuasive essay.

Should Schools Implement Mandatory Training Programmes to Address Bullying?
What Role Do Parents and Guardians Play in Preventing Bullying?
Is Online Harassment on the Rise and How Can We Stop it?
How Effective Are Anti-Bullying Policies at Schools?
Should Employers be Responsible for Preventing Bullying in the Workplace?
How Can We Make Schools a Safer Place to Help Students Avoid Bullying?
Is Social Media Making Bullying Worse?
Are Laws and Regulations Regarding Cyberbullying Effective Enough?
Should Teachers Be Held Accountable for Bullying in the Classroom?
What Are Some of the Long-Term Effects of Bullying on Victims?
How Can We Encourage Bystanders to Speak Out Against Bullying?
Is Cyberbullying More Difficult for Parents and Schools to Stop Than Traditional Bullying?
Should Government Intervention be Required to Address the Bullying Crisis in Schools?
How Can We Help Victims of Bullying Heal and Recover?
What Are Some Effective Ways to Prevent Bullying From Occurring?

Check out some more persuasive essay topics to get inspiration for your next essay.

In conclusion, consider all aspects of the issue when writing a persuasive essay on bullying. You should provide evidence to support your point of view and address any potential counterarguments.

If you're struggling to write a persuasive essay on bullying, CollegeEssay.org's persuasive essay writing service is here for you.

Our experienced essay writer can help you create a well-researched, persuasive, and compelling essay.

With our essay writing service, you can be sure your essay will make an impact.

Our AI essay writer is here to assist you in creating a well-reasoned argument.

So, what are you waiting for? Place your ' write me an essay ' request today!

Cathy A. (Marketing, Thesis)

For more than five years now, Cathy has been one of our most hardworking authors on the platform. With a Masters degree in mass communication, she knows the ins and outs of professional writing. Clients often leave her glowing reviews for being an amazing writer who takes her work very seriously.

Paper Due? Why Suffer? That’s our Job!

Keep reading

Legal & Policies

Privacy Policy
Cookies Policy
Terms of Use
Refunds & Cancellations
Our Writers
Success Stories
Our Guarantees
Affiliate Program
Referral Program
AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

PARENTING SKILLS

Search SkillsYouNeed:

Parenting Skills:

A - Z List of Parenting Skills
Top Tips for Surviving Parenthood
Preparing for Parenthood
Parenting Boys
Parenting Girls
Mindful Parenting
Eco-Friendly Parenting
Meeting Other Parents | Social Skills for Parents
Pregnancy and Babies
Toddlers and Young Children
Parenting Teenagers
Entertaining Children
Learning and Development
Confronting Bullying
Coping with Bullying
Helping Someone Cope with Bullying
Managing ‘Mean’ Behaviour: Relational Aggression

Cyberbullying

Workplace Bullying

Subscribe to our FREE newsletter and start improving your life in just 5 minutes a day.

You'll get our 5 free 'One Minute Life Skills' and our weekly newsletter.

We'll never share your email address and you can unsubscribe at any time.

An Introduction to Bullying

Bullying used to be thought of a playground hazard, perhaps even an essential rite of passage.

Mercifully times have changed and there is increasing recognition that bullying can affect anyone, of whatever age, from childhood to adulthood, and that it makes lives miserable and unpleasant.

Both schools and workplaces are much more aware of the potential for bullying, and usually have plans and policies in place to manage it.

This page is an introduction to some of the concepts around bullying.

Other pages in this series explain how to resolve bullying, whether as the person being bullied, or a colleague, parent or close friend.

Young Minds, the mental health charity, suggests that over 70% of young people have experienced bullying at one time or another.

In other words, even if you haven’t been bullied, you probably know quite a lot of people who have, or who have witnessed it. If you are being bullied, you are not alone.

What is Bullying?

There is no legal definition of bullying.

However, there is a general agreement that bullying is:

Behaviour that is designed to hurt someone else, or make them do something that they do not want to do.

This behaviour can be either verbal, for example, through name-calling, spreading lies about someone, or excluding them from the group, or physical, for example, kicking and punching someone.

Verbal or emotional bullying is probably much more common, and it is also harder to spot because bullies will often say that it was ‘only a joke’. Emotional bullying also leaves no obvious marks or bruising, but in fact the damage can be much more serious and longer-lasting.

Banter or Bullying?

The issue of banter or bullying has entered mainstream discussion recently, with many women complaining that men go too far with ‘banter’, and that they are subject to sexist, misogynist taunts during nights out. So when does ‘banter’ become ‘bullying’?

There are two ways to consider the issue.

First, is the person on the receiving end comfortable with the situation? This might relate to whether they know the people dealing out the banter, or a ‘power imbalance’. For example, a group of friends may be quite happy exchanging sexual jokes about each other. Provided that everyone in the group is coming in for equal attention, this is probably OK, if a bit juvenile. If, however, the same group is focusing on one person, and making sexual jokes about that one person all evening, that would probably be a bit uncomfortable.

The golden rule is:

If they’re not comfortable, then it’s not banter, it’s bullying .

The second way to look at it is to consider how you would feel if the situation was reversed in some way, or if it was happening to your brother or sister. For example, if it is a group of men asking a woman about the size of her breasts, would it feel OK if they were saying the same things to a man they didn’t know about the size of his penis? Or if it was your sister on the receiving end?

No, probably not.

That’s not banter, it’s bullying.

Why Bullying Happens

Sometimes the reasons for bullying are obvious: the bully’s target looks or behaves ‘differently’: for example, they may be the opposite sex, a different race, a different sexual orientation, or a different size.

At other times, there is no obvious reason for that person being picked as a ‘target’, except perhaps that they look a bit vulnerable.

The reasons why bullies bully are complicated and varied. They may, for example, feel a bit vulnerable themselves, and are ‘hitting someone back before they can get hit first’. They may be trying to get attention, whether from their peers or from adults, or they may be angry about something that is happening in their own lives.

IMPORTANT: Nobody asks to be bullied. Nobody deserves it.

What’s more, whatever the problems of the bully, there is no excuse for bullying.

