free essay about bullying

Bullying Essay for Students and Children

500+ words essay on bullying.

Bullying refers to aggressive behavior so as to dominate the other person. It refers to the coercion of power over others so that one individual can dominate others. It is an act that is not one time, instead, it keeps on repeating over frequent intervals.  The person(s) who bullies others can be termed as bullies, who make fun of others due to several reasons. Bullying is a result of someone’s perception of the imbalance of power.

Types of bullying :

There can be various types of bullying, like:

• Physical bullying:  When the bullies try to physically hurt or torture someone, or even touch someone without his/her consent can be termed as physical bullying .
• Verbal bullying:  It is when a person taunts or teases the other person.
• Psychological bullying:  When a person or group of persons gossip about another person or exclude them from being part of the group, can be termed as psychological bullying.
• Cyber bullying:  When bullies make use of social media to insult or hurt someone. They may make comments bad and degrading comments on the person at the public forum and hence make the other person feel embarrassed. Bullies may also post personal information, pictures or videos on social media to deteriorate some one’s public image.

Read Essay on Cyber Bullying

Bullying can happen at any stage of life, such as school bullying, College bullying, Workplace bullying, Public Place bullying, etc. Many times not only the other persons but the family members or parents also unknowingly bully an individual by making constant discouraging remarks. Hence the victim gradually starts losing his/her self-esteem, and may also suffer from psychological disorders.

A UNESCO report says that 32% of students are bullied at schools worldwide. In our country as well, bullying is becoming quite common. Instead, bullying is becoming a major problem worldwide. It has been noted that physical bullying is prevalent amongst boys and psychological bullying is prevalent amongst girls.

Prevention strategies:

In the case of school bullying, parents and teachers can play an important role. They should try and notice the early symptoms of children/students such as behavioral change, lack of self-esteem, concentration deficit, etc. Early recognition of symptoms, prompt action and timely counseling can reduce the after-effects of bullying on the victim.

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Anti-bullying laws :

One should be aware of the anti-bullying laws in India. Awareness about such laws may also create discouragement to the act of bullying amongst children and youngsters. Some information about anti-bullying laws is as follows:

• Laws in School: To put a notice on the notice board that if any student is found bullying other students then he/she can be rusticated. A committee should be formed which can have representatives from school, parents, legal, etc.
• Laws in Colleges: The government of India, in order to prevent ragging , has created guideline called “UGC regulations on curbing the menace of ragging in Higher Education Institutions,2009”.
• Cyber Bullying Laws: The victim can file a complaint under the Indian Penal Code .

Conclusion:

It is the duty of the parents to constantly preach their children about not bullying anyone and that it is wrong. Hence, if we, as a society need to grow and develop then we have to collectively work towards discouraging the act of bullying and hence make our children feel secure.

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Essays on Bullying

The problem of bullying is prominently present in the everyday lives of Americans, so writing a bullying essay may help get a clear view of the issue and its influence on youth. Bullying is verbal or physical intimidation intended to cause distress, directed towards another person. Essays on bullying recognize it as a serious issue, especially among children and teenagers. Bullying essays review its effects, such as chronic anxiety, nervous conditions, insecurity, low self-esteem, social maladjustment, even lover academic success. Bullying can harm existing relationships and the ability to build new healthy ones, and even affect health. People of all ages can be victims of bullying. According to statistics, 1 in every 5 students was bullied at some point in their life. Perceive our bullying essay samples as your learning ground. View essay samples below for info on the topic.

Bullying is currently a widely reported issue in many schools globally. However, despite being reported the problem has been neglected and handled poorly in most of the schools with most victims keeping it for themselves due to fear of further victimization (Harris and Petrie 23). The solution to bullying cannot...

Words: 2169

Abstract                    With concerted efforts being made into preventing and addressing the problem of bullying in schools worldwide, one needs to understand that there is no one-size-that-fits-all answer to the same. Considering the varied and diverse population of elementary, middle, and high schools, there has never really been a simple solution...

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Mendez-Baldwin, M.,  Cirillo, K., Ferrigno, M "  Argento, V. (2015). An Examination of Cyber-bullying and Social Media Use in Teens: Prevalence, Attitudes and Behaviors. Journal of Bullying and Social Aggression 1 (1). Retrieved from http://sites.tamuc.edu/bullyingjournal/article/cyber-bullying-among-teens/ The Research Article, An Examination of Cyber-bullying and Social Media Use in Teens: Prevalence, Attitudes, and...

Words: 1011

Bullying Bullying is a term that refers to the behavior of a person to another where one person is regularly and intentionally harassing and harming another person. Bullying takes many different forms such as verbal, physical, and indirect/relational and also can take place on different platforms. In the past, harassment was...

