solution of bullying in school essay

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Bullying: Problems and Solutions, Essay Example

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In recent years bullying has received greater attention in America’s schools, though the issue of bullying is hardly a new one. While many people might consider bullying to be a matter involving physical intimidation and even physical violence, the range of behaviors that comprise bullying are much broader, and include psychological as well as physical intimidation and actions. According to Long and Alexander (2010), bullying “has been defined as hostile actions, recurring over time that is deliberately destructive and occurs without provocation.” Long and Alexander go on to describe bullying as “a subtype of violent behavior,” driving home the point that the emotional impact of bullying is a form of violence even if no actual physical contact is involved. Bullying behaviors are not restricted to schools; they’re also found ion homes and other social settings, and even in the workplace among adults. From a statistical standpoint, however, bullying is especially pervasive among students of middle-school age (Long & Alexander), and as such it is of significant concern to administrators, teachers, and parents. The following paper examines some of the issues and problems associated with school bullying, as well as several possible solutions.

While bullying is associated with a number of problems for victims and those whose role it is to protect them, perhaps the most significant problem involving bullying is simply recognizing it. There are a number of reasons why bullying often goes unnoticed; among these is that many of the behaviors that constitute bullying often take place less overtly than some of the most blatant acts of physical intimidation or violence. Identifying is inherently subjective, and those who are tasked with identifying it and reporting it will not always see bullying when it occurs (Brank, Hoetger& Hazen, 2012). What might look like harmless teasing to one person might appear to be a clear case of bullying to another. Many forms of bullying fall under the heading of indirect or “relational” bullying, including gossip and rumor, social exclusion, and other social behaviors that can be difficult to identify as bullying (Long & Alexander). Another related problem is that even when some teachers or administrators are aware of bullying, they choose not to intervene. According to one study, 71% of teachers simply ignore most instances of bullying (Schroeder, 1999). Before any effective solutions can be found to bullying it is first necessary for teachers, administrators and parents to know how to identify it and to take it seriously.

Another set of problems associated with bullying are the risk factors that correlate to becoming a potential victim of bullying.Being the victim of bullying is known to be associated with a number of serious risk factors. Studies have determined that there are some cognitive and emotional factors that are commonly seen in victims, which seems to indicate a causal relationship between the two (Brank et al.) These include such conditions as Asperger’s syndrome, a condition on the autism spectrum that undermines an individual’s capacity to understand social norms and respond with socially appropriate behaviors. Children with stronger peer and friend relationships are less likely to be targeted for bullying, though there may be an inverse relationship at work, with victims of bullying retreating from social relationships, thereby affirming the conditions of victim status (Brank et al.). External factors such as socioeconomic background and race are also correlated with bullying, especially when these factors place victims in a social minority at school.

The most serious problems associated with bullying are, of course, the effects on victims. Bullying victims suffer from a range of problems, including higher rates of emotional disturbances such as depression and anxiety (Long & Alexander). Victims of bullying are at a greater risk of committing suicide, using drugs and alcohol, and becoming detached from social settings such as school and family (Brank et al). Victims may develop overt physical symptoms predicated by the stress of victimization, and often report headaches, stomachaches, and other ailments (Collier, 2013). Bullying has clear and often serious effects on victims.

Solving the problem of bullying has no one-size-fits-all solution, and typically requires a multi-pronged approach. The first step towards addressing the issue of bullying is simply raising awareness among responsible adults about the seriousness of the problem. Teachers, administrators, and parents must be given the tools and information to identify bullying behaviors and to understand their negative consequences in order to be able to intervene appropriately. This requires more than just informal conversations, and must include appropriate programs that are provided in an adequate and complete fashion. Settings fort this might include seminars and forums for school officials and teachers, as well as parent-teacher conferences and other settings where parents can be given educational materials and information about available resources.