Cyberbullying is a relatively new phenomenon. The term is used to describe bullying online, often via social media, and generally consists of unpleasant comments and derogatory remarks posted publicly online.

Cyberbullying can, however, also include posting photos, whether real or photoshopped, or creating fake accounts in someone’s name, for example, to offer sexual favours.

Cyberbullying is a serious problem, and just as damaging as ‘real world’ bullying.

See our page on Cyberbullying for more.

Coping with Bullying: Some General Tips

Tell Someone Else

No matter what the bullies say, telling someone else will almost never make things worse. Tell a trusted friend, parent, or teacher if you are at school, and for workplace bullying, chat to a trusted colleague, or even consult your HR team in confidence.

The chances are that you are not the only one affected.

Ask the Bully to Stop

Confidently and assertively, tell them that you don’t care for their behaviour, and you would appreciate it if they stopped calling you names (or whatever it is).

You may find our pages on Assertiveness helpful in planning your approach.

The bully may say something like ‘Can’t you take a joke?’, in which case, the answer is something like ‘No, clearly not, because I’m finding it quite unpleasant at the moment, and not funny at all’.

You’ll need to be sure that this won’t lead to the situation getting worse, for example, the bully becoming aggressive, but it’s probably worth a try.

Ignore it and walk away

Bullies want a reaction. If you’re not bothered, they’ll probably leave you and find a more rewarding target.

“ I used to be the sort of boy who had sand kicked in his face, now I'm the sort of boy who watches somebody else have it kicked in their face .”

Sue Townsend’s Adrian Mole

Look Confident

Bullying makes people feel small and vulnerable, which in turn makes them look easier targets. If you walk along with your shoulders down, trying to become invisible, it often makes you more obvious.

Instead, put your shoulders back, raise your head, and stride out. You will instantly look more confident and less of a target.

See our page on Body Language for more about this.

There is more about how to cope with bullying on our page Coping with Bullying .

If you are being bullied at work, our page on Workplace Bullying may also help.

Friends, parents and colleagues may find our page Helping Someone Cope with Bullying and Confronting Bullying helpful.

More detailed advice is also available from anti-bullying charities and websites such as Family Lives and Young Minds .

Childline (0800 1111) is also available, in the UK, if you wish to talk in confidence to someone.

Nobody Should Be Bullied

Nobody asks to be bullied, and nobody should have to put up with it.

With the information and advice on these pages, those involved should be better able to manage and improve the situation, and hopefully help others to cope too.

Continue to: Confronting Bullying Helping Someone Cope with Bullying Dealing with Concerns About Your Teenager

See also: Cyberbullying | Dealing with Aggression Conflict Resolution | Dealing with Stress

Dallas Speech Therapy Clinic 3235 W Camp Wisdom Rd, Dallas, Texas 75237
Now offering Online Speech Therapy Texas Online Speech Therapist

Dallas Reading and Language Services

An introduction to bullying.

AN INTRODUCTION TO BULLYING By Staff

When discussing bullying, several terms are frequently used:

Bully : Refers to the person perpetuating the bullying actions, such as taunting, pushing, or engaging in online harassment.
Victim: Describes the individual on the receiving end of bullying, often referred to as the target.
Active bystanders intervene and take action to help the victim or address the bullying behavior.
Passive bystanders choose to watch or walk away without intervening, which can inadvertently be seen as supporting the bully.
Bystander Effect: This social phenomenon occurs when bystanders defer responsibility to act, assuming that someone else will take action, resulting in a lack of collective intervention.

Bullying can manifest in different forms:

Physical Bullying: Involves direct physical actions like hitting, pushing, kicking, or damaging property.
Verbal Bullying: Includes name-calling, teasing, spreading rumors, or using words to harm someone emotionally.
Emotional Bullying: Focuses on making someone feel bad about themselves, manipulation, isolation, or encouraging others to exclude a certain individual.
Cyberbullying: Refers to bullying that occurs online through platforms such as chat rooms, private messages, social media, or email. The nature of online communication can make it challenging to identify and prevent cyberbullying.

Differentiating between teasing and bullying can be difficult. However, certain factors can help determine if the behavior qualifies as bullying:

Imbalance of power : There is a perceived or real power imbalance where one person exerts control over another. This power can be physical, social, or related to popularity.
Intention and recurrence: Bullying involves intentional and repetitive behavior aimed at causing harm. The bully may show no remorse, refuse to take responsibility, and may threaten or repeat their actions to achieve the desired reaction.

If a child is involved in bullying (as either the bully or the victim), the appropriate response depends on the individual child’s disposition, life experiences, and coping skills. It is essential to remember that bullying is a behavior that can be changed, and children can learn to stand up for themselves and others.

To reduce and eliminate bullying behaviors, several steps can be taken:

Model positive behavior : Set a good example for your child by demonstrating appropriate ways to handle emotions and conflicts without resorting to hurtful actions.
Role play scenarios : Help your child develop empathy by encouraging them to imagine themselves in the shoes of the victim or a bystander. Discuss different perspectives, emotions, and the potential impact of their actions.
Promote being an active bystander : Teach children the importance of being a good friend and intervening when they witness bullying. Encourage them to accept others, be helpful, and, above all, be kind.
Teach assertiveness : Empower children to stand up for themselves and others when faced with inappropriate or harmful situations. Foster their confidence to address problems in a respectful manner.
Differentiate between telling and tattling: Help children understand the difference between responsible reporting of situations that are out of their control (to protect others) and tattling, which aims to get someone in trouble without just cause.
Utilize school counselors : Encourage children to seek support from school counselors who can provide resources and guidance in addressing bullying situations.
Reinforce positive growth: Acknowledge and praise children for making positive choices and efforts to change their behavior. Let them know you appreciate their progress and value their commitment to personal growth.
Open communication : Foster a trusting environment where your child feels comfortable discussing both positive and negative experiences. Validate their feelings and provide support and guidance.