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The development of technology has brought with it many benefits, but menace associated with it are worth a mention. With the growing the use of the internet, a new crime carried online has emerged. Bullying is a traditional criminal offense that involved intimidation and harassing of the victim. Children and...

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Bullying has been a topic of great discussion across the world due to high numbers of cases reported. Approximately, one-third of students in elementary or middle school get to encounter bullying either as a bully, a victim or both. Bullying does not have a specific definition and might be physical,...

Words: 1560

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For ages, bulling has been and still is a significant social issue that has brought substantial concerns in the contemporary society. For the purpose of understanding bullying and how bullying can be reduced, it is vital that we review and critique the article “Reducing bullying: Application of social cognitive theory”...

Bullying is a prevalent issue that continues to affect students, families, schools, and societies. The impacts of bullying on an individual’s health can be grave, and it is, therefore, essential to recognize and establish interventions that will bring bullying to an end and make schools a safer environment for learning....

Words: 3705

Newman, R. S. (2008). Adaptive and nonadaptive help-seeking with peer harassment: An integrative perspective of coping and self-regulation. Educational Psychologist, 43(1), 1-15. Newman, as the prime objective of this article, seek to examine the dilemma that students faces while in school when harassed and the approaches that most apply to counteract...

My issue is bullying. Indeed from own past experiences, bullying affects all the aspects of a person. Cognitively, a person bullied feels low and inferior. Secondly, they tend to detach themselves from everyone due to fear of being bullied. The demeanor shown by the bullied persons thus is gloom and...

Words: 1313

Introduction With today’s technology, cyberbullying has become easier than ever, and children and youth of this generation do not need to have a personal confrontation. The use of internet has become one of the most vital factors of the information source and a platform where people can share or communicate their...

Words: 2201

The issue of bullying has gained much attention nationally following the association of teen suicide with cyberbullying and school bullying prevalence. A study by Jankauskiene et al. which involving 1162 pupils from 6th to 11th grade found out that 56.5% of learners were associated with bullying, 16.3% were bullies and...

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Bullying in School Essay

Introduction, historical roots of bullying, research and statistical reports on bullying in schools.

Bullying can be defined as aggressive behavior that takes into account unwanted and negative actions toward another person or group of people. It is a situation whereby people repeatedly and intentionally use actions or words against others with an aim of causing distress and risks to them. Bullying is mostly evident when there is an imbalance of power among individuals.

For instance, powerful or influential people are said to practice or bully other learners (Olweus, 1993, p. 20). In addition to this, those in power tend to bully others with an aim of making them feel less powerful. Bullying is totally different from conflict though it has been evident that some people bully others because of conflict. The purpose of this study is to explore bullying as it applies in the learning institutions such as schools (Olweus, 1993, p. 45).

There are three different types of bullying namely face-to-face bullying, covert bullying and cyber bullying. Despite their differences, the results are the same that is distress and pain to the people being bullied. Face-to-face bullying is an interesting area of study because it clearly demonstrates bullying in school (Espelage & Swearer 2004, p. 71).

Students tend to think that bullying is harmless by considering it as a part of life or growth for juniors to experience. In contrary, bullying is harmful because it can result to physical harm, loneliness, insecurity and unhappiness to students being bullied. Face-to-face bullying involves actions such as kicking or punching, insulting and name-calling (Smith, Pepler &Rigby, 2004, p. 57).

Students consider bullying as a school culture even though it is contrary to the school rules and regulations of schools. From historical point of view, bullying is often associated with senior students who perceive themselves as being more powerful than juniors.

In regard to this, new comers or first year students are the victim of bullying (McGrath, 2006, p. 23). It has been noted that bullying gains its historical roots from the discipline of the school. This is to mean that the origin of bullying could be traced back to the history of the school based on the aspect of discipline.

In schools whereby discipline is lacking, there are high levels of bullying among students because there are no active rules that can hinder them from bullying each other (Van- Krieken, Habibis, Smith, et al, 2010, p. 34). However, it was further noted that students bully each other because they have been bullied before meaning that they bully others as way of revenge of what happened to them (Rigby, 2007, p. 61).

Through a review of several researches conducted in the U.S. based on bullying in public school it was evident that eighty percent (80%) of public school experience some incidence of bullying among the students for instance, public schools with students of different or varying races such as the black American and the whites (Rigby, 2007, p. 36). In such schools, segregation of students by race is highly witness with white students bullying black American students because of ethnicity background (Beane, 2010, p. 25).

