Review of School Bullying Effects and Influencing Factors

The school social atmosphere and academic achievement are both significantly impacted by bullying, according to numerous research on this topic. By conceptualizing bullying in the 21st century, we can better understand the scope of this pervasive problem in educational settings. A deeper comprehension of the causes and consequences of bullying and aggressiveness among students will also provide a wealth of knowledge regarding potential preventative and intervention measures that are workable in the 21st-century classroom. With an emphasis on the long-term impacts on students, this review of the literature summarizes papers on the causes and repercussions of bullying. A summary of the existing mechanisms for the reduction of bullying in school systems will improve our understanding of the multi-faceted nature of the vice. By using historical contexts and up to date analyses of bullying, we highlight on the diverse and adverse effects bullying perpetrates against the school system, on the children, and in the society. 

Keywords: Bullying, causes, effects, school system.

School Bullying Effects and Influencing Factors

Summaries by Espelage, Low, & Jimerson (2014) dictate that there are varied approaches to conceptualizing the multifaceted nature of bullying in school systems. They elucidate on the importance of classroom practices, attitudes of the teachers and the overall environment of the school as pivotal in perpetrating or curbing bullying and aggressive conduct amongst students. As maintained by Jan & Husain (2015), Bullying is conceived to include threats, coercion, verbal or physical attacks, mockery language and facial expressions with an aim to demean an individual. The advent of the formal and informal school systems created an interaction between boys and girls from diverse backgrounds and creed. With the increased socialization, however, some types of violence have been seen to crop amongst them (Silva, Pereira, Mendonca, Nunes, & Oliveira, 2013).  As explained by Cook, Williams, Guerra, Kim, & Sadek, (2010), there are two categories of persons within this discussion, namely bullies and victims. Bullying operates within a power imbalance setting, where the bully has more contextual power over the victim (Jan & Husain, 2015).  While bullying is said not to be peculiar to a particular social or political class, the main aim for bullies, as explained by Wolke & Lereya (2015) is to maintain a high level of dominance over the victim. 

Types of Bullies

Studies indicate that there are two kinds of bullies; those who bully other and those who bully others and are victimized (Hymel & Swearer, 2015). The victimized bullies are also known as “bully-victims.” They are known to be extremely active, very impulsive and have at some point suffered rejection from their peers. Bully victims also experience more challenges in the in their education and have at some point experienced suffering due to strained relationships in their homes (Hymel & Swearer, 2015). As explained by Wolke & Lereya (2015), bully victims usually have a high propensity to become young parents. Pure bullies, however, are known to possess characters that are most deviant. They are reported to exhibit difficulty in securing employment opportunities, or when they do, they do not maintain them. Additionally, they exemplify a lot of self by being unable to associate with their peers comfortably (Wolke & Lereya, 2015). Bullies find a reason to perpetrate against victims from the narrative that they are deviant and or victims do not conform to the expected norms of the social order (Thornberg, 2015). 

Factors that influence Bullying in schools

Research by Jan & Husain (2015) indicates that bullying is cyclical and various factors may inhibit or promote it. As a chief factor, the school’s disciplinary environment significantly influences the presence or absence of bullying. Teaching practices and leadership methods which promote safety and healthy relationships, as evidenced by Espelage, Low, & Jimerson (2014) dictate the suppression of weak character and tendencies. The home environment is also a distinct factor. Parents who are keen on monitoring the performance and enthusiasm of their children tend to assist their children to overcome challenges in school which may include the fear of a certain bully. 

With increased parental participation in the academic and social development of their children, there is improved communication, and bullying incidences are often identified and addressed. Consequently, bullies who tend to have parents who are more involved in their academic involvement tend to shed their character and focus more on their studies. By replacing a negative tendency with the love and passion for a particular subject, potential bullies can adjust their energies and maintain good character (Espelage, Low, & Jimerson, 2014). 

A study by Jan & Husain (2015) indicates that there is reduced likelihood for children with positive family environments to take up bullying, on the other hand, children who exhibited bullying characteristics were seen to come from disjointed families. Other biological factors believed to be instrumental in influencing aggressive tendencies are the unreconciled transitions experienced by children during the transition to adulthood; through improved research on the effect of age on imperious character (Cook, Williams, Guerra, Kim, & Sadek, 2010). While personal qualities are significant factors influencing aggression and intimidation (Cook, Williams, Guerra, Kim, & Sadek, 2010), we choose not to limit the inquiry into personal traits which may be intrinsic and innate. 

A qualitative investigation conducted by Jansen, Veenstra, Ormel, Verhulst, & Reijneveld (2011) provides that preschoolers at the age of 10 years who showed they were motorically skillful had a higher propensity of becoming bullies while those with less motor skill had a great chance of becoming victims in future. Children’s feeling of ability and competence hinges on their capacity to flourish in games and interactive social activities (Jansen et al. 2011). Additionally, the study finds gender as a distinct influential factor for preschoolers. It showed that during the initial stages of adolescence, girls had a higher likelihood of being victims than boys. While these findings may appear stereotypical, it is important to take cognizance that characters and attitudes towards certain people and activities are reinforced through the family unit (Silva, Pereira, Mendonca, Nunes, & Oliveira, 2013). The findings, therefore, correspond with the submission by Thornberg (2015) that bullying takes place in a social sphere and it is a social process. 

Findings by Wolke & Lereya (2015) liken the social sphere to a social hierarchy. Bullies tend to try and exert dominance over their peers to stamp their approval onto people’s hearts; this consequently forms a bond between the victim, the bully, and the observers. The bond, as elucidated by Jan & Husain (2015) is a multiple connection through power dynamics. In essence, bullying relates directly on gender and sexuality discourses. Studies have found that there is a resounding relevance of reinforced gender stereotypes on the type of bullying. For instance, physical bullying, which may include the use of physical force to exert oppression is highly associated with boys than with girls (Silva et al. 2013). 