Parents can access additional resources to gain further knowledge and support:

PACER (founder of National Bullying Prevention Month) : Provides a wide range of resources about bullying for children of all ages. ( http://www.pacer.org/bullying/ )
U.S. Department of Health and Human Services: Offers valuable information and resources on bullying. ( http://www.stopbullying.gov/what-is-bullying/index.html )
The It Gets Better Project: Provides information and support for students who identify as LGBT and their families. ( http://www.itgetsbetter.org )

Remember, open and honest conversations with children about bullying help build trust, facilitate decision-making skills, and create a safe space for them to express their feelings and concerns.

LITTLE SECRET ABOUT US

We LOVE graduations. We will of course miss seeing that child in services, but nothing compares to the feeling of seeing a child accomplish their goals and the glimmer of satisfaction in their faces when they receive that hard earned certificate. This is why we do what we do.

OUR SERVICES

Students Experiencing Bullying

This information is designed to help teachers respond to students who may need support. It is not intended to be used as a diagnostic tool or to replace the use of formal assessments employed by mental health professionals. Additionally, it is important to consider the context of the situation, individual differences, and cultural and linguistic considerations.

Teachers are an important part of establishing and maintaining healthy environments for children to learn and grow. Teachers are critical contributors to promoting safe school interactions and facilitating positive relationships.

Download this Primer

More Primers

What is Bullying?

Bullying, including cyberbullying, involves repeated actions intended to cause harm in relationships where there is a real or perceived power imbalance.
Bullying can be verbal (e.g., purposeful humiliation, teasing, threatening), physical (e.g., hitting, kicking, shoving) or relational (e.g., social exclusion, spreading hurtful rumors).
Bullying can occur in many contexts on school campus or off campus (e.g., in the virtual learning environment [VLE] or cyberbullying) Cyberbullying, for example, is not limited to either physical academic spaces or even the hours spent in them, but in fact, often occurs outside of both.
Bullying and cyberbullying includes the interactions among students who bully, targets of bullying, and, at times, bystanders. Students may fall into one or more of these groups, depending on the social situation.
Bias-based bullying is bullying that specifically targets a person because of characteristics of their identity (e.g., race, language, sexual orientation, ability, body size, gender identity, religion and/or practices).
Cyberbullying is distinct from in-person bullying. It is willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices.
Cyberbullying content can be very public and pervasive, and can exist permanently in a digital archive, such as via social media. It can also be targeted directly to a single student, such as via text or direct messaging.

How Does Bullying Affect Students?

There is the potential for long-term negative mental health outcomes (e.g., anxiety, low self-esteem, and depression) for youth whoare the targets of bullying as well as those who bully. Schools with healthy climates that discourage bullying have better academic outcomes.

Bullying may serve a function for students who instigate it (e.g., help them to achieve popularity, attention). Understanding the function that bullying serves can help teachers and professionals at school to identify other, more positive ways for students to succeed.
Students who initiate bullying may have been in a situation where they themselves were bullied.
Students who bully others are at a high risk for conduct problems (e.g., domestic violence, substance abuse).
Students who bully others need support from teachers and professionals in the school.
Students who engage in cyberbullying may feel more emboldened about doing so online than they would in person because of the actual physical separation, lack of school staff oversight, and/or anonymity offered by online communication.
Students who are targeted for bullying are often members of historically marginalized groups, such as racial and ethnic minorities, the LGBTQ community, and children with different abilities.
Students who are bullied can disengage from school, which can, in turn, negatively impacts their relationships and academic achievement. They may even engage in self-harm.
Students who are bullied may seek self-protection behaviors such as avoiding recess, defending themselves, or, in cases of cyberbullying, attempting to retaliate in kind.
Via device delivery, cyberbullying threatens the student with notifications, which can make them feel like the instigator is always near.
Students who are bullied need support from teachers and professionals in the school.
Students who are bullied should be encouraged to report bullying to trusted adults: a neighbor, mentor, parent, friend’s parent, teacher, coach, etc.
Bystanders are students who observe bullying but are not directly involved in bullying. These witnesses often fear being victimized themselves.
Bystanders can play four roles when they witness bullying:
Assistant: these children may not lead in the bullying behavior, but serve as an “assistant” to the children who are bullying by encouraging the behavior or occasionally joining in.
Reinforcer: these children are not directly involved in bullying, but they provide an audience. They will often laugh or provide other support for the children who are engaged in bullying, which may encourage the bullying to continue.
Outsider: these children remain separate from the bullying situation – they do not reinforce the bullying behavior, but neither do they defend the child being bullied. They may not show that they are on anyone’s side. However, just providing an audience can encourage bullying behavior.
Defenders: these children may intervene when bullying occurs, actively coming to the defense of or comforting the child being bullied.
Bystanders can play an important part in calling out and reporting bullying, and stopping it from occurring.
When bullying is ignored, bystanders may conclude these actions are condoned by the adults.
Student witnesses who fail to intervene can experience guilt that they did not stop the incident.

In-person Bullying on School Grounds

Name calling, fighting, humiliation, and public shaming in class or at school.
Excluding someone from a group or event, such as from the lunch table.
Gossiping or spreading rumors.
Physical acts such as shoving, pushing, punching, stealing, or even attempting to intimidate a peer to help them cheat in class or on homework.
Stalking and following.

Cyberbullying Via Classroom Chat, Social Media, or Gaming Platforms

Name calling, fighting, humiliation, and public shaming online.
Excluding someone from a chat or other online event.
Gossiping or spreading rumors, sometimes through a false impersonation/avatar/online personality.
Sharing incriminating or embarrassing pictures or texts.
Cyberstalking, inauthentically responding to a post or message, trolling, and “catfishing” or false online personality.

What Can Teachers Do?

Do : Address the inappropriate behavior early and often.

Don’t ignore problematic behavior. Inconsistent responses increase the likelihood of the behavior recurring.

Do : Separately engage students who bully, targets of bullying, and bystanders in resolving the incident.

Don’t focus only on a single individual in the situation or meet with all parties at the same time.

Do : Use consequences that repair the harm and help the perpetrator understand the impact of their actions. Express belief in the bullying student’s ability to engage in positive behaviors and offer praise.

Don’t address the instigator with punitive, humiliating, and exclusionary disciplinary practices (e.g., suspension, public admission of guilt, zero tolerance policies).

Do : Empower bystanders to intervene and report incidents of bullying and affirm their integrity and courage.