Nearly in every school there is a certain level of bullying because bullying is perceived as a school culture whereby students nickname each other, insult, and punch or kick each other. Statistically, in every 100 fresher’s, at least twenty percent are bullied by senior students. Second year students are said to practice bullying more often than any other students because they tend to think that first years are powerless students in school.

The research findings indicated that schools with high levels of bullying experiences low levels of academic performance among the students. For instance, according to Beane (2010), 90% of bullied students attain poor grades in school because their concentration is interfered with by bullies (Beane, 2010, p. 43).

Bullying in schools is highly associated with the level of discipline practiced in schools meaning that schools with low levels of disciplines provides fertile grounds for aggressive behaviors leading to incidences of bullying. As mentioned within the context of the study, bullying is applicable in every public school in varying levels of implications.

Africa- American students are prone to bullying by the whites students in America public schools. Bullying can only be eliminated if discipline is given a place to play in school but it is quite difficult to clear or do away with bullying in its totality because it is perceived by students as a school culture.

Beane, A. L. (2010). Bullying prevention for schools: A step-by-step guide to implementing a successful anti-bullying program. New Jersey, NJ: John Wiley and Sons.

Espelage, L. D. & Swearer, M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention . New York, NY: Routledge.

McGrath, M. J. (2006). School bullying: Tools for avoiding harm and liability . London: Corwin Press.

Olweus, D. (1993). Bullying at school: What we know and what we can do . New York, NY: Wiley-Blackwell.

Rigby, K. (2007). Bullying in schools and what to do about it: Revised and updated . London: Aust Council for Ed Research.

Rigby, K. (2010). Bullying interventions in schools: Six basic approaches . London: Aust Council for Ed Research.

Smith, P., Pepler, D.J &Rigby, K. (2004). Bullying in schools: How successful can interventions be? Cambridge: Cambridge University Press.

Van- Krieken, R., Habibis, D., Smith, P., et al (2010). Sociology. 4 Edn. Sydney: Pearson Education.

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Essays on Bullying

Faq about bullying.

The Psychological Impact of School Bullying: Exploring Long-term Effects

This essay about the long-term effects of school bullying explores the enduring psychological impact on victims, extending well into adulthood. It highlights how bullying undermines self-worth, perpetuates social isolation, and hinders academic success. Furthermore, it emphasizes the ripple effects on families and communities, as parents grapple with guilt and siblings witness the turmoil. The essay underscores the need for comprehensive prevention and intervention strategies in schools, along with raising awareness among parents and communities. Ultimately, it calls for collective action to create a culture of kindness and compassion, ensuring every child can thrive without the specter of bullying looming over them.

How it works

School bullying is an insidious phenomenon that infiltrates the corridors of schools worldwide, leaving a trail of psychological wreckage in its wake. While the immediate bruises and scars may fade, the emotional toll inflicted upon victims often lingers far into adulthood, shaping the trajectory of their lives in profound ways. Delving beyond the surface, it’s imperative to explore the intricate web of long-term effects woven by the harrowing experience of being bullied.

The journey of a bullied child is a tumultuous one, characterized by a constant onslaught of fear, shame, and despair.

The taunts, jeers, and physical assaults chip away at their sense of self-worth, leaving behind a hollow shell of the vibrant individual they once were. The scars left by bullying run deeper than skin-deep, seeping into the very fabric of their being and coloring their perception of themselves and the world around them.

Research into the long-term effects of bullying reveals a disturbing trend: victims often carry the emotional baggage well into adulthood, struggling with a myriad of psychological issues. Low self-esteem becomes a constant companion, whispering insidious lies of unworthiness and inadequacy into the ears of its victims. The seeds of doubt planted during childhood blossom into a garden of self-loathing, hindering personal growth and sabotaging relationships.

Moreover, the trauma of bullying can cast a long shadow over one’s social interactions, leaving behind a trail of broken trust and shattered relationships. Victims may find themselves trapped in a cycle of isolation and alienation, unable to forge meaningful connections with others. The fear of rejection looms large, casting a pall over every interaction and perpetuating a sense of loneliness that refuses to abate.

Academically, the effects of bullying can be equally devastating, robbing victims of their ability to excel in the classroom. The constant stress and anxiety induced by bullying can impair cognitive functioning, making it difficult to concentrate and retain information. As a result, many victims struggle to reach their full academic potential, their dreams and aspirations stifled by the weight of their torment.

