How Has Bullying Changed Over The Years

A comprehensive overview of current bullying prevention research conducted past government and higher education agencies.

Rates of Incidence

• One out of every five (20.two%) students written report existence bullied. (National Center for Educational Statistics, 2019 )
• A higher pct of male than of female students study being physically bullied (6% vs. 4%), whereas a higher pct of female than of male students reported being the subjects of rumors (eighteen% vs. 9%) and beingness excluded from activities on purpose (7% vs. iv%). (National Centre for Educational Statistics, 2019)
• 41% of students who reported being bullied at school indicated that they think the bullying would happen again. (National Center for Educational Statistics, 2019 )
• Of those students who reported being bullied, 13% were fabricated fun of, called names, or insulted; 13% were the subject of rumors; five% were pushed, shoved, tripped, or spit on; and 5% were excluded from activities on purpose. (National Middle for Educational Statistics, 2019)
• A slightly higher portion of female than of male students report being bullied at school (24% vs. 17%). (National Center for Educational Statistics, 2019)
• Bullied students reported that bullying occurred in the post-obit places: the hallway or stairwell at schoolhouse (43%), inside the classroom (42%), in the cafeteria (27%), outside on school grounds (22%), online or by text (15%), in the bathroom or locker room (12%), and on the schoolhouse double-decker (8%). (National Center for Educational Statistics, 2019)
• 46% of bullied students report notifying an adult at schoolhouse about the incident. (National Centre for Educational Statistics, 2019)
• School-based bullying prevention programs decrease bullying by up to 25%. (McCallion & Feder, 2013)
• The reasons for being bullied reported near often by students include physical appearance, race/ethnicity, gender, disability, faith, sexual orientation. (National Center for Educational Statistics, 2019)
• The federal authorities began collecting data on school bullying in 2005, when the prevalence of bullying was around 28 percent. (U.Due south. Section of Education, 2015 )
• Rates of bullying vary across studies (from 9% to 98%). A meta-analysis of 80 studies analyzing bullying involvement rates (for both bullying others and being bullied) for 12-eighteen year old students reported a mean prevalence rate of 35% for traditional bullying involvement and 15% for cyberbullying involvement. (Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014 )
• I in v (20.9%) tweens (9 to 12 years quondam) has been cyberbullied, cyberbullied others, or seen cyberbullying. (Patchin & Hinduja, 2020)
• 49.viii% of tweens (ix to 12 years old) said they experienced bullying at schoolhouse and 14.5% of tweens shared they experienced bullying online. (Patchin & Hinduja, 2020)
• 13% of tweens (ix to 12 years onetime) reported experiencing bullying at schoolhouse and online, while only 1% reported being bullied solely online. (Patchin & Hinduja, 2020)

Furnishings of Bullying

• Students who experience bullying are at increased take a chance for depression, anxiety, sleep difficulties, lower academic achievement, and dropping out of school. (Centers for Disease Control, 2019)
• Students who are both targets of bullying and engage in bullying behavior are at greater risk for both mental health and behavior problems than students who only bully or are only bullied. (Centers for Disease Control, 2019)
• Bullied students indicate that bullying has a negative effect on how they feel about themselves (27%), their relationships with friends and family (19%), their school work (19%), and physical health (xiv%). (National Center for Educational Statistics, 2019)
• Students who feel bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches. (Gini & Pozzoli, 2013 )
• Youth who self-blame and conclude they deserved to be bullied are more than likely to face negative outcomes, such equally depression, prolonged victimization, and maladjustment. (Perren, Ettakal, & Ladd, 2013 )
• Tweens who were cyberbullied shared that it negatively impacted their feelings about themselves (69.1%), their friendships (31.ix%), their physical wellness (13.1%), and their schoolwork (vi.5%). (Patchin & Hinduja, 2020).

