Modern Bullying: A National Epidemic

Bullying has always been an unfortunate part of adolescence. Aggression and the subsequent need to create a hierarchy of power exists organically within human nature. Because of these inherent human qualities, it may not be entirely possible to eliminate bullying altogether, but there must be a way in which this pattern can be dealt with and viewed as the serious problem that it is. Unfortunately, teasing and bullying is a part of life and a childhood issue that most people have experienced at least once during their lives. This issue is especially detrimental to the physical and psychological wellbeing of the current generation of children who are not prepared to deal with bullying and its long-term consequences.

As with any other controversial issue, bullying has conjured up a plethora of different opinions amongst parents. At one time, the mainstream belief was that bullying is just a natural factor of adolescence. However, “bullying is no longer viewed as a normative phase that most children outgrow, but rather, bullying is now linked to a broad range of long-term harmful effects” (qtd. in Dupper 19). In fact, it may be surprising to learn that it wasn’t until 1972 that this notion was finally rebuked when a study conducted by Heinemann, a Swedish physician, observed and recorded the aggressive behaviors of school children (Rivers, Duncan, and Besag 3).  If the act of bullying, whether physical or psychological, can cause negative impact on the whole life of the victim, it is clear that this issue cannot be written off as merely a normal part of life. 

As determined by the United States Department of Health and Human Services, the range of psychological problems caused by bullying runs the gamut from “depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eating patterns, and loss of interest in activities they used to enjoy.”  When the victim’s emotional trauma begins to take a more serious toll and spread to every other facet of his or her life, it becomes increasingly clear that the problem needs to be addressed on every level. Plans of action need to be implemented everywhere from within the walls of the children’s homes, to the very classrooms and hallways in which the bullying takes place. In order for changes to occur, however, it is clear that bullying, first, needs to be recognized as a serious and intolerable issue.

Unfortunately, as time progresses, the bullying epidemic has gone from bad to worse. This downward trend can be widely attributed to the increased popularity of social networking and other easily accessible media outlets. This new kind of bullying has been termed “cyber bullying,” which allows bullies to terrorize their victims even when the last school bell has sounded. With the onset of cyber bullying, the torment has gone beyond the picking and teasing in the classroom and has reached a point where there is no safe place for victims, which includes the comfort of their own homes. 

In fact, the internet has amped bullying up to such a level that “it is estimated that at least 25 percent of teenagers are victims of cyber bullying” (Hunter 5). It is important to remember that this term did not even exist before the turning of the new millennium. If cyber bullying continues to increase at this rate, how will future generations be impacted? Although cyber bullying has opened up new avenues for bullies to prey on victims, there is one positive thing that can be said about it. With e-mails, phones, and social networking sites, evidence of bullying can be saved and shown to the proper authorities. Hopefully, in the long run, this will allow more bullies to be caught and stopped.

One of the most disturbing aspects surrounding bullying is that “in 20 percent of [cases], peers actively reinforced bullying by physically or verbally joining in the aggression” (Garrett 15). Sadly, it was found that in only 25 percent of cases did the peers side with and support the victimized student (qtd. in Garrett 15). With pack-mentality running rampant amongst children in America’s schools, it is even more necessary to look toward adult authority figures such as teachers, school administrators, and parents, to assist in solving this issue. With proper rules and school programming in place, it is possible to overcome the bullying epidemic and create a safer and healthier school environment for kids of all ages. 

A good first step in bully prevention would be to debunk the vast array of myths which surrounds it. One of these myths has already been discussed, the stance that bullying is a “normal” part of growing up. Swearer, Espeglage, and Napolitano remind us that “bullying is a lifespan problem that is not isolated to one developmental period” (6). Other myths include such notions as: “it is impossible to stop bullying,” “bullying prevention and intervention are complicated and expensive,” “physical bullying is more damaging than relational or verbal bullying,” and that “anti-bullying policies are ineffective” (5-6). It has been proven that “when there is positive adult leadership in schools, positive student leadership, and healthy relationships, there is less bullying” (6). Realizing that the prevention of bullying is possible is a key step toward optimal prevention. Furthermore, it is clear that adult leadership sets an example and a tone for the entire school, which provides a starting point in implementing anti-bullying policies.

Although bullying is a fundamentally complex issue, the solutions available are simple in nature. The challenge is keeping the students in line and aware of the long-term effects of this negative behavior. Scaglione and Scaglione suggest simple solutions, such as the idea that “rules for cyberbully behavior (and all other forms of bullying) must be communicated to students and parents and followed through with consequences when broken” (12). More specifically in regard to cyber bullying, they recommend that schools and classrooms “place all computers with Internet access in open, commonly used areas where there is foot traffic nearby” (12). The major challenge when it comes to cyber bullying, as previously mentioned, is the fact that most of this type of bullying occurs outside of school, leaving parents in charge of carefully observing their children for the telltale signs. The United States Department of Health and Human Services suggests other solutions to bullying such as implementing a student bill of rights and establishing  a reporting system. By adhering to these simple guidelines, the bullying epidemic, both in school and at home, will begin to dissipate as a result. Bullying comes in many different forms, but the most important thing is that parents, school administrators, and students know how to recognize when it is occurring and report the problem to the appropriate authorities. As the technological advancements of our modern society continue to grow and expand, everyone needs to do their part in curbing bullying and cyber bullying by simply identifying the problem early on and eliminating it at the source. Hopefully, with rules and consequences firmly in place, schools and homes will begin to feel like safe and healthy environments again, free from fear and isolation. While the complete abolishment of bullying is an unrealistic expectation, the hope remains that this issue will be progressively addressed and curtailed in order to create a new generation free from the severe, long term psychological effects of adolescent bullying.

Works Cited

Dupper, David R. School Bullying: New Perspectives on a Growing Problem. New York: Oxford University Press, 2013. 

Garrett, Anne G. Bullying in American Schools: Causes, Preventions, Interventions. Jefferson, N.C.: McFarland & Co., 2003. 

Hunter, Nick. Cyber Bullying. Chicago, Ill.: Heinemann Library, 2012. 

Rivers, Ian, Neil Duncan, and Valerie E. Besag. Bullying: A Handbook for Parents and Educators. Westport, Conn.: Praeger, 2007. 

Scaglione, Joanne, and Arrica Rose Scaglione. Bully-Proofing Children: A Practical Hands on Guide to Stop Bullying. Lanham, MD: Rowman and Littlefield Education, 2006. 

Swearer, Susan M., Dorothy L. Espelage, and Scott A. Napolitano. Bullying Prevention and Intervention: Realistic Strategies for Schools. New York, NY: Guilford Press, 2009. United States. Dept. of Health and Human Services. Effects of Bullying. Washington D.C.: n.p., 2013.