Beyond the individual level, the ripple effects of bullying extend to families and communities, leaving a trail of broken hearts and shattered dreams in its wake. Parents grapple with feelings of guilt and helplessness as they watch their child suffer in silence. Siblings may also be affected, bearing witness to the emotional turmoil endured by their brother or sister. The fabric of families may fray under the strain, as parents struggle to support their bullied child while navigating their own emotional turmoil.

Addressing the scourge of school bullying requires a multifaceted approach that encompasses prevention, intervention, and support. Schools must take proactive measures to create safe and inclusive environments where bullying is not tolerated. This includes implementing comprehensive anti-bullying policies, fostering empathy and understanding among students, and providing support for both victims and perpetrators.

Additionally, raising awareness among parents, teachers, and community members is essential in combating bullying. By educating stakeholders about the signs and consequences of bullying, we can empower them to intervene early and effectively. Together, we can create a culture of kindness and compassion where every child feels valued and accepted, free from the specter of bullying.

In conclusion, the psychological impact of school bullying is far-reaching and enduring, leaving scars that may never fully heal. It is incumbent upon us, as a society, to take decisive action to address this pressing issue and create a world where every child can thrive free from fear and intimidation. Only then can we hope to break the cycle of violence and create a brighter, more inclusive future for generations to come.

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Essay on Bullying in Schools

School bullying can be defined as the situation in which one or more students (The Bullies) single out a child (victim) and intend in behavior intended to cause discomfort or harm the child. A bully will repeatedly target the same victim several times. Under all circumstances, bullies have an advantage over the victim as they possess more power. Compared to the victim, bullies usually have physically stronger with a large circle of friends or higher social standing. Bullying can inflict emotional distress, humiliation, and physical harm. More than 95% of learning institutions experience bullying globally. Bullying must be meet a specific rationale to be considered bullying. Such requirements include repetitiveness, recurrent imbalance of power, and provocation. Bullying can occur in schools, on campus, or the outskirts of school, but its setting must have been created within the school. Regardless of the position, all the stakeholders in a school context, such as parents, educators, children, and community members, are required to contribute to the prevention of bullying in schools. School bullying is increasingly becoming a social problem in modern society. Ideally, there are several types of school bullying attached to different causes. The effects of school bullying can be classified in psychological, economical, and academic dimensions.

Types of Bullying in Schools

The common types of bullying in a school setting include verbal, sexual, cyber, psychological, physical, and higher education bullying. Notably, victims in a learning context can experience bullying regardless of age. The aforementioned types of bullying are further classified as either direct or indirect bullying. Direct bullying is defined as an attack that is openly targeted to a victim. Direct bullying is either verbal or physical. Contrary, indirect bullying involves different forms of relational aggression that leads to social isolation through defaming one’s reputation and manipulating the conscience of others into falsehood. Indirect bullying is usually hard and subtle to detect in a school setting (Goodwin et al. 330). If undertaken by a group of bullies, direct and indirect bullying can be referred to as pack bullying. The different types of bullying can be defined either directly or indirectly relative to the implication to the victim.

Physical bullying occurs when there is unwanted physical contact between the victim and the bully. Physical contact can be hand to hand or tripping and throwing items at others that can cause physical harm. The second is emotional bullying. Emotional bullying can be defined as hurting others emotionally by negatively influencing their moods and psyche. The primary examples of emotional bullying include; belittling, spreading false information, and defamation. Verbal bullying can be defined as the usage of slanderous language or statements causing emotional distress to other people. Examples of verbal bullying include harassing, mocking, teasing, and threatening to cause harm. Finally, Cyberbullying is attached to the evolution of the internet and computers. The use of computers in bullying at schoolyards is on the surge. In most instances, schools experience difficulties in controlling cyberbullying as experiences are beyond the school fraternity.

The other common types of school bullying are sexual bullying and higher education bullying. Sexual bullying is either non-physical or physical, grounded on the gender or sexuality of the victim. In most instances, sexual bullying is undertaken by the male gender. The United States department of education reports an average of 60% of expulsions and suspensions from learning institutions attached to sexual bullying (Goodwin et al. 328). In most instances, the young ones are frames into tricks to share their nudes, after which there are forced to fulfill specific sexual demands at the expense of exposure. Higher education bullying occurs at the campus or college level. Around 95% of students have reported having been bullied at the college level. Higher education bullying results in depression and suicide in most cases.

Measures to Control Bullying

The main approaches in controlling bullying in school settings include the implementation of educative programs, creating a positive school climate, engaging parents, encouraging open communication and punishments. These techniques, however, vary depending on the learning level and the prevalence of bullying in the particular period. Education programs involve creating awareness to parents, students, and teachers regarding what constitutes bullying. Educative programs are instrumental in creating insight into the harmful nature of whichever kind of bullying. All the stakeholders within the school fraternity are enrolled in sessions of creating awareness on the signs of bullying and the most appropriate intervention criteria. The most common ways in educating on bullying include role-play, identification and reporting discussions, and other approaches to decline being involved in bullying. Nickerson(19) argued that educative programs are 62% effective in curbing the prevalence of bullying in learning institutions.