This educational information must be backed up by practical structures and interventions in schools, with clearly-defined anti-bullying policies and clearly-defined consequences for students who victimize other students (Long & Alexander). Students must also be properly informed about the seriousness of bullying and about the consequences for bullies who engage in inappropriate behavior.  Many states have passed anti-bullying legislation which makes bullying a legal matter, and such legislation generally includes significant punitive measures for bullies, including suspension, expulsion, and even incarceration (Duncan, 2011). While such rules and laws are helpful and appropriate, the best way to protect potential victims is for those responsible for supervising students to intervene as early as possible to minimize the damage of bullying.

Parents of bullying victims can also take steps to minimize the effects of bullying. This can include providing “insulating or protective factors” (Brank et al) to help the victim avoid contact with the bully and to provide positive emotional support. For victims who do not have strong social bonds, parents can help by involving their children in activities of interest or, in some cases, switching schools or finding alternatives to typical education. Victims of bullying may be helped by counseling, and schools should help provide information about the resources available to victims and their families.

While bullying is clearly a serious problem for many victims, it is also clear that bullying behaviors often go unnoticed or ignored by those who are in a position to intervene. Teachers and school officials must learn to identify the range of bullying behaviors and to take these behaviors seriously, while school officials must provide appropriate information for teachers and establish guidelines and policies for students related to anti-bullying measures. Parents must learn to spot the signs that indicate their child is being bullied, and take advantage of the resources and information available to protect and help their children. There is no single solution to stopping bullying, but by working together, parents and schools can help to reduce the problem.

Brank,, E., Hoetger, L., & Hazen, K. (2012). Bullying.  Annual Review Of Law And Social Science I , 8 (2132).

Long, T., Alexander, K. (2010). Bullying: Dilemmas, Definitions, And Solutions. (2010).  Contemporary Issues In Education Research ,  3 (2).

Collier, R. (2013). Bullying Symptoms.  CMAJ: Canadian Medical Association Journal ,  85 (16).

Duncan, S. (2011). Restorative Justice and Bullying: A Missing Solution in the Anti-Bullying Laws.  New England Journal On Criminal & Civil Confinement ,  327 (267).

Schroeder, K. (1999). Bullying.  The Education Digest ,  65 (4).

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Greater Good Science Center • Magazine • In Action • In Education

What Are the Best Ways to Prevent Bullying in Schools?

All 50 U.S. states require schools to have a bullying prevention policy.

But a policy, alone, is not enough. Despite the requirement, there’s been a slight uptick in all forms of bullying during the last three years. Bullying can look like experienced basketball players systematically intimidating novice players off the court, kids repeatedly stigmatizing immigrant classmates for their cultural differences, or a middle-school girl suddenly being insulted and excluded by her group of friends.

Bullying occurs everywhere, even in the highest-performing schools, and it is hurtful to everyone involved, from the targets of bullying to the witnesses—and even to bullies themselves. October is National Bullying Prevention Month, so it’s a good time to ask ourselves: What are the best practices for preventing bullying in schools? That’s a question I explored with my colleague Marc Brackett from the Yale Center for Emotional Intelligence, in a recent paper, Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning , that reviewed dozens of studies of real-world bullying prevention efforts.

As we discovered, not all approaches to bullying prevention are equally effective. Most bullying prevention programs focus on raising awareness of the problem and administering consequences. But programs that rely on punishment and zero tolerance have not been shown to be effective in the U.S.; and they often disproportionately target students of color. Programs like peer mediation that place responsibility on the children to work out conflicts can increase bullying. (Adult victims of abuse are never asked to “work it out” with their tormentor, and children have an additional legal right to protections due to their developmental status.) Bystander intervention, even among adults, only works for some people—extroverts, empaths, and people with higher social status and moral engagement. Many approaches that educators adopt have not been evaluated through research; instead, educators tend to select programs based on what their colleagues use.

We found two research-tested approaches that show the most promise for reducing bullying (along with other forms of aggression and conflict). They are a positive school climate, and social and emotional learning.