Cyberbullying

• Amid students ages 12 – 18 who reported being bullied at school, fifteen% were bullied online or by text (National Center for Educational Statistics, 2019)
• Reports of cyberbullying are highest amid heart school students, followed by high school students, and and then principal school students (Centers for Disease Control, 2019)
• The percentages of individuals who take experienced cyberbullying at some point in their lifetimes have more than than doubled (xviii% to 37%) from 2007-2019 (Patchin & Hinduia, 2019 )
• When students were asked about the specific types of cyberbullying they had experienced, mean and hurtful comments (25%) and rumors spread online (22%) were the most commonly-cited (Patchin et al., 2019 )
• The type of cyberbullying tends to differ by gender. Girls were more likely to say someone spread rumors well-nigh them online while boys were more likely to say that someone threatened to injure them online (Patchin et al., 2019 )
• Those who are cyberbullied are also probable to be bullied offline (Hamm, Newton, & Chisholm, 2015 )

Cyberbullying Among Tweens (9-12 Years Old)

• One in five tweens (xx.ix%) has been cyberbullied, cyberbullied others, or seen cyberbullying
• 49.8% of tweens said they experienced bullying at schoolhouse and 14.5% of tweens shared they experienced bullying online
• xiii% of tweens reported experiencing bullying at school and online, while only i% reported being bullied solely online
• Ix out of ten tweens use social media or gaming apps (Patchin & Hinduja, 2020)
• Tweens shared they were engaging on the post-obit sites, apps, or games: YouTube, Minecraft, Roblox, Google Classroom, Fortnite, TikTok, YouTube Kids, Snapchat, Facebook Messenger Kids, Instagram, Discord, Facebook, and Twitch
• Tweens who were cyberbullied shared that it negatively impacted their feelings most themselves (69.1%), their friendships (31.9%), their concrete wellness (13.one%), and their schoolwork (half dozen.5%)
• Tweens reported using a diversity of strategies to finish the bullying including blocking the person bullying them (60.2%), telling a parent (l.8%), ignoring the person (42.8%), reporting it to the website or app (29.8%), and taking a break from the device (29.six%)
• Two-thirds of tweens are willing to step in to defend, back up, or assist those existence bullied at school and online when they run into it
• Barriers to helping when tweens witness bullying at school or online included beingness afraid of making things worse, not knowing what to do or say, not knowing how to report information technology online, being afraid others kids will make fun of them, beingness afraid to go hurt, and non knowing who to tell

SOURCE: Patchin, J.W., & Hinduja, S. (2020). Tween Cyberbullying in 2020. Cyberbullying Research Middle and Cartoon Network. Retrieved from: https://i.cartoonnetwork.com/stop-bullying/pdfs/CN_Stop_Bullying_Cyber_Bullying_Report_9.30.20.pdf.

Bullying of Students with Disabilities

• Students with specific learning disabilities, autism spectrum disorder, emotional and beliefs disorders, other health impairments, and speech or language impairments written report greater rates of victimization than their peers without disabilities longitudinally and their victimization remains consistent over time (Rose & Cuff, 2016 )
• When assessing specific types of disabilities, prevalence rates differ: 35.three% of students with behavioral and emotional disorders, 33.nine% of students with autism, 24.3% of students with intellectual disabilities, xx.8% of students with health impairments, and 19% of students with specific learning disabilities face high levels of bullying victimization (Rose & Espelage, 2012 )
• Researchers discovered that students with disabilities were more worried virtually school safe and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009 )
• When reporting bullying youth in special teaching were told not to tattle most twice as often as youth not in special education (Davis & Nixon, 2010)
• Successful strategies to forbid bullying among students with disabilities include (Rose & Monda-Amaya, 2012):
  • Teachers and peers engaging in meaningful and appropriate social interactions
  • Creating opportunities to increase social competence and positive interactions
  • Schools adopting appropriate intervention strategies that encourage social awareness and provide individualized interventions for targets with disabilities