Secondly, schools can help in the prevention of bullying by promoting a positive school climate. Schools with a positive climate are presumed to have a healthy development, while the negative school climate results in a surge in bullying cases, unsafe feelings, victimization, and aggression. While the elements of positive school culture vary from norms relative to power, relationships, and feelings, it’s evident that a positive climate is a product of a conscious process that becomes self-reinforcing (Goodwin et al. 330). The main determinants of a positive climate include leadership and integrity in learning institutions. Therefore, the ability to have cognitive leaders is an advantage of coping with bullying in schools.

Third, schools should engage parents. Parents spend most of their time with children at the primary level. While there are many stakeholders involved in the lives of the children, parents play an essential role in understanding their behavior. Engaging parents in bullying scenarios means initiating communication on the progress of the children in terms of behavior and performance. Integration between parents and teachers is essential in providing consistent approaches that help yield a more productive and appropriate behavior (Nickerson 22). Parents can help their children recognize while being bullied by others. However, the approach is not viable in urban schools as parents experience difficulties establishing trust with schools.

Finally, schools should initiate open communication techniques. Open communication is essential in building rapport. Having open communication means that students can disclose their problems to teachers. Open communication helps the teachers gain more insight into existing bullies in the school (Nickerson 20). For instance, classroom meetings in grade 4 will enable teachers to obtain crucial information in enacting more controls to curb bullying in schools. Teachers are expected to listen carefully during the class meetings to avoid inflicting fear on the learners. Students should be assured of confidentiality and privacy of the information obtained as any disclosure might attract further bullying.

Effects of School Bullying 

The effect of school bullying can be categorized in psychological and academic dimensions. Bullying results in poor performance in school. More than 70% of learners subjected to bullying ends up recording a decline in academic performance. The results are more severe at a young age. Bullying would result in fading of interest and participation of learners in school activities as it results in unexplained injuries linked to affecting concentration (Menesini and Christina 246). The impact of bullying on educational performance is increasingly becoming imminent. Bullying installs fear in learners from attending school regularly, thus affecting their consistency and concentration in class. Based on this explanation, it’s evident that bullied students will experience difficulties in achieving their academic goals. Moreover, bullying is linked with an unsafe learning environment that creates a negative climate of fear and insecurities and the perception that teachers do not care about the welfare of learners, thus decline in quality of education.

Secondly, bullying is associated with psychological problems. While bullying to individuals helps them enhance their personality and perceptions as they grow, it’s presumed that bullying can risk an individual developing an antisocial personality disorder linked to committing crimes. Bullying leads to depression, anxiety, and psychosomatic symptoms, which often leads to alcohol and substance abuse by the victims at a later stage in their lives. It’s argued that victims of depression feel free and open to share their experience with others, unlike in bullying, where the victims would choose to shy talking about the feeling in fear of being bullied again. In the short run, bystanders of the bullying experience may develop the fear, guiltiness, and sadness, and if the experience persists, they might get psychologically drained (Sampson). Therefore, the victims of bullying experiences struggle with insomnia, suicidal thoughts, health problems, and depression. Bullying does affect not only the students but also their classmates and family. Feeling powerless, parents and immediate family members might fall victim to depression and emotional distress. Some parents would invest more time in protecting their children, thus affecting them psychologically and economically.

Causes of Bullying

There are numerous causes of school bullying attached to religion, socioeconomic status, race, and gender. Understanding the reasons why students chose to bully their classmates is significant to teachers in combating bullying. The National Center for Educational Statistics report established that 25% of Blacks, 22% of Caucasians, 17% of Hispanics, and 9% of Asian students were bullied in 2017 (Divecha). Some of the students that bully others have higher levels of courage and confidence and can respond aggressively if threatened by the behavior. Students at the college level get bullied on sexual matters. For instance, the subscribers to LGBTQA sexual orientation get bullied based on their decision as gay or lesbians. Moreover, bullying in schools is caused by other factors attached to families. Students from abuse and divorced families are likely to bully others due to jealousy, anger, and despair.