Don’t assume that witnesses are uninvolved, even in the VLE.

Do : Be consistent. Set expectations for student behavior and remind students of the expectations frequently. Specific expectations will likely differ between in-person classes and the VLE. Take the time to address microaggressions at the time of the incident.

Specific expectations will likely differ between in-person classes and the VLE. Take the time to address microaggressions at the time of the incident.

Don’t wait for a major event or a designated initiative (e.g., AntiBullying Week) to address behaviors.

Do : Accurately label the inappropriate behavior as bullying.

Don’t minimize or downplay an incident based on assumptions about student characteristics or relationships.

Recommended Practices

Schools with safe and positive school climates often use an explicit social and emotional learning curriculum. Seek training on adopting a comprehensive social emotional learning curriculum to promote safe, positive school environments. Select a social emotional learning curriculum that specifically addresses bullying, cyberbullying, and bias-based bullying (bullying based on identity characteristics, such as race, language, gender). Consider the comfort of each student when planning meetings. Having the target of bullying and the instigator in the same room can be intimidating and embarrassing. Bystanders often wish to remain anonymous.
With your students, develop a class contract that specifies mutual respect, inclusion, and anti-bullying. Refer to the contract throughout the year.
Conduct classroom activities around bullying. Discuss its short-term and long-term impacts on health and personality. Have discussions to promote better peer relations.
Discuss bullying in the context of students’ sociopolitical contexts, including the possibility of bullying targeting students because of their identity, and the importance of addressing bias-based bullying and hate speech.
Be the adult your students need. Treat students with warmth and respect: Let students know that you are available to listen and help them.

Refer Students to Further Help if Needed

Be familiar with your state’s antibullying legislation and your school’s and district’s policies regarding bullying.
Encourage parents to report bullying to school staff, rather than attempting to resolve bullying incidents among themselves.
Review your school policy for seeking student supports.
Contact school counselors, psychologists, social workers, and other personnel.
Stop Bullying
BullyBusters Help & Advice
Center for the Study and Prevention of Violence
APA Bullying Resource
Cyberbullying resources: Cyberbullying Research Center Common Sense KidsHealth Child Mind Institute Cyberbully411
Institute of Education Sciences Research-Based Strategies for Effective Remote Learning

Related Mental Health Primers

Trauma exposure , depression , stress , low self-esteem

Empirical Research

Acker, M.M. & O’Leary, S.G. (1987). Effects of reprimands and praise on behavior in the classroom. Journal of Abnormal Child Psychology, 15, 549-557.

DuPaul, G.J., Eckert, T.L., & Vilardo, B.A. (2012). The effects of school-based interventions for attention-deficit/hyperactivity disorder: A meta-analysis, 1996-2010. School Psychology Review, 41, 387-412.

Fabiano, G.A., Pelham, W.E. Jr., Coles, E.K., Gnagy, E.M., Chronis-Tuscano, A., & O’Connor, B.C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29, 29-140.

Pfiffner, L.J., Villodas, M., Kaiser, N., Rooney, M., & McBurnett, K. (2013). Educational outcomes of a collaborative school-home behavioral intervention for ADHD. School Psychology Quarterly, 28, 25-36.

Sarver, D.E., Rapport, M.D., Kofler, M.J., Raiker, J. S., & Friedman, L. M. (2015). Hyperactivity in Attention-Deficit/Hyperactivity Disorder (ADHD): Impairing deficit or compensatory behavior? Journal of Abnormal Child Psychology, 43, 1219–1232. https://doi.org/10.1007/s10802-015-0011-1

The Mental Health Primers are developed by the Coalition for Psychology in Schools and Education . This resource was updated in October 2021 with support from cooperative agreement NU87PS004366 funded by the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views or endorsement of the CDC or the Department of Health and Human Services.

These primers by the Coalition for Psychology in Schools and Education (CPSE) help teachers identify behaviors in the classroom that are symptomatic of mental health and other psychological issues.

Teaching and Learning Evidence-based Resources
Science, Technology, Engineering and Mathematics Education
Gifted and Talented Development
APA Pre-K to 12 Education Advocacy

Last updated: October 2021

Adolescent-development
Bullying In Schools

Bullying in Schools

Ad Disclosure: Some of our www.MentalHelp.net recommendations, including BetterHelp, are also affiliates, and as such we may receive compensation from them if you choose to purchase products or services through the links provided

Bullying in schools is a worldwide problem that can have negative consequences for the general school climate and for the right of students to learn in a safe environment without fear. Bullying can also have negative lifelong consequences?both for students who bully and for their victims. Although much of the formal research on bullying has taken place in the Scandinavian countries, Great Britain, and Japan, the problems associated with bullying have been noted and discussed wherever formal schooling environments exist.

Bullying is comprised of direct behaviors such as teasing, taunting, threatening, hitting, and stealing that are initiated by one or more students against a victim. In addition to direct attacks, bullying may also be more indirect by causing a student to be socially isolated through intentional exclusion. While boys typically engage in direct bullying methods, girls who bully are more apt to utilize these more subtle indirect strategies, such as spreading rumors and enforcing social isolation (Ahmad & Smith, 1994; Smith & Sharp, 1994). Whether the bullying is direct or indirect, the key component of bullying is that the physical or psychological intimidation occurs repeatedly over time to create an ongoing pattern of harassment and abuse (Batsche & Knoff, 1994; Olweus, 1993).

Extent of the Problem

Various reports and studies have established that approximately 15% of students are either bullied regularly or are initiators of bullying behavior (Olweus, 1993). Direct bullying seems to increase through the elementary years, peak in the middle school/junior high school years, and decline during the high school years. However, while direct physical assault seems to decrease with age, verbal abuse appears to remain constant. School size, racial composition, and school setting (rural, suburban, or urban) do not seem to be distinguishing factors in predicting the occurrence of bullying. Finally, boys engage in bullying behavior and are victims of bullies more frequently than girls (Batsche & Knoff, 1994; Nolin, Davies, & Chandler, 1995; Olweus, 1993; Whitney & Smith, 1993).