Bullying of Students of Colour

• 23% of African-American students, 23% of Caucasian students, xvi% of Hispanic students, and 7% of Asian students report being bullied at schoolhouse (National Center for Educational Statistics, 2019)
• More than one tertiary of adolescents reporting bullying report bias-based school bullying (Russell, Sinclair, Poteat, & Koenig, 2012 )
• Bias-based bullying is more strongly associated with compromised health than general bullying (Russell et al., 2012 )
• Race-related bullying is significantly associated with negative emotional and physical health effects (Rosenthal et al, 2013 )

Bullying of Students Who Identify or Are Perceived as LGBTQ

• seventy.1% of LGBTQ students were verbally bullied (e.g., called names, threatened) in the past yr because of their sexual orientation and 59.1% because of their gender expression, and 53.2% based on gender (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018)
• 28.9% of LGBTQ students were physically bullied (due east.g., pushed, shoved) in the by year considering of their sexual orientation and 24.four% because of their gender expression, and 22.viii% based on gender (Kosciw et al., 2018)
• 48.seven% of LGBTQ students experienced cyberbullying in the past twelvemonth (Kosciw et al., 2018)
• 59.v% of LGBTQ students feel dangerous at school because of their sexual orientation, 44.6% because of their gender expression, and 35% because of their gender (Kosciw et al., 2018)
• 34.8% of LGBTQ students missed at least one entire twenty-four hour period at school in the past month because they felt unsafe or uncomfortable, and 10.five% missed four or more days in the past month (Kosciw et al., 2018)
• Of the LGBTQ students who reported they were considering dropping out of school, 42.2% indicated they were doing so because of the harassment they faced at schoolhouse (Kosciw et al., 2018)
• Compared to LGBTQ students with no supportive schoolhouse staff, students with many (xi or more) supportive staff at school were less likely to miss school because they felt unsafe (20.1% to 48.8%) and felt greater belonging to their schoolhouse community (Kosciw et al., 2018)
• LGBTQ students experienced a safe, more positive school surroundings when their school had a bullying prevention / anti-harassment policy that specifically included protections on sexual orientation and gender identity / expression (Kosciw et al., 2018)
• Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler & Keyes, 2013 )

Bullying and Suicide

• At that place is a strong clan between bullying and suicide-related behaviors, but this relationship is often mediated past other factors, including depression, vehement behavior, and substance corruption (Reed, Nugent, & Cooper, 2015 )
• Students who written report frequently bullying others and students who written report being frequently bullied are at increased risk for suicide-related beliefs (Centers for Disease Control, 2014)
• A meta-analysis institute that students facing peer victimization are ii.ii times more likely to have suicide ideation and 2.6 times more likely to attempt suicide than students non facing victimization (Gini & Espelage, 2014 )
• Students who are both bullied and appoint in bullying beliefs are the highest take chances group for adverse outcomes (Espelage & Holt, 2013)
• The fake notion that suicide is a natural response to being bullied has the unsafe potential to normalize the response and thus create copycat beliefs among youth (Centers for Disease Control, 2014).

Interventions

• Bullied youth were most likely to report that actions that accessed back up from others made a positive departure (Davis & Nixon, 2010)
• Actions aimed at changing the beliefs of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more than likely to brand things worse (Davis & Nixon, 2010)
• Students reported that the most helpful things teachers tin do are: mind to the student, bank check in with them afterwards to see if the bullying stopped, and give the student communication (Davis & Nixon, 2010)
• Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn't happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis & Nixon, 2010)
• As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to cease/how I feel, walking away, pretending it doesn't bother me) are frequently used by youth and oftentimes recommended to youth (Davis & Nixon, 2010)
• Tweens reported using a diverseness of strategies to stop the bullying including blocking the person bullying them (lx.2%), telling a parent (50.8%), ignoring the person (42.8%), reporting it to the website or app (29.8%), and taking a interruption from the device (29.6%) (Patchin & Hinduja, 2020).