Building a positive school climate

School climate can be difficult to define, though possible to measure . It is the “felt sense” of being in a school, which can arise from a greeting, the way a problem is resolved, or how people work together; it is a school’s “heart and soul,” its “quality and character.” Schools with a positive climate foster healthy development, while a negative school climate is associated with higher rates of student bullying, aggression, victimization, and feeling unsafe.

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The elements of a positive climate may vary, but may often include norms about feelings and relationships, power and how it is expressed, and media consumption. Social norm engineering is a conscious process that builds a positive culture among student peers and school adults that becomes self-reinforcing. Like a healthy immune system, a positive school climate promotes optimal health and reduces the chances of dysfunction or disease.

Leadership is key to a positive climate. Is bullying minimized as a “normal rite of childhood,” or is it recognized as the harmful peer abuse that it is? Do leaders understand that uninterrupted, severe bullying can confer lifelong negative consequences on targets of bullies, bullies, and witnesses? Are school leaders committed to promoting all children’s positive psychological health, or do they over-rely on punishing misbehavior? Can they discern between typical developmental processes that need guidance versus bullying that needs assertive intervention? Are educators empathic to their students, and do they value children’s feelings?

Next, are teachers prepared to deal with bullying? Students consistently report that teachers miss most incidents of bullying and fail to help students when asked. A majority of teachers report that they feel unprepared to deal with classroom bullying. Some teachers bully students themselves , or show a lack of empathy toward children who are bullied. Teachers report that they receive little guidance in “classroom management,” and sometimes default to the disciplinary strategies they learned in their own families growing up.

However, reforming school climate should involve all stakeholders—students and parents, as well as the administrators and teachers—so a school’s specific issues can be addressed, and the flavor of local cultures retained. School climate assessments can be completed periodically to track the impact of improvements.

Advancing social and emotional learning

Social and emotional learning (SEL) is well known, and involves teaching skills of self-awareness, self-management, social awareness, responsible decision making, and relationships management. (Full disclosure: Brackett and I are affiliated with the SEL program RULER .)

Evidence-based SEL approaches have been shown to deliver cost-effective, solid results. Numerous meta-analyses , research reviews , and individual studies of hundreds of thousands of K-12 students show that SEL improves emotional well-being, self-regulation, classroom relationships, and kind and helpful behavior among students. It reduces a range of problems like anxiety, emotional distress, and depression; reduces disruptive behaviors like conflicts, aggression, bullying, anger, and hostile attribution bias; and it improves academic achievement, creativity, and leadership.

A 2012 study of 36 first-grade teachers showed that when teachers were more emotionally supportive of students, children were less aggressive and had greater behavioral self-control, compared to the use of behavior management, which did not improve student self-control. One 2018 meta-analysis showed that developing emotional competence was protective against becoming a victim of bullying; social competence and academic performance were protective against becoming a bully; and positive peer interactions were protective against becoming a bully-victim (one who has been bullied and bullies others). A series of longitudinal studies showed positive effects into midlife (e.g., fewer divorces, less unemployment) and even cross-generational effects of early SEL. Compared to a matched control group, the children of the adults who participated in the Perry Preschool Project had less criminal involvement and higher educational and employment achievement. A cost-benefit analysis of six SEL programs found them to be good investments, with $11 saved for every $1 spent.

Teachers also benefit from SEL. Those with emotional and social skills training have higher job satisfaction and less burnout, show more positive emotions toward their students, manage their classrooms better, and use more strategies that cultivate creativity, choice, and autonomy in their students. Teachers report that they want more SEL support to cultivate their own emotional and social skills, and to better understand their students’ feelings. But few teacher training programs focus on growing the teachers’ emotion regulation skills.

Bullying at different age levels

SEL approaches should be developmentally wise , since what is salient and possible for children changes at different ages.

