What can be done about bulling in schools?

Bullying is a major contributor to school safety concerns, as it can have serious short-term and long-term consequences for students who are bullied, including emotional distress, academic problems, and even physical harm. Implementing evidence-based bullying prevention programs is an important strategy for promoting school safety and supporting the well-being of students. Bullying can have serious short-term and long-term consequences for students who are bullied. Some of the potential impacts of bullying on students include:
Emotional distress: Students who are bullied may experience emotional distress, including anxiety, depression, low self-esteem, and feelings of hopelessness. They may also feel isolated, rejected, and unsafe. Academic problems: Students who are bullied may have difficulty concentrating and may struggle academically as a result. They may also be less likely to attend school regularly, which can impact their overall academic performance.
Physical harm: Students who are bullied may also be at an increased risk for physical harm, including injuries resulting from physical confrontations with bullies.
Long-term consequences: The impacts of bullying can persist long after the bullying has stopped. Students who are bullied may be more likely to experience mental health problems, such as anxiety and depression, later in life. They may also be at an increased risk for developing unhealthy coping mechanisms, such as substance abuse. Overall, bullying can have serious and long-lasting consequences for students. It is important for school administrators to take steps to prevent bullying and support students who have been affected by it.

Here are some research-based strategies for implementing bullying prevention programs:

Identify the root causes of bullying: It is important to understand the underlying factors that contribute to bullying to effectively address it. Research has identified several factors that may contribute to bullying, including a lack of parental supervision, peer pressure, and exposure to violence.
Use a multi-faceted approach: A multi-faceted approach that addresses multiple levels of the problem, such as individual, group, and community level interventions, is more likely to be effective in reducing bullying. Involve all stakeholders: Involving all stakeholders, including students, teachers, parents, and community members, can help create a sense of ownership and commitment to the program. This can include training staff, providing resources and support for students, and engaging parents and the community in the effort.
Use evidence-based programs: There are a number of evidence-based programs that have been shown to be effective in reducing bullying, such as the Olweus Bullying Prevention Program and the Second Step program. These programs often include components such as teacher training, student education, and parent involvement. Evaluate the program: It is important to regularly evaluate the program to assess its effectiveness and make any necessary adjustments. This can include collecting data on the prevalence of bullying and the effectiveness of the interventions.
Overall, implementing evidence-based bullying prevention programs is an important strategy for promoting school safety and supporting the well-being of students. By addressing the root causes of bullying and using a multi-faceted approach that involves all stakeholders, school administrators can help create a safe and supportive learning environment for all students.


Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361–382.

Espelage, D. L., & Swearer, S. M. (Eds.). (2011). Bullying in North American schools (2nd ed.). Routledge.

National Academies of Sciences, Engineering, and Medicine. (2016). Preventing bullying through science, policy, and practice. The National Academies Press.

Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 751–780.

Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). The predictive efficiency of school bullying versus later offending: A systematic/meta-analytic review of longitudinal studies. Criminal Behaviour and Mental Health, 21(2), 80–89.

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