Bystanders

• Students need non exist the targets of bullying to experience negative outcomes. Observing bullying is associated with adverse mental health outcomes (Rivers, Poteat, Noret, & Ashurst, 2009 )
• Bystanders' behavior in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they tin make a difference, they're more likely to act (Thornberg et al., 2012 )
• Students who experience bullying report that allying and supportive actions from their peers (such equally spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis & Nixon, 2010)
• Students who experience bullying are more likely to find peer deportment helpful than educator or self-deportment (Davis & Nixon, 2010)
• The Youth Voice Research Project (2010) constitute that victimized students reported the following bystander strategies that made things better: spent time with me (54%), talked to me (51%), helped me get away (49%), chosen me (47%), gave me advice (46%), helped me tell (44%), distracted me (43%), listened to me  (41%), told an adult (35%), confronted them (29%), asked them to stop
• Even students who have observed but not participated in bullying beliefs report significantly more feelings of helplessness and less sense of connectedness and support from responsible adults than students who accept not witnessed bullying behavior (Centers for Disease Control, 2014)
• Two-thirds of tweens are willing to pace in to defend, back up, or assist those being bullied at school and online when they see information technology (Patchin & Hinduja, 2020).
• Barriers to helping when tweens witness bullying at school or online included being afraid of making things worse, not knowing what to practise or say, non knowing how to report it online, being afraid others kids will make fun of them, beingness afraid to get injure, and not knowing who to tell (Patchin & Hinduja, 2020).

References:

Centers for Disease Control, National Center for Injury Prevention and Control (2019). Preventing bullying. Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv/bullying-factsheet508.pdf.

Centers for Disease Control and Prevention, National Centre for Injury Prevention and Control (2014). The Relationship Between Bullying and Suicide: What we Know and What it Means for Schools. Retrieved from https://stacks.cdc.gov/view/cdc/34163.

Davis, South., & Nixon, C. (2010). The youth voice research projection: Victimization and strategies. Retrieved from: http://njbullying.org/documents/YVPMarch2010.pdf.

Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and schoolhouse bullying experiences later controlling for depression and delinquency. Periodical of Adolescent Health, 53. Retrieved from http://www.ncdsv.org/images/JAH_Suicidal-ideation-and-school-bullying_7-2013.pdf.

Gini, G., & Espelage, D. D. (2014) Peer victimization, cyberbullying, and suicide adventure in children and adolescents. JAMA Pediatrics, 312, 545-546. Retrieved from http://jamanetwork.com/journals/jama/commodity-abstract/1892227 .

Gini, 1000., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics. Retrieved from pediatrics.aappublications.org/content/early/2013/09/11/peds.2013-0614 .

Hamm, M. P., Newton, A. S., & Chisholm, A. (2015). Prevalence and result of cyberbullying on children and young people: A scoping review of social media students. JAMA Pediatrics, 169, 770-777. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/26098362

Hatzenbuehler, M. 50., & Keyes, K. M. (2013). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Periodical of Adolescent Health, 53, 21-26. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3696185/?tool=pmcentrez .

Kosciw, J. One thousand., Greytak, Due east. A., Zongrone, A. D., Clark, C. M., & Truong, Northward. L. (2018). The 2017 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation's schools. New York: GLSEN. Retrieved from https://world wide web.glsen.org/sites/default/files/2019-ten/GLSEN-2017-National-School-Climate-Survey-NSCS-Total-Report.pdf.

McCallion, G., & Feder, J. (2013). Student bullying: Overview of enquiry, federal initiatives, and legal issues. Congressional Inquiry Service. Retrieved from http://world wide web.fas.org/sgp/crs/misc/R43254.pdf.

Modecki, K. L., Minchin, J., Harbaugh, A. Chiliad., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-assay measuring cyber and traditional bullying. Journal of Boyish Health, 55, 602-611. Retrieved from http://world wide web.jahonline.org/article/S1054-139X(fourteen)00254-seven/abstract .

