ERIC Number: ED407154
Record Type: Non-Journal
Publication Date: 1997-Apr
Bullying in Schools. ERIC Digest.
Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. 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. Bullying may also be more indirect by causing a student to be socially isolated through intentional exclusion. 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 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. A strong correlation appears to exist between bullying other students during the school years and experiencing legal or criminal troubles as adults, while being bullied leads to depression and low self-esteem. Parents are often unaware of the bullying problem and talk about it with their children only to a limited extent, and 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. Effective interventions at the school, class, and individual levels may include the following components: (1) an initial questionnaire distributed to students and adults; (2) a parental awareness campaign conducted during parent-teacher conference days, through parent newsletters, and at PTA meetings; and (3) teachers working with students at the class level to develop class rules against bullying. Other components of effective 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. (LPP)
Publication Type: Guides - Non-Classroom; ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.
Grant or Contract Numbers: N/A