Running head: SCHOOL BULLYING 1

The Causes, Consequences and Effects of Bullying

Name

Institution

Date
SCHOOL BULLYING 2

Literature Review

Introduction

It is the wish of every parent to take his/her kid to school to receive the best education.

Learning institutions are considered to be prime center interaction, access to education and avails

service to the learner. Previously, schools were seen to be a safe and secure place for all students,

but the opposite is the case. Although it’s the right of every child to live, be safe and have access

to good education, bullying has violated these fundamental children rights. Bullying distracts

students’ views of learning institutions being a safe place (Canady,2017). It interrupts their stay

and learning process in all aspect. Bullying has remained to be a persistent problem in most

American schools despite numerous strategies to curb it (Greener, 2015). The incident of

bullying in school has escalated rapidly over past few decades, has become a global concern

(Goldblum et al. 2014. Bullying is a form of violence most students experience during their

school years.

Bullying has been defined differently by scholars. Bullying is a specific form of

destructive and vehement conduct among youths that is characterized by three conditions:

repeatability, intentionality, and an imbalance