National Heart for Educational Statistics. (2019). Educatee reports of bullying: Results from the 2017 School Criminal offense Supplement to the National Victimization Survey. United states Section of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015056 .

Patchin, J. W., & Hinduja, S. (2019). 2019 Cyberbullying Data. Cyberbullying Enquiry Heart. Retrieved from https://cyberbullying.org/2019-cyberbullying-data .

Patchin, J.W., & Hinduja, S. (2020). Tween Cyberbullying in 2020. Cyberbullying Research Center and Cartoon Network. Retrieved from: https://i.cartoonnetwork.com/stop-bullying/pdfs/CN_Stop_Bullying_Cyber_Bullying_Report_9.30.20.pdf.

Perren, S., Ettekal, I., & Ladd, One thousand. (2013). The bear on of peer victimization on afterwards maladjustment: Mediating and moderating effects of hostile and self-blaming attributions. Child Psychology and Psychiatry, 54, 46-55. Retrieved from https://world wide web.ncbi.nlm.nih.gov/pmc/articles/PMC3527635/ .

Reed, One thousand. P., Nugent, W., & Cooper, R. L. (2015). Testing a path model of relationships between gender, historic period, and bullying victimization and vehement behavior, substance corruption, depression, suicidal ideation, and suicide attempts in adolescents. Children and Youth Services Review, 55, 125-137. Retrieved from http://www.sciencedirect.com/science/article/pii/S0190740915001656 .

Rivers, I., Poteat, V. P., Noret, Northward., & Ashurst, N. (2009). Observing bullying at schoolhouse: The mental wellness implications of witness status. School Psychology Quarterly, 24, 211–223. Retrieved from https://eric.ed.gov/?id=EJ866091 .

Rose, C. A., & Espelage, D. L. (2012). Risk and protective factors associated with the bullying interest of students with emotional and behavioral disorders. Behavioral Disorders, 37, 133–148. Retrieved from https://eric.ed.gov/?id=EJ989490

Rose, C. A., & Gage, N. A. (2016). Exploring the involvement of bullying among students with disabilities over time. Infrequent Children, 83, 298-314. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0014402916667587 .

Rose, C. A., & Monda-Amaya, L. E. (2012). Bullying and victimization among students with disabilities: Effective strategies for classroom teachers. Intervention in School and Clinic, 48, 99-107. Retrieved from http://journals.sagepub.com.ezp3.lib.umn.edu/doi/abs/10.1177/1053451211430119 .

Rosenthal, L., Earnshaw, V. A., Carroll-Scott, A., Henderson, K. E., Peters, S. 1000., McCaslin, C., & Ickovics, J. R. (2013). Weight- and race-based bullying: Health associations amid urban adolescents. Periodical of Health Psychology. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/24155192 .

Russell, S. T., Sinclair, Yard., Poteat, P., & Koenig, B. (2012). Adolescent health and harassment based on discriminatory bias. American Journal of Public Health, 102(3), 493-495. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22390513 .

Saylor, C.F. & Leach, J.B. (2009) Perceived bullying and social support students accessing special inclusion programming. Periodical of Developmental and Physical Disabilities. 21, 69-lxxx. https://doi.org/x.1007/s10882-008-9126-iv .

Thornberg, T., Tenenbaum, L., Varjas, Thou., Meyers, J., Jungert, T., & Vanegas, 1000. (2012). Eyewitness motivation in bullying incidents: To arbitrate or non to intervene? Western Periodical of Emergency Medicine, 8(three), 247-252. Retrieved from http://world wide web.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/ .

U.S. Department of Teaching, (2015). New data show a refuse in schoolhouse-based bullying. Retrieved from https://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying .

Updated: November, 2020

Source: https://www.pacer.org/bullying/info/stats.asp

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