From the above discussion, it’s evident that school bullying in whichever capacity is detrimental to human dignity. School bullying is increasingly becoming a social problem in modern society. Ideally, there are several types of school bullying attached to different causes. The effects of school bullying can be classified in psychological, economical, and academic dimensions. The primary forms of school form such as verbal, sexual, cyber, psychological, physical, and higher education bullying are categorized into direct and indirect bullying. The intervention strategies to curb bullying should involve all the stakeholders, such as parents, teachers, and students. The main approaches in controlling bullying in school settings include implementing educative programs, creating a positive school climate, engaging parents, and encouraging open communication and punishments.

Works Cited

Divecha, Diana. “What Are the Best Ways to Prevent Bullying in Schools?”  Greater Good , https://greatergood.berkeley.edu/article/item/what_are_the_best_ways_to_prevent_bullyi ng_in_schools

Sampson, Rana. “Center for Problem-Oriented Policing.” Arizona State University,  https://popcenter.asu.edu/content/bullying-schools-0

Menesini, Ersilia, and Christina Salmivalli. “Bullying in schools: the state of knowledge and effective interventions.”  Psychology, health & medicine  22.sup1 (2017): 240-253.

Goodwin, John, et al. “Bullying in schools: an evaluation of the use of drama in bullying prevention.” Journal of Creativity in Mental Health 14.3 (2019): 329-342.

Nickerson, Amanda B. “Preventing and intervening with bullying in schools: A framework for evidence- based practice.”  School Mental Health  11.1 (2019): 15-28.

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Bullying Essay Example

Type of paper: Essay

Topic: Bullying , Victimology , Discrimination , Criminal Justice , Sexual Abuse , Children , Family , Students

Published: 03/03/2020

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Bullying is using the threat, coercion or force to abuse, cause intimidation or to aggressively impose one’s domination and influence over others. This behavior must be repeated in order for it to qualify to be termed as bullying. There must be an imbalance of both physical and social power between the bully and the bullied. Behavior or conduct used to impose such domination includes verbal harassment, physical assault or such other acts directed towards a particular target repeatedly(Moon). Cyber-bullying is a modern form of bullying that is done by the use of modern technology. Because of lacking parental or authoritative supervision, cyber-bullying easily goes undetected. It is very anonymous because a bully may easily pose as another person. It includes abuse via email, text messaging, instant messaging and websites. The target of bullying is termed to as a bullying victim. Bullying ranges from simple to complex bullying. Simple bullying entails a confrontation with the bully whereas complex bullying in instances where the primary bully have some assistants to assist him or her in the bullying activities. Bullying can arise in any context that involves interaction between human beings. This includes home, family, school, neighborhood and the workplace. The major causes of bullying are poor parental upbringing and outright parental neglect. A majority of bullies grow up in families where parents are uninvolved or cold or parents who have taught them on using violence and rage in handling their problems. These children may not perceive their physical aggression and verbal attacks as bullying. Their environment of upbringing shapes them to be bullies(Sarazen). They may pick on anyone and everyone who they come across. Poor supervision by the parents results to the child growing up into a bully. This is especially in those families where children are allowed doing whatever they please. These children grow up having no self-control. Lacking consequences for their bad behavior make the children dominate their peers in school and at home. In some instances, the parents fail to set limits for their children because the parents were themselves abused during their childhood. They, therefore, view disciplinary actions against their own children as abuse. Parents’ aggressive behavior also causes bullying. As a result of a child continuously observing his or her parents using aggressive means to control neighbors and family members, the child may adopt this aggressive behavior. In such a situation, it is very difficult for the school to effectively address the bullying traits in a school setting. Jealousy and inadequacy feelings may also drive individuals to bully others. These individuals might resent continued attention that another person receives from their boss or their teacher because of their positive achievements. In this particular instance, bullying may include the spreading of rumors concerning the individual targeted, calling them names or even belittling their achievements. This behavior of the bullying individual is aimed at reducing the victim’s popularity and bolstering the social standing of the bully. Prejudicial attitudes towards an individual or group of individuals also cause bullying. Homophobic individuals may bully by physically harming or mocking one of their classmate who is gay. In a school setting, many students from different social, religious and geographical backgrounds who have been brought up in varying ways come together. Some turn out to be bullies because of the way in which depression, loneliness and anxiety. It also causes individuals to develop low self-esteem and increases susceptibility to some illnesses. A great number of people commit suicide, as a result, of being bullied. Bullying has also been linked to the numerous cases of violence in school settings and other settings where human beings interact. Research has shown that a majority serial killers are individuals who were constantly bullied using either direct or indirect methods during their childhood stages or during their adolescent stage. Continued bullying may result to the erosion of a person’s self-confidence, cause health problems hence ruining their career. Some individuals may also develop post-traumatic stress disorders. Bullying also affects domestic tranquility and stability. It may trigger a dangerous urge in the victim to hurt family members. This may cause and has, in fact, caused family break ups and disintegration. This eventually culminates to family separations and divorce. Bullying lowers academic performance of students. This is because it instills fear to the student. Such a student finds it hard to concentrate with his or her studies because of psychological torture. A student whose academic performance was average or high might portray a decline in his or her academic performance. The student’s performance in other activities beyond academics might also be negatively affected. There has also been a positive view of the effects of bullying. This holds that bullying teaches some life lessons and instills strength in the victims of bullying. Although the majority of the victims of bullying might feel harmed and threatened by the repeated acts of bullying from bullies, bullying has some positive results. Repeated bullying enables victims of bullying to adapt to the bullying conduct of bullies and develop coping strategies. A victim who adopts coping strategies learns how to stand up for him or herself in various ways that bring about the balancing of power between him or her and the bully. Former victims of bullying have reported becoming better persons because of their past bullying ordeals.

