Bullying of Students Essay Example

at school and hinders their ability to focus on their studies due to concerns about personal safety. The rise in cyberbullying adds stress and anxiety for victims, particularly children who use the internet without adult supervision.To tackle this problem, many states and school districts have implemented anti-bullying programs to support students who are affected. Bullying is a widespread issue in American schools that is often not reported despite its prevalence. Studies show that bullying in schools has a negative impact on the social-emotional well-being and academic progress of students. Therefore, it is crucial to ensure student safety in order to promote effective learning (Kieth & Martin, 2005; Juvonen & Gross, 2008; Sampson, 2010). Unfortunately, many students experience fear and harassment from their peers which can hinder their academic success (Juvonen, Wang, & Espinoza, 2010). Long-term bullying can lead to unhappiness and depression among students (Bilgic & Yurtal, 2009). The prevalence of bullying varies across schools due to factors such as size, student backgrounds and efforts made by teachers to address behavioral issues (Lee et al., 2008). It is the responsibility of all stakeholders to ensure a safe learning environment. Teachers play a crucial role in maintaining classroom safety for effective learning. While teaching used to be the main focus in education, addressing bullying has become equally important as it directly impacts teaching effectiveness. Research suggests that various factors contribute to environments where bullying occurs more frequently.These variables encompass the utilization of harsh and punitive discipline methods, classroom instruction of lower quality, disorganized classroom and school settings, as well as student social structures characterized by antisocial behaviors (Allen, 2010). Bullies are typically students who are loud

and assertive but not necessarily the largest in their class (Beaty & Alexeyev ,2008). The bully or disruptive and aggressive student often demonstrates greater outspokenness and aggression compared to other students. These students are usually popular yet disliked and may have a limited number of friends. They frequently exert their power to control weaker and timid students. Research indicates that bullying in schools is influenced by social attitudes. Bullies generally possess a negative self-image which motivates them to target individuals who struggle with fitting in. Bullies seek attention through inappropriate means, similar to Maslow's third level of needs which encompasses affection, love, and belonging; however, bullies themselves lack these needs. When children fail to fulfill their required level of need, they can experience significant issues related to unwanted emotions resulting in being victims of these negative feelings. In instances of bullying occurrences, children can assume various roles - either as the bully themselves or as the victim subjected to hurtful behavior from the bully's actions or words - even bystanders who witness the bullying taking place. The victim refers to the individual exposed to harmful conduct in situations involving bullying with particular children being more likely targets for victimization.Insecure children who lack assertiveness and security are particularly vulnerable to bullying (Fraser-Thill, 2011). The victims of bullies are often physically weaker, with characteristics such as being skinny, short, less muscular, and lacking sports skills. Despite engaging in bullying behavior, the bullies themselves are usually popular among their peers. This popularity gap between bullies and victims is due to the perceived weakness of the victims, leading them to have fewer friends. The ongoing torment and harassment that

victims face includes eating alone during lunch, sitting alone during class activities, and playing by themselves during recess. Ignoring or downplaying bullying can have long-lasting consequences for both the victims and the bullies themselves (Beaty & Alexeyev, 2008).

Furthermore, bystanders who witness but do not directly participate in bullying also experience its effects. This contributes to a school culture of acceptance and powerlessness (Hamarus & Kaikkonen, 2008). The role of bystanders is crucial in providing information about bullying in schools. However, their reluctance to discourage bullying hinders efforts for justice in anti-bullying initiatives. Bystanders often hesitate to intervene when they witness instances of bullying out of fear of retaliation (Ahmed, 2008). In most cases of bullying situations involve multiple parties: the bully(s), the victim(s), and the bystander(s). Bystanders have a choice whether to remain silent or not intervene or step forward to stop the bullying.The issue of bystanders during acts of bullying is significant because many people choose to passively observe violent acts without intervening. According to Hazler (2009), bystanders are individuals who witness incidents of school bullying. Bystander behaviors can vary, with some individuals supporting victims while others remain uninvolved or even side with the perpetrators. Unfortunately, many bystanders believe that victims are responsible for their own situations (Graham, 2005). These beliefs often discourage outsiders from intervening or defending victims due to fears of retaliation and uncertainty about how best to offer assistance (Oh & Hazler, 2009).

This lack of intervention usually stems from a lack of education on strategies to transform negative bullying situations into positive ones. The role played by bystanders in addressing instances of bullying is crucial as their actions can either positively

impact or worsen the situation. Bystanders must be knowledgeable about effective ways to intervene in bullying situations and handle them appropriately.

It is important to note that "academic achievement" and "school adjustment" are terms used interchangeably in research studies but emphasize different aspects of a child's academic school life (Woods & Wolke, 2004). Despite extensive research on bullying, further studies are necessary to examine its impact on academic achievement.The worldwide significance of the academic functioning of children has led researchers to study the effects of bullying on children, aiming to ensure a safe and orderly learning environment. Bullying in schools always produces negative consequences for the school itself, as well as for the victims and bullies involved. Unfortunately, bullied children often hesitate to inform teachers or adults about their situation, which may extend to seeking help with schoolwork from teachers. Consequently, unless an adolescent explicitly asks for assistance, the teacher may be unaware of the bullying and fail to provide necessary support (Beran, 2009). The lack of peer and teacher support makes it challenging for children to have confidence in themselves. In contrast, students who receive positive support from their teachers and peers tend to perform better academically compared to those who feel unsupported (Beran, 2009). Bullying also has various effects on academics. Students who are frequently bullied tend to miss school, negatively impacting their attendance and learning opportunities. Since school learning occurs in a social context where students can become victims of bullying, it is likely that their academic performance will suffer accordingly (Beran, 2009). There is limited research investigating why bullying others is associated with poor academic competence (Ma et al., 2009).Academic competence and

performance are crucial for the future success of young people. Without proper education, there is a risk that our younger generation may drop out of school, face limited job prospects, and lack stability in their future families. Furthermore, if schools fail to address bullying, adolescents who are being bullied may struggle. However, it is important to note that some high-achieving bullies may have underlying issues. The impact of bullying on academic success varies among students; factors like parental involvement and teacher support play a role in promoting academic competence in at-risk youth. By fostering positive relationships between parents, teachers, and children, parents can gain better understanding of their child's school experiences as well. Additionally, children who have experienced bullying are more likely to open up about their experiences.