Therapists are Standing By to Treat Your Depression, Anxiety or Other Mental Health Needs

Explore Your Options Today

Characteristics of Bullies and Victims

Students who engage in bullying behaviors seem to have a need to feel powerful and in control. They appear to derive satisfaction from inflicting injury and suffering on others, seem to have little empathy for their victims, and often defend their actions by saying that their victims provoked them in some way. Studies indicate that bullies often come from homes where physical punishment is used, where the children are taught to strike back physically as a way to handle problems, and where parental involvement and warmth are frequently lacking. Students who regularly display bullying behaviors are generally defiant or oppositional toward adults, antisocial, and apt to break school rules. In contrast to prevailing myths, bullies appear to have little anxiety and to possess strong self-esteem. There is little evidence to support the contention that they victimize others because they feel bad about themselves (Batsche & Knoff, 1994; Olweus, 1993).

Students who are victims of bullying are typically anxious, insecure, cautious, and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by students who bully them. They may lack social skills and friends, and they are often socially isolated. Victims tend to be close to their parents and may have parents who can be described as overprotective. The major defining physical characteristic of victims is that they tend to be physically weaker than their peers?other physical characteristics such as weight, dress, or wearing eyeglasses do not appear to be significant factors that can be correlated with victimization (Batsche & Knoff, 1994; Olweus, 1993).

Consequences of Bullying

As established by studies in Scandinavian countries, a strong correlation appears to exist between bullying other students during the school years and experiencing legal or criminal troubles as adults. In one study, 60% of those characterized as bullies in grades 6-9 had at least one criminal conviction by age 24 (Olweus, 1993). Chronic bullies seem to maintain their behaviors into adulthood, negatively influencing their ability to develop and maintain positive relationships (Oliver, Hoover, & Hazler, 1994).

Victims often fear school and consider school to be an unsafe and unhappy place. As many as 7% of America's eighth-graders stay home at least once a month because of bullies. The act of being bullied tends to increase some students' isolation because their peers do not want to lose status by associating with them or because they do not want to increase the risks of being bullied themselves. Being bullied leads to depression and low self-esteem, problems that can carry into adulthood (Olweus, 1993; Batsche & Knoff, 1994).

Perceptions of Bullying

Oliver, Hoover, and Hazler (1994) surveyed students in the Midwest and found that a clear majority felt that victims were at least partially responsible for bringing the bullying on themselves. Students surveyed tended to agree that bullying toughened a weak person, and some felt that bullying "taught" victims appropriate behavior. Charach, Pepler, and Ziegler (1995) found that students considered victims to be "weak," "nerds," and "afraid to fight back." However, 43% of the students in this study said that they try to help the victim, 33% said that they should help but do not, and only 24% said that bullying was none of their business.

Parents are often unaware of the bullying problem and talk about it with their children only to a limited extent (Olweus, 1993). Student surveys reveal that a low percentage of students seem to believe that adults will help. Students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring more harassment from bullies. Students report that teachers seldom or never talk to their classes about bullying (Charach, Pepler, & Ziegler, 1995). School personnel may view bullying as a harmless right of passage that is best ignored unless verbal and psychological intimidation crosses the line into physical assault or theft.

Intervention Programs

Bullying is a problem that occurs in the social environment as a whole. The bullies' aggression occurs in social contexts in which teachers and parents are generally unaware of the extent of the problem and other children are either reluctant to get involved or simply do not know how to help (Charach, Pepler, & Ziegler, 1995). Given this situation, effective interventions must involve the entire school community rather than focus on the perpetrators and victims alone. Smith and Sharp (1994) emphasize the need to develop whole-school bullying policies, implement curricular measures, improve the schoolground environment, and empower students through conflict resolution, peer counseling, and assertiveness training. Olweus (1993) details an approach that involves interventions at the school, class, and individual levels. It includes the following components:

An initial questionnaire can be distributed to students and adults. The questionnaire helps both adults and students become aware of the extent of the problem, helps to justify intervention efforts, and serves as a benchmark to measure the impact of improvements in school climate once other intervention components are in place.
A parental awareness campaign can be conducted during parent-teacher conference days, through parent newsletters, and at PTA meetings. The goal is to increase parental awareness of the problem, point out the importance of parental involvement for program success, and encourage parental support of program goals. Questionnaire results are publicized.
Teachers can work with students at the class level to develop class rules against bullying. Many programs engage students in a series of formal role-playing exercises and related assignments that can teach those students directly involved in bullying alternative methods of interaction. These programs can also show other students how they can assist victims and how everyone can work together to create a school climate where bullying is not tolerated (Sjostrom & Stein, 1996).
Other components of anti-bullying programs include individualized interventions with the bullies and victims, the implementation of cooperative learning activities to reduce social isolation, and increasing adult supervision at key times (e.g., recess or lunch). Schools that have implemented Olweus's program have reported a 50% reduction in bullying.

Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.

For More Information

Ahmad, Y., & Smith, P. K. (1994). Bullying in schools and the issue of sex differences. In John Archer (Ed.), Male violence. London: Routledge.
Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23(2), 165-174. EJ 490 574.
Charach, A., Pepler, D., & Ziegler, S. (1995). Bullying at school--a Canadian perspective: A survey of problems and suggestions for intervention. Education Canada, 35(1), 12-18. EJ 502 058.
Nolin, M. J., Davies, E., & Chandler, K. (1995). Student victimization at school. National Center for Education Statistics3/4Statistics in Brief (NCES 95-204). ED 388 439.
Oliver, R., Hoover, J. H., & Hazler, R. (1994). The perceived roles of bullying in small-town Midwestern schools. Journal of Counseling and Development, 72(4), 416-419. EJ 489 169.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell. ED 384 437.
Sjostrom, Lisa, & Stein, Nan. (1996). Bully proof: A teachers guide on teasing and bullying for use with fourth and fifth grade students. Boston, MA: Wellesley College Center for Research on Women and the NEA Professional Library. PS 024 450.
Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. London : Routledge. ED 387 223.
Whitney, I., & Smith, P. K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35(1), 3-25. EJ 460 708.