For example, preschoolers are expelled from school at the highest rates of all, but the neurological hardware for their self-control is only just developing. Only then are the connections between the emotion circuitry and the more thinking regions of the prefrontal cortex beginning to be myelinated (insulated for faster connectivity), something that will take until the mid 20s to complete. An SEL program like PATHS or RULER that teaches young children language for feelings, and strategies for thinking before acting, can develop better self-regulation.

Sometimes, adults confuse normal developmental processes with bullying. For example, children begin to reorganize their friendships midway through elementary school, something that can naturally create hurt feelings and interpersonal conflict. It should not be misconstrued as bullying, though, which involves intentional, repeated aggression within an imbalance of power. Normal development also includes experimenting with power, and these normal dynamics should be guided safely toward developing a healthy sense of agency, rather than a hurtful exertion of power over someone else.

Finally, the onset of puberty marks the beginning of heightened sensitivity to social relationships, an especially important time to cultivate skills for kinder, gentler relationships. Unfortunately, this is the period when bullying spikes the highest. And while some strategies work well for younger children (for example, advising them to “tell a trusted adult”), this option may fail with teens, and the breakpoint seems to be around the eighth grade. Older teens require approaches that are less didactic and leverage their need for autonomy, while affirming their values and search for meaning. Physiologically, the brain changes during puberty confer a second chance for recalibrating their stress regulation system. That opportunity should be constructively seized.

Approaches should also take into account individual differences between children. Even SEL programs can stumble here, over-relying on just one or two emotion regulation strategies, like breathing or mindfulness. But children vary in their temperaments, sensitivities, strengths, and vulnerabilities. The best SEL approaches guide students toward discovering strategies that work best for them—strategies that are emotion- and context-specific, personalized, and culturally responsive. This approach requires unconventional flexibility on the part of the educators.

And, finally, approaches work best if they are not standalone pedagogies or from kits that end up in the classroom closet at the end of the year. In order to be effective, skills should become fully embedded across the curricula and the entire day, in all settings, and implemented by all adults—in other words, infiltrating the ecosystem. Only approaches used and taught as intended are successful.

Schools can’t do this alone

Families matter, too. Bullying in schools sometimes arises from harsh parenting practices or sibling bullying at home.

Even parents’ workplaces matter. Adults experience bullying in their workplaces at about the same rate as children in schools, and it’s even found among teachers and in senior living communities . In other words, bullying is not just a childhood problem; it is a pervasive human problem. And children are not buffered from the wider social world—bullying of children who belong to groups targeted in the national political discourse has spiked on playgrounds nationwide.

Ultimately, we need a substantial shift in our mindsets about the importance of children and their feelings. Children are more likely to thrive when we nurture their humanity, and offer them language and strategies and values to help them identify, express, and, thus, regulate their feelings. When parents, teachers, and administrators gain new awareness into the complex roots of bullying and adopt new strategies for addressing it, schools can lead the way. The kids are counting on us.

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About the Author

Diana Divecha

Diana Divecha, Ph.D. , is a developmental psychologist, an assistant clinical professor at the Yale Child Study Center and Yale Center for Emotional Intelligence, and on the advisory board of the Greater Good Science Center. Her blog is developmentalscience.com .

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The Problem of Bullying and Possible Solutions Essay

Introduction.

• The Problem of Bullying

Solution 1: Positive School Climate and Progressive Discipline

Solution 2: using posters with slogans, solution 3: involving more people, works cited.

People encounter numerous problems, ranging from broken home appliances to difficulties of communicating with friends or colleagues every day. They have many different ideas about solving them, though these notions are often too theoretical and lack feasibility. Therefore, individuals cannot successfully deal with new challenges. Nevertheless, these abstract ideas are crucial, as they lead to positive outcomes if combined with tangible solutions.