Long-term and short-term effects of bullying

Short term

School children experience bullying since it is a form of social interaction. Prolonged exposure to bullying may result in difficulties in learning and reduced levels of concentration. Victims develop the fear that is about bullying and therefore finds it difficult to concentrate in class and take in information.

Bullying plummets academic performance (Wolke & Lereya, 2015). Children subjected to any form of mistreating by peers or teachers are not likely to realize high academic accomplishments. Learning in an environment characterized by forms of mistreating and bullying, deprives the child’s right to exercise academic potential due to lack of support. Bullied children are therefore likely to have little qualifications in academics.

Children consider dropping out of school or skipping classes as a result of subjection to bullying. Most children feel ashamed or fear to share the problems they face while in school. Guardians and teachers may, therefore, lack the limelight of the existence of bullying in schools and therefore fail to address the issue (Wolke & Lereya, 2015). Bullying remains part of the day’s activities, and the victims consider dropping out of school or fail to attend classes to be on the safer side.

Long-term Effects of Bullying

Long-term bullying effects stem directly from the short-term effects that children experience as a result of being consistently bullied. Victims of bullying develop health problems at the age of 6 to 17 years. Such health issues include both somatic and psychosomatic disorders. Bodily health concerns include dizziness, fatigue, and cold. Psychosomatic conditions are characterized by difficulties in sleeping, stomach pains and headache. The victims display poor general health such that recovering from illness becomes a challenge. 

In most cases, children who are once exposed to bullying tend to incorporate the problems they undergo, in one’s self. As a result, the victims may display signs of psychotic disorder at the age of 18 years and may consider attempting suicide for the victims cannot withstand their depressions. 

Anti-social behavior develops in children who have experienced bullying from peers, teachers, and guardians. Such children fail to maintain relationships in future; keeping their marriages becomes a problem. Bullied children develop characters of being quiet, self-contained and shy. Regular exposure to hurt, social isolation and humiliation make them be emotionally withdrawn beings. The victims, therefore, tend to view other beings as enemies and therefore refrains from getting closer to people or making friends.

Challenges to the Eradication of Bullying

School systems do not take cognizance of the detrimental nature of bullying on the learning environment of the children. Of particular concern to children are their social security and ability to relate easily with their peers. An environment which inhibits full participation and enthusiasm of the student belittles the essence of early education. Additionally, teachers who stay aloof from the social interactions of their students usually provide the climate for bullying to thrive. Other factors inhibiting the eradication of bullying are parental negligence and strife in the family. A healthy family at home fosters security and protection to its members. School going children who lack parental guidance often take up negative characters due to a void in a right mentor. Activities and processes aimed at curbing intimidation should be encouraged in education institutions.

Providing an elaborate plan for teachers, administrators and education institution staff to reinforce appropriate conduct and to uphold diversity are essential in providing a healthy learning environment for the children. Schools which lack safe environments for learning reinforce practices which promote bullying in all its forms.

Conclusion

While education is a fundamental human right as enshrined in the universal human rights, it’s quality is never provided for in schools. Bullying is a multifaceted concept that requires non-conventional approaches to creating interventions. The gender discussion and its influence on bullying on boys and girls show that reinforcing character stereotypes begets bullying. While families are responsible for shaping the ideals of the children, it is desirable for girls to be allowed to develop their motor skills and interact at the same power level with boys. In doing so, the child is apprehensive of her environment which does not confer structural inequalities on her path to development. 

While this literature highlights the high interaction between challenges experienced by preschoolers and family involvement in education, there is a need for enhanced parenting and supervision on children. Additionally, torn families exert social pressures to their children and therefore predisposing them to aggressive characters. It is important for parents to maintain positive relations to preserve their children’s character. Education systems should design appropriate and feasible anti-bullying policies as a way of identifying and assisting bullies with the help they require. These policies should be aligned to address the different types of bullying.

References

Canty, J., Stubbe, M., Steers, D., & Collings, S. (January 01, 2016). The Trouble with Bullying - Deconstructing the Conventional Definition of Bullying for a Child-centred Investigation into Children’s Use of Social Media. Children & Society, 30, 1, 48-58.

Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (January 01, 2010). Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation. School Psychology Quarterly, 25, 2, 65-83.

Espelage, D. L., Low, S. K., & Jimerson, S. R. (January 01, 2014). Understanding school climate, aggression, peer victimization, and bully perpetration: Contemporary science, practice, and policy. School Psychology Quarterly, 29, 3, 233-237.

Jan, A., & Husain, S. (January 01, 2015). Bullying in Elementary Schools: Its Causes and Effects on Students. Journal of Education and Practice, 6, 19, 43-56.

Jansen, D. E., Veenstra, R., Ormel, J., Verhulst, F. C., & Reijneveld, S. A. (2011). Early risk factors for being a bully, victim, or bully/victim in late elementary and early secondary education. The longitudinal TRAILS study. BMC Public Health, 11, 440. http://doi.org/10.1186/1471-2458-11-440

Silva, M. A. I., Pereira, B., Mendonça, D., Nunes, B., & de Oliveira, W. A. (2013). The Involvement of Girls and Boys with Bullying: An Analysis of Gender Differences. International Journal of Environmental Research and Public Health, 10(12), 6820–6831. http://doi.org/10.3390/ijerph10126820

Thornberg, R. (July 01, 2015). School Bullying as a Collective Action: Stigma Processes and Identity Struggling. Children & Society, 29, 4, 310-320.

Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100(9), 879–885. http://doi.org/10.1136/archdischild-2014-306667