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

Additional Resources

As advocates of mental health and wellness, we take great pride in educating our readers on the various online therapy providers available. MentalHelp has partnered with several thought leaders in the mental health and wellness space, so we can help you make informed decisions on your wellness journey. MentalHelp may receive marketing compensation from these companies should you choose to use their services.

BetterHelp Online Therapy - BetterHelp offers online therapy services from licensed professionals through an easy-to-use website and app. To get matched with a virtual therapist, complete a brief questionnaire online or start get started with a 20% off your first month today .

Talkspace Online Therapy & Psychiatry - Licensed therapists and psychiatrists are available for virtual sessions via Talkspace . From virtual counseling to medication management services, Talkspace online therapy may be covered by your insurance provider. Simply fill out a brief assessment online to save $100 and match with a licensed therapist today .

MentalHelp may receive marketing compensation from the above-listed companies should you choose to use their services.

Academic Effects of After-School Programs
Adolescent Emotional Development
Adolescent Moral Development
Adolescent Physical Development
Adolescent Sexual Development
Adolescent Social Development
Allowing Children More Autonomy
An Overview of Adolescent Development
Body Piercing
Bullying in Early Adolescence: The Role of the Peer Group
Child & Adolescent Development: Overview
Child & Adolescent Development: Puberty
Child Development Overview Summary
Common Nutritional Challenges for Teenagers: Adolescent Obesity
Common Nutritional Challenges for Teenagers: Eating Disorders and Unhealthy Dieting
Computers and Young Children
Discipline and Guidance: Older Adolescents and Young Adults (18 Years and Older)
Emotional Self-Efficacy
Introduction to Puberty
John Bowlby
Menstruation, Wet Dreams and Related Subjects
MET/CBT: Treatment of Adolescent Substance Abuse
Middle to Late Adolescence (ages 15 to 22): The Age of Romance
Parental Guidelines to Promote Physical Activity in Teens
Parenting Teens: Discipline, Love, Rules & Expectations
Parents and Teenagers: Always Battling?
Primary Physical Changes Associated With Puberty
Psychological Testing: Stanford-Binet IQ Test
Self-Identity and Values
Skipping A Year: When Retention Is Recommended, What Should Parents Do?
Social Pressures Influence Mood and Behavior
Summary and Conclusion
Tattoos and Body Piercing
Teenage Caloric Requirements
The Development of Adolescent Sexuality
The Development of Gender Identity
The Maturing Adolescent Brain
The Transition to Middle School
Video Games and Children
Warning Signs
Oppositional Defiant Disorder
Mens Health
What Is Addiction?
Signs, Symptoms, & Effects Of Addiction
What Causes Addiction?
Mental Health, Dual-Diagnosis, & Behavioral Addictions
Addiction Treatment
Addiction Recovery
Information On Specific Drugs
Homosexuality And Bisexuality
Internet Addiction
Childhood Mental Disorders
ADHD: Attention Deficit Hyperactivity Disorder
Anxiety Disorders
Bipolar Disorder
Depression: Major Depression & Unipolar Varieties
Eating Disorders
Childhood Mental Disorders And Illnesses
Dissociative Disorders
Impulse Control Disorders
Internet Addiction And Media Issues
Intellectual Disabilities
Obsessive-Compulsive Spectrum Disorders
Post-Traumatic Stress Disorder
Schizophrenia
Somatic Symptom And Related Disorders
Tourettes And Other Tic Disorders
Physical Mental Illness Flipbook
Suicide Rates Vector Map
Alzheimers Disease And Other Cognitive Disorders
Chronic Obstructive Pulmonary Disease
Colds And Flu
Crohns Disease / Irritable Bowel
Heart Disease
High Blood Pressure
Memory Problems
Men's Health
Sexually Transmitted Diseases
Sleep Disorders
Women's Health
Anger Management
Mindfulness
Stress Reduction And Management
Weight Loss
Disabilities
Domestic Violence And Rape
Family & Relationship Issues
Grief & Bereavement Issues
Pain Management
Relationship Problems
Self Esteem
Terrorism & War
Health Insurance
Health Policy & Advocacy
Health Sciences
Mental Health Professions
Alternative Mental Health Medicine
Medications
Psychological Testing
Psychotherapy
Virtual Outpatient Eating Disorder Treatment
Child Development And Parenting: Infants
Child Development And Parenting: Early Childhood
Sexuality & Sexual Problems
Homosexuality & Bisexuality
Aging & Geriatrics
Death & Dying
Physical Development: Motor Development
Vygotsky's Social Developmental Emphasis
Bullying & Peer Abuse
Family And Relationship Issues
Grief And Bereavement

Home — Essay Samples — Social Issues — Bullying — How to Stop Bullying: Exploring the Causes, Effects, and Strategies

How to Stop Bullying: Exploring The Causes, Effects, and Strategies

Categories: Bullying

About this sample

Words: 948 |

Published: Feb 7, 2024

Words: 948 | Pages: 2 | 5 min read

Introduction, causes of bullying, effects of bullying, strategies to prevent bullying, strategies to address bullying.

Cite this Essay

To export a reference to this article please select a referencing style below:

Let us write you an essay from scratch

450+ experts on 30 subjects ready to help
Custom essay delivered in as few as 3 hours

Get high-quality help

Prof. Kifaru

Verified writer

Expert in: Social Issues

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 893 words

1 pages / 552 words

1 pages / 620 words

1 pages / 423 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Bullying

Bullying has long been a pervasive issue in schools and communities around the world. It is a form of aggressive behavior that is intentional, repetitive, and involves an imbalance of power or strength. The effects of bullying [...]

National Bullying Prevention Month serves as a critical time for bringing awareness to the prevalent issue of bullying in schools, communities, and online. Established in 2006, the month-long observance aims to educate [...]

Social media has become an integral part of modern society, offering new avenues for communication, connection, and interaction. However, alongside its many benefits, social media also presents unique challenges, particularly in [...]

Have you ever been captivated by the power dynamics at play in a story, where characters assert their dominance through words and actions? In the novel "Tangerine" by Edward Bloor, the theme of bullying is prominent, with [...]

Many parents and people in general think bullying is a normal act of adolescence,and it is just matter of time and age. What they might not know is that Bullying is becoming a big deal and a worldwide problem in today's society, [...]