Without any doubt, bullying is an enormous and complicated problem affecting a multitude of humans and institutions, which fail to manage it despite all efforts. The reason for it is that people place too much reliance on governmental policies and various campaigns and ignore their responsibility. However, each citizen can handle it only by employing practical responses to the problem. In general, bullying is a critical and complex issue prevailing among children; thus, it is essential to adopt different solutions to tackle it.

It is vital to clearly understand what bullying means and how it affects individuals before discussing the responses to the challenge. According to Cornell et al., the Center for Disease Control and Prevention emphasizes three characteristics of bullying: “willful aggression, power imbalances between aggressors and victims, and reoccurrence of aggression” (par. 5). The first and the second characteristics are critical and define the problem, while the third one is widespread but not required. It is essential to note that bullying is always intentional and involves people whose power and influence are different.

Unfortunately, in most cases, bullying is not a single episode but occurs regularly. It is prevailing among everyone regardless of their socioeconomic status, religion, gender, or nationality, though children are the most vulnerable population. They face aggression not only at schools but also in the street and on the Internet. The government, local authorities, community members, school staff, and parents work diligently to eliminate the issue, but only some succeed due to its complexity.

Furthermore, the effects of bullying are adverse and long-lasting, destroying both aggressors and victims’ lives. It is noted that the bullied’s confidence and self-esteem are undermined, and their sense of security is destroyed (Safe from Bullying on Journeys 3). The issue influences every aspect of life, ranging from academic success to home relationships. Children mistreated by their peers may fail to fulfill their potential and make the most of their talents. At the same time, aggressors develop bad manners preventing them from future progress and face severe criticism. Bullying considerably alters everyone leading solely to adverse outcomes.

Nassem states that even though wealth research has been conducted and effective interventions have been made, bullying is still “a prevalent problem causing depression, anxiety, and even suicide” (par. 1). These results are likely to make an enormously damaging impact on children who undergo mental and physical development. Unfortunately, the consequences of intentional aggression may be impossible to alleviate unless an urgent response is received.

In addition, numerous institutions and individuals fail to tackle the issue effectively. It needs practical solutions and personal responsibility but not abstract notions and reliance on the government and social activists. Cornell et al. argue, “Today’s laws and policies about bullying are fragmented and inconsistent” (par. 4). The solutions presented below are tangible and can be adopted by staff members of any particular school without governmental regulations. People need to realize that not knowledge but action can lead to eliminating the issue. Simultaneously, it requires much time and effort, though all the hard work is worth the possible positive outcomes.

A positive school climate leads to effective learning, fruitful collaboration, and valuable experience for all stakeholders. Parents and staff members can create it in many different ways. For instance, designing a code of conduct promotes positive student behavior, and building respectful and healthy relations between educators and learners is incredibly useful (Progressive Discipline ). Children spending much time in such an environment are discouraged from mistreating others.

Even though bullying cases may still occur, aggressors are likely to be criticized by other students inspired to support victims. In a positive school climate, bullies cannot gain power, respect, or influence by threatening others, as a school community regards it as unacceptable. Therefore, within the local area, the school administration should arrange meetings involving staff members and parents willing to collaborate on designing a positive environment.

On the other hand, it is not enough; thus, adopting progressive discipline is required. It encourages every student to feel more accountable for their actions and proves that inappropriate conduct causes negative consequences. At the same time, staff members implementing progressive discipline should consider many factors, such as social background and age, before imposing punishments or supplying support. It is evident that “providing students with the opportunity to reflect on their own actions and the impact of these actions is essential to student learning” ( Progressive Discipline 2).

Otherwise, they cannot alter their behavioral patterns and realize what is right and what is wrong. Principles can determine the ways to either support or punish aggressors. For instance, talking with them, reviewing their perspective on appropriate conduct, and involving social workers are examples of supportive practices (Progressive Discipline ). Simultaneously, additional assignments, detentions, suspensions, and expulsions are examples of punishments (Progressive Discipline ). Hence, the local authority needs to consider making the progressive discipline approach mandatory.

