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 12.7% were victims (145). Social status, religious aspects, genders issues, low school performance as well as physical and mentor status are contributing factors to school bullying and cyberbullying practices. While many individuals perceive bullying as a norm, thinking that a little bit of bullying is harmless, its effects are devastating ranging from poor academic achievement, diminished self-esteem, and even depression that leads to suicidality.
Bullying can be of three kinds; namely physical, relational, and verbal. Other than bullying, researchers have identified teasing as a more complex behavior. However, few literatures is available concerning teasing since researchers have not delved into this topic, widely. Social and verbal bullying are the commonest types and entails teasing, name-calling, sexual comments, stealing belongings, and gestures. Cyberbullying and social bullying are more prevalent than physical bullying. According to Jankauskiene et al. victimization and bullying are linked to acknowledged psychological and physical symptoms (146). It can be escalated by power differential arising across social groups based on social class, ethnicity, and gender among others.
Scientific literature has evidenced that bullying results from a learner’s traits, the social status or vulnerability of one learner in relation to another, which distinguish and segregate peers (Oliveira et al. 275-282). Additionally, these authors reveal that a research involving 80, 770 Netherlands students reports that the reasons for bullying practice were individual behavior, religious aspects, physical appearance, mental or physical disabilities, sexual orientation, and gender issues. The aggregate students’ involvement in bullying practice was 32.5%, while a 2009 longitudinal study in the US showed that increasing bullying with a prevalence of 25.8% (Oliveira et al. 275-282).
This longitudinal research reported that bullying was intense and rampant among boys living with parents, from rural areas, with low religious identification, and low school performance. Any physical traits that catch attention can increase student’s chances of becoming involved in bullying. Bullies target the weak, perceived as either mentally or physically weak; thus individuals with conditions such as ADHD, dyslexia, dementia and those on wheelchairs are significantly affected. Pertaining to sexual orientation and gender issues, LGTBQ community are likely to be targeted by bullies. In schools, the minority group, especially those who ethnically or racially different face bullying due to racial stereotypes. Environmental and social factors such as media violence and dysfunctional families, respectively, influence the possibility of children engaging in bullying activities.
Notably, bullying has closely been related to parenting style. Children raised under authoritarian parenting styles become aggressive, rebellious, and dependent on their caregivers or parents. Authoritarian parents’ attempts to control and shape their children’s behavior by being extremely strict which results in reduced communication between children and parents (Efobi and Chinyelu 512). Similarly, children brought up via permissive and uninvolved parenting styles become involved in bullying. Permissive parents are passive and have no demands for domestic responsibility, they let children behave in the manner they suit. Neglectful and uninvolved parents are neither responsive nor demanding and not they are also not supportive of their children who end up a victim of bullying behaviors. However, authoritative parenting is ideal and not linked to bullying behaviors. Authoritative parenting exercise control of their children when necessary, they are democratic and explain to children why obedience is vital. Children raised under such parenting treat are independent and treat others with respect, kindness, and affection.
According to research, bullying has been connected to low academic performance. The victims of bullying, both cyberbullying and school bullying contribute less in class discussions and frequently receive poorer grades. For the fear getting bullied, the victims will not speak up during discussions, worst of it all they are mislabeled as ‘dumb’ and low achievers. Bullied students face the problem of standing out and show continued low academic performance, they become unmotivated learners. Notably, learning is a social process, students are supposed to learn both from their educators and peers, but without intrinsic and extrinsic motivation the learning curve is diminishing.
Thus, bullied students, especially those who have faced chronic levels of bullying, will not only perform poorly but will also have decreased confidence in their academic abilities and an increased dislike of school. Peer victimization is linked to school drop out because students undergo through bullying and teasing that results in poor academic performance, hence increases chances for dropout (Cornell 139). Equally important, bullying leads to a school environment that induces disengagement, school avoidance, and ultimately contributes to the decision of dropping out. Effective learning requires a safe environment, a positive learning climate students and teachers respect one another.
Other than academic performance, the bullied students may experience psychological effects such as loneliness and depression or anxiety. The impact of bullying is long lasting and can lead to serious problems in later life. For instance, victims of bullying may have troubled sleeping patterns, low self-esteem, and prevailed to violence. Bullies are likely to get involved in violent behaviors such as stealing and substance abuse. In the long run, such individuals will possibly commit serious crimes in their future. The consequences of bullying diminish happiness for those involved and they do not face challenges with enthusiasm and fervor. Thus, bullying is a risk factor for teen suicides (Messias, Kindrick and Castro 1063).
Conclusively, most societies view bullying as a norm and a boy child is usually perceived to be physical to be a real man, a little bullying is considered harmless. But, the effects of bullying are devastating as reflected by poor academic achievement, diminished self-esteem, and even depression that leads to suicidality. Numerous researches have been conducted to find out the causes and effects of bullying, both cyberbullying and school bullying. Bullying victims portray disinterest and low motivation levels towards school and classroom activities. They lack self-confidence and do not participate in classroom discussions for the fear of being bullied. Such students have poorer academic performance and high rate of dropping out of school. The effects may extend to psychological issues such as anxiety and depression that eventually results in suicidality. Consequently, bullying is an issue that should be taken seriously by not only the parents, but also the educators, and the community as a whole. Each of the stakeholders has a role to play towards a reduction of bullying and creating a positive learning environment for the learners.
Works Cited
Cornell, Dewey, et al. "Perceived prevalence of teasing and bullying predicts high school dropout rates." Journal of Educational Psychology 105.1 (2013): 138.
Efobi, Anthony, and Chinyelu Nwokolo. "Relationship between Parenting Styles and Tendency to Bullying Behavior among Adolescents." Journal of Education " Human Development 3.1 (2014): 507-521.
Jankauskiene, Rasa, et al. "Associations between school bullying and psychosocial factors." Social Behavior and Personality: an international journal 36.2 (2008): 145-162.
Messias, Erick, Kristi Kindrick, and Juan Castro. "School bullying, cyberbullying, or both: correlates of teen suicidality in the 2011 CDC Youth Risk Behavior Survey." Comprehensive psychiatry 55.5 (2014): 1063-1068.
Oliveira, Wanderlei Abadio de, et al. "The causes of bullying: results from the National Survey of School Health (PeNSE)." Revista latino-americana de enfermagem 23.2 (2015): 275-282.
Schneider, Shari Kessel, et al. "Cyberbullying, school bullying, and psychological distress: A regional census of high school students." American journal of public health 102.1 (2012): 171-177.