What is bullying? In these research paper we are going to discuss a very difficult topic which is bullying. We will go in depth and we will analyze what causes bullying, what is bullying, types of bullying and much more. [...]

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

Instructions Followed To The Letter
Deadlines Met At Every Stage
Unique And Plagiarism Free

2 Minute Speech On Bullying In English

Good morning principal, teachers, and my dear friends. Today I am going to talk about bullying. No matter what you think or have done, you have most likely bullied someone. Bullying is all around us. Stories about bullying, terrible incidents, and victims of bullying are frequently reported in the news.

Bullying is a problem all around the world. The individual seated next to you can be the target of bullying and you don’t even know it. They might not appear to be in pain, but they might be. Bullying doesn’t always involve slamming someone into a locker, moving them about, or even assaulting them. Bullying can occur offline, online, on the bus, after school, when you’re walking home, and even within your own walls.

Cyber Bullying Speech Outline

How it works

You know, with all the digital stuff these days, cyber bullying has become a pretty big deal. It’s messing with people’s mental health, how they get along with others, and even their schoolwork. The internet makes it super easy for bullies to hide behind screens, which only makes things worse. So, let’s talk about what cyber bullying is, how it affects folks, and what we can do about it.

1 What’s Cyber Bullying?
2 How Cyber Bullying Affects People
3 How Do We Fight Cyber Bullying?
4 Wrapping It Up

What’s Cyber Bullying?

So, cyber bullying is basically using things like texts, social media, or emails to mess with someone.

This could be sending mean messages, spreading lies, sharing someone’s private info, or even leaving them out of online groups. There was this study by Hinduja and Patchin in 2018 that said around 34% of students in the U.S. have dealt with cyber bullying at least once. The anonymity of the internet makes bullies feel like they can get away with it, which kinda sucks.

How Cyber Bullying Affects People

Cyber bullying hits hard in many ways. Mentally, it can lead to more anxiety, depression, and stress. The Cyberbullying Research Center said that 41% of victims get social anxiety and 37% show signs of depression. Emotionally, it can make people feel hopeless and lower their self-esteem. In really bad cases, it might even make them think about suicide. At school, bullied students often can’t concentrate, their grades drop, and they skip school more often. Kowalski and some others found that kids who are cyberbullied have a tough time keeping up with their schoolwork and participating in class.

How Do We Fight Cyber Bullying?

Tackling cyber bullying needs effort from everyone – students, teachers, lawmakers, tech companies, and even parents. Schools can make a big difference by setting up strong anti-bullying rules and programs. They should also offer counseling and peer support for those affected.

Lawmakers need to keep laws up-to-date to deal with cyber bullying. These laws should punish bullies and protect victims. Some places have the “Stop Cyberbullying Act” to make severe cases of cyber bullying a crime and give victims a way to get justice.

Tech companies have a part to play too. Social media and other online platforms should have good reporting systems and tools to catch and deal with bullying. They can use algorithms to find and remove harmful content quickly and ban repeat offenders. Working with the cops can help make these efforts stronger.

On a personal level, teaching people about being smart online is crucial. They need to know about responsible behavior, how to use privacy settings, and how to report bullying. Parents should talk to their kids about what they’re doing online and encourage them to speak up if they get bullied.

Wrapping It Up

In the end, cyber bullying is a big problem in our digital world, affecting mental health, emotions, and school life. By knowing what it is, understanding its impact, and taking steps to fight it, we can make the internet a safer place. Schools, lawmakers, tech companies, and everyone else need to work together to tackle this issue. By doing so, we can reduce the harm caused by cyber bullying and promote respect and kindness online.

Addressing cyber bullying is an ongoing job. We need to stay updated and proactive to keep the internet a place where people can connect, learn, and thrive without fear of being bullied.

Cite this page

Cyber Bullying Speech Outline. (2024, Sep 17). Retrieved from https://papersowl.com/examples/cyber-bullying-speech-outline/

"Cyber Bullying Speech Outline." PapersOwl.com , 17 Sep 2024, https://papersowl.com/examples/cyber-bullying-speech-outline/

PapersOwl.com. (2024). Cyber Bullying Speech Outline . [Online]. Available at: https://papersowl.com/examples/cyber-bullying-speech-outline/ [Accessed: 17 Sep. 2024]

"Cyber Bullying Speech Outline." PapersOwl.com, Sep 17, 2024. Accessed September 17, 2024. https://papersowl.com/examples/cyber-bullying-speech-outline/

"Cyber Bullying Speech Outline," PapersOwl.com , 17-Sep-2024. [Online]. Available: https://papersowl.com/examples/cyber-bullying-speech-outline/. [Accessed: 17-Sep-2024]

PapersOwl.com. (2024). Cyber Bullying Speech Outline . [Online]. Available at: https://papersowl.com/examples/cyber-bullying-speech-outline/ [Accessed: 17-Sep-2024]

Don't let plagiarism ruin your grade

Hire a writer to get a unique paper crafted to your needs.

Our writers will help you fix any mistakes and get an A+!

Please check your inbox.

You can order an original essay written according to your instructions.

Trusted by over 1 million students worldwide

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers

A collection of TED Talks (and more) on the topic of Bullying.

Video playlists about Bullying

Talks that explain difficult topics to kids

Stand up to bullying

TED Talks for National Bullying Prevention Month

Talks for when growing up is hard

Talks about bullying.

Angélique Parisot-Potter

How to be an upstander instead of a bystander

How Pakistani women are taking the internet back

Dylan Marron

Empathy is not endorsement

Ashley Judd

How online abuse of women has spiraled out of control

Safwat Saleem

Why I keep speaking up, even when people mock my accent

Matthew Williams

Special Olympics let me be myself -- a champion

Shane Koyczan

To This Day ... for the bullied and beautiful

Nancy Lublin

Texting that saves lives

Ali Carr-Chellman

Gaming to re-engage boys in learning

Tony Porter

A call to men

Exclusive articles about Bullying

9 pieces of practical advice about bullying.