People should encounter an idea several times in their daily lives to realize it. However, they need to be constantly reminded about this idea to adopt it and change their thoughts and behavior. Perversely, children are exposed to bullying not only at schools but also in the street and on public transport where adults cannot intervene directly. Research proves that “fears about safety limit young people’s use of local amenities” (Safe from Bullying on Journeys 9). Everyone can alleviate the problem by taking small steps, which may primarily affect aggressors, victims, and witnesses of bullying.

Spreading posters with slogans outside of school settings can promote the idea that bullying is inappropriate in any form. The case study of the borough-wide initiative on bullying out of school is inspiring. Throughout a series of workshops, social workers determined the places where children face bullying the most often (Safe from Bullying on Journeys ). Students designed posters with slogans on intentional aggression, which were displayed at bus stops, subways, and park play areas (Safe from Bullying on Journeys ). They indicated that these locations are zones free of bullying and encouraged children not to withstand it even if they are not involved. It is an example of how small actions can lead to considerable changes.

In addition, small businesses can also get involved and make their impact. For instance, they can incorporate posters on their premises and print out slogans on T-shirts worn by employees or products. Hence, community members should spread anti-bullying posters around the local area, and the authority ought to encourage launching an anti-bullying campaign involving businesses.

Numerous adults encounter children every day and may witness bullying on their own. Without any doubt, “All organizations and adults (paid or unpaid) who work with children owe them a duty of care and must take all reasonable steps to ensure their safety (Safe from Bullying on Journeys 11). Everyone can contribute to dealing with the issue by realizing one’s responsibility, speaking up, and taking action. At first, it may seem that shop assistants or bus drives can do nothing to solve the problem, but it is far from the truth.

Bus drivers and conductors often meet children and communicate with them during their workdays. Sometimes they may be present when bullying occurs, though they are not required to intervene. Therefore, they often choose to ignore the issue, as their response can be regarded as unprofessional and even cause some problems. However, they can make remarks or ask an aggressor to leave a vehicle. Undoubtedly, bus drivers, conductors, and train guards should be instructed on how to act in such situations and be able to contact school representatives to report the cases of bullying.

For example, in Birmingham, England, bus drivers reach schools by contacting a safer travel team on their concerns or actual incidents (Safe from Bullying on Journeys 14). Such cooperation between different organizations helps to identify bullying cases and reduce their occurrence. Hence, the school administration needs to start cooperating with local transportation providers and shopping malls.

Furthermore, teachers are the most critical stakeholders, as they have enough power and knowledge to successfully deal with the problem. According to Nassem, “Bullying often happens because of a desire to be popular and to relieve boredom.” The author offers teachers to endeavor to help students to find alternative ways to fulfill their desires. For instance, involving children in exciting activities giving everyone a particular role is a useful technique. Numerous activities promote collaboration and engage students, and teachers have to use them. Thus, the school administration should arrange training sessions for teachers.

Millions of children face bullying every day worldwide, and it adversely affects their academic success, relationships, confidence, self-esteem, and prospects in general. Even though much attention is paid to the problem, the progress in alleviating it is not satisfactory. Governmental policies may be ineffective, and the influence of social activists may be weak. Therefore, everyone has to accept one’s responsibility and adopt practical solutions. For example, employing progressive discipline, creating a positive school climate, spreading posters with slogans, and involving everyone are the steps needed to be taken in every community.

Cornell, Dewey G. et al. “ Do U.S. Laws Go Far Enough to Prevent Bullying at School? ” Monitor on Psychology , vol. 47 no. 12, 2016. Web.

Nassem, Elizabeth. “ Bullying is Still Rife in Schools. Here’s How Teachers Can Tackle It .” The Guardian . 2018. Web.

Progressive Discipline: Part of Ontario’s Approach to Making Schools Safe Places to Learn . 2016. Web.

Safe from Bullying on Journeys . 2009. Web.

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