Works Cited

Moon, Byongook. "Causes of Shool Bullying: Empirical Test of a General Theory of Crime, Differential Association Theory, and General Strain Theory." Crime & Delinquency (2012): 27. Sarazen, Jennifer. "Bullies and Their Victims: Identification and Interventions." Social Studies (2012): 33.

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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

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Published: Feb 7, 2024

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

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Teen Girls Confront an Epidemic of Deepfake Nudes in Schools

Using artificial intelligence, middle and high school students have fabricated explicit images of female classmates and shared the doctored pictures.

After boys at Francesca Mani’s high school fabricated and shared explicit images of girls last year, she and her mother, Dorota, began urging schools and legislators to enact tough safeguards. Credit... Shuran Huang

Supported by

By Natasha Singer

Natasha Singer has covered student privacy for The Times since 2013. She reported this story from Westfield, N.J.

• April 8, 2024

Westfield Public Schools held a regular board meeting in late March at the local high school, a red brick complex in Westfield, N.J., with a scoreboard outside proudly welcoming visitors to the “Home of the Blue Devils” sports teams.

But it was not business as usual for Dorota Mani.

In October, some 10th-grade girls at Westfield High School — including Ms. Mani’s 14-year-old daughter, Francesca — alerted administrators that boys in their class had used artificial intelligence software to fabricate sexually explicit images of them and were circulating the faked pictures. Five months later, the Manis and other families say, the district has done little to publicly address the doctored images or update school policies to hinder exploitative A.I. use.

“It seems as though the Westfield High School administration and the district are engaging in a master class of making this incident vanish into thin air,” Ms. Mani, the founder of a local preschool, admonished board members during the meeting.

In a statement, the school district said it had opened an “immediate investigation” upon learning about the incident, had immediately notified and consulted with the police, and had provided group counseling to the sophomore class.

“All school districts are grappling with the challenges and impact of artificial intelligence and other technology available to students at any time and anywhere,” Raymond González, the superintendent of Westfield Public Schools, said in the statement.

Blindsided last year by the sudden popularity of A.I.-powered chatbots like ChatGPT, schools across the United States scurried to contain the text-generating bots in an effort to forestall student cheating. Now a more alarming A.I. image-generating phenomenon is shaking schools.

Boys in several states have used widely available “nudification” apps to pervert real, identifiable photos of their clothed female classmates, shown attending events like school proms, into graphic, convincing-looking images of the girls with exposed A.I.-generated breasts and genitalia. In some cases, boys shared the faked images in the school lunchroom, on the school bus or through group chats on platforms like Snapchat and Instagram, according to school and police reports.

Such digitally altered images — known as “deepfakes” or “deepnudes” — can have devastating consequences. Child sexual exploitation experts say the use of nonconsensual, A.I.-generated images to harass, humiliate and bully young women can harm their mental health, reputations and physical safety as well as pose risks to their college and career prospects. Last month, the Federal Bureau of Investigation warned that it is illegal to distribute computer-generated child sexual abuse material, including realistic-looking A.I.-generated images of identifiable minors engaging in sexually explicit conduct.

Yet the student use of exploitative A.I. apps in schools is so new that some districts seem less prepared to address it than others. That can make safeguards precarious for students.

“This phenomenon has come on very suddenly and may be catching a lot of school districts unprepared and unsure what to do,” said Riana Pfefferkorn , a research scholar at the Stanford Internet Observatory, who writes about legal issues related to computer-generated child sexual abuse imagery .

At Issaquah High School near Seattle last fall, a police detective investigating complaints from parents about explicit A.I.-generated images of their 14- and 15-year-old daughters asked an assistant principal why the school had not reported the incident to the police, according to a report from the Issaquah Police Department. The school official then asked “what was she supposed to report,” the police document said, prompting the detective to inform her that schools are required by law to report sexual abuse, including possible child sexual abuse material. The school subsequently reported the incident to Child Protective Services, the police report said. (The New York Times obtained the police report through a public-records request.)

In a statement, the Issaquah School District said it had talked with students, families and the police as part of its investigation into the deepfakes. The district also “ shared our empathy ,” the statement said, and provided support to students who were affected.

The statement added that the district had reported the “fake, artificial-intelligence-generated images to Child Protective Services out of an abundance of caution,” noting that “per our legal team, we are not required to report fake images to the police.”

At Beverly Vista Middle School in Beverly Hills, Calif., administrators contacted the police in February after learning that five boys had created and shared A.I.-generated explicit images of female classmates. Two weeks later, the school board approved the expulsion of five students, according to district documents . (The district said California’s education code prohibited it from confirming whether the expelled students were the students who had manufactured the images.)

Michael Bregy, superintendent of the Beverly Hills Unified School District, said he and other school leaders wanted to set a national precedent that schools must not permit pupils to create and circulate sexually explicit images of their peers.

“That’s extreme bullying when it comes to schools,” Dr. Bregy said, noting that the explicit images were “disturbing and violative” to girls and their families. “It’s something we will absolutely not tolerate here.”

Schools in the small, affluent communities of Beverly Hills and Westfield were among the first to publicly acknowledge deepfake incidents. The details of the cases — described in district communications with parents, school board meetings, legislative hearings and court filings — illustrate the variability of school responses.

The Westfield incident began last summer when a male high school student asked to friend a 15-year-old female classmate on Instagram who had a private account, according to a lawsuit against the boy and his parents brought by the young woman and her family. (The Manis said they are not involved with the lawsuit.)

After she accepted the request, the male student copied photos of her and several other female schoolmates from their social media accounts, court documents say. Then he used an A.I. app to fabricate sexually explicit, “fully identifiable” images of the girls and shared them with schoolmates via a Snapchat group, court documents say.

Westfield High began to investigate in late October. While administrators quietly took some boys aside to question them, Francesca Mani said, they called her and other 10th-grade girls who had been subjected to the deepfakes to the school office by announcing their names over the school intercom.

That week, Mary Asfendis, the principal of Westfield High, sent an email to parents alerting them to “a situation that resulted in widespread misinformation.” The email went on to describe the deepfakes as a “very serious incident.” It also said that, despite student concern about possible image-sharing, the school believed that “any created images have been deleted and are not being circulated.”

Dorota Mani said Westfield administrators had told her that the district suspended the male student accused of fabricating the images for one or two days.

Soon after, she and her daughter began publicly speaking out about the incident, urging school districts, state lawmakers and Congress to enact laws and policies specifically prohibiting explicit deepfakes.

“We have to start updating our school policy,” Francesca Mani, now 15, said in a recent interview. “Because if the school had A.I. policies, then students like me would have been protected.”

Parents including Dorota Mani also lodged harassment complaints with Westfield High last fall over the explicit images. During the March meeting, however, Ms. Mani told school board members that the high school had yet to provide parents with an official report on the incident.

Westfield Public Schools said it could not comment on any disciplinary actions for reasons of student confidentiality. In a statement, Dr. González, the superintendent, said the district was strengthening its efforts “by educating our students and establishing clear guidelines to ensure that these new technologies are used responsibly.”

Beverly Hills schools have taken a stauncher public stance.

When administrators learned in February that eighth-grade boys at Beverly Vista Middle School had created explicit images of 12- and 13-year-old female classmates, they quickly sent a message — subject line: “Appalling Misuse of Artificial Intelligence” — to all district parents, staff, and middle and high school students. The message urged community members to share information with the school to help ensure that students’ “disturbing and inappropriate” use of A.I. “stops immediately.”

It also warned that the district was prepared to institute severe punishment. “Any student found to be creating, disseminating, or in possession of AI-generated images of this nature will face disciplinary actions,” including a recommendation for expulsion, the message said.

Dr. Bregy, the superintendent, said schools and lawmakers needed to act quickly because the abuse of A.I. was making students feel unsafe in schools.

“You hear a lot about physical safety in schools,” he said. “But what you’re not hearing about is this invasion of students’ personal, emotional safety.”

Natasha Singer writes about technology, business and society. She is currently reporting on the far-reaching ways that tech companies and their tools are reshaping public schools, higher education and job opportunities. More about Natasha Singer

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