IMAGES

Sample persuasive speech outline on bullying
Bullying
Bullying
Speech About Bullying Free Essay Example
High School Persuasive Speech About Bullying
bullying outline

VIDEO

What is Bullying
Bullying Introduction
“Anti-bullying”
Types of Bullying
Consequences of Bullying
Stop Workplace Bullying FAST with These Proven Strategies

COMMENTS

6 Short Speeches about Bullying
These six speeches offer different perspectives on bullying, from personal stories to calls for action. Each one aims to touch hearts, change minds, and motivate listeners to stand up against this harmful behavior. Read on to discover how these speeches can help create a kinder, more compassionate world.
Speech about Bullying Example [Edit & Download]
Discover a powerful speech on bullying, advocating for change and offering insights into combating this pervasive issue. Learn about the impact of bullying on mental health, the importance of speaking out, and fostering environments of empathy and kindness. A call to action for individuals and communities to stand together against bullying and support victims in finding their voice and strength.
How To Write An Impactful Speech On Bullying (Sample Speech Included)
Here is a step-by-step guide on writing an impactful speech on bullying, complete with tips, opening lines as well as a sample speech.
Speech On Bullying [1-2 Minutes]
Here is given an example of speech on bullying. This article can help you understand how to compose public speaking material on similar topics just like this
Persuasive Speech About Bullying
I. Introduction. Bullying is a pervasive issue that has plagued schools, workplaces, and communities for far too long. It is a destructive behavior that can have lasting effects on individuals, leading to feelings of fear, isolation, and inadequacy. Addressing bullying through persuasive speech is crucial in raising awareness, promoting empathy ...
Bullying Speech: [Essay Example], 548 words GradesFixer
Bullying Speech. Bullying is a serious issue that affects individuals of all ages, backgrounds, and walks of life. It can have long-lasting negative effects on the mental and emotional well-being of those who experience it. In this essay, we will explore the history of bullying, the debates surrounding this topic, and the development of ...
5 Minute Speech on Bullying in English for Students
5 Minute Speech on Bullying in English for Students Bullying has become very common, especially in schools. Adults also face bullying of different kinds. But just because it is common does not make it okay. It is very wrong to bully other people. The causes of bullying in children are because of peer pressure, parenting, and many others. They could be suffering from psychological issues that ...
The problem of bullying starts, and ends, with us
We can start today with a heightened awareness of the bullying that happens around us and a determination - as individuals and as a community - to take actions that make a difference. The problem starts and ends with us, and it's time that it ends.
Public Speaking Lesson: The Impact of Bullying
Brief Description. Students gain public speaking and presentation skills as they educate peers about the important topic of bullying. Objectives. Students will: Learn about good public speaking, presentation and audience engagement practices. Reflect upon statistics and personal stories related to bullying.
"Powerful Persuasive Essay Speech on the Impact of Bullying"
Bullying definition and persuasive essay writing tips for students who wish to comprehensively cover this pressing topic.
An Informative Bullying, Its Causes, Effects and Ways to Tackle
Informative Speech Outline On Bullying Introduction Definition of bullying Overview of the essay's focus on bullying, its causes, and effects Effects of... read full [Essay Sample] for free
National Bullying Prevention Center
National Bullying Prevention Month is a time for everyone to: UNITE: It is important to amplify the unified message that no one deserves to be bullied and all students deserve to feel safe and supported and to inspire everyone to act with kindness, acceptance, and inclusion. RAISE AWARENESS: Talking about bullying prevention helps build ...
1 Introduction
Read chapter 1 Introduction: Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individual...
Speech on How to Tackle Bullying in Schools?
Here are 10 lines on how to tackle bullying in schools. Feel free to use them in your speech topics. One of the best ways to tackle bullying in school is to stand up against them. Loaded 0%. Educational programs and campaigns can help to raise awareness about the negative impacts of bullying.
Write a Persuasive Essay About Bullying: Examples and Tips
Struggling to write a persuasive essay about bullying? Learn examples and tips to create an impactful, effective essay that will amaze your professors.
Bullying an Introduction
This page is an introduction to some of the concepts around bullying. Other pages in this series explain how to resolve bullying, whether as the person being bullied, or a colleague, parent or close friend.
An Introduction to Bullying
An Introduction to Bullying. Bullying refers to unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance, as defined by the U.S. Department of Health and Human Services. It is characterized by repeated actions or behaviors that can include making threats, spreading rumors, physical or verbal ...
TED Talks for National Bullying Prevention Month
TED Talks for National Bullying Prevention Month These talk unpack the different problems, solutions and experiences we're facing in our modern world of bullying - both on and offline.
Students Experiencing Bullying
Students who are targeted for bullying are often members of historically marginalized groups, such as racial and ethnic minorities, the LGBTQ community, and children with different abilities. Students who are bullied can disengage from school, which can, in turn, negatively impacts their relationships and academic achievement.
Bullying in Schools
Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment. For More Information.
How to Stop Bullying: Exploring The Causes, Effects, and Strategies
Introduction Bullying is a pervasive issue that affects individuals across all ages and demographics. It refers to the repeated aggressive behavior towards someone with the intention to cause harm, eTher physically or emotionally. Addressing bullying is of utmost importance as it can have severe and long-lasting effects on the victims. In this essay, we will explore the causes and effects of ...
2 Minute Speech On Bullying In English
2 Minute Speech On Bullying In English. Good morning principal, teachers, and my dear friends. Today I am going to talk about bullying. No matter what you think or have done, you have most likely bullied someone. Bullying is all around us. Stories about bullying, terrible incidents, and victims of bullying are frequently reported in the news.
Cyber Bullying Speech Outline
Tackling cyber bullying needs effort from everyone - students, teachers, lawmakers, tech companies, and even parents. Schools can make a big difference by setting up strong anti-bullying rules and programs. They should also offer counseling and peer support for those affected. Lawmakers need to keep laws up-to-date to deal with cyber bullying.
Ideas about Bullying
8 talks. Talks that explain difficult topics to kids. Sometimes, talking with kids about certain subjects is hard. We're here for you with these gentle lead-ins to help get those tough conversations started. 6 talks. Stand up to bullying. Inspiring words -- and smart ideas -- about standing up for yourself, even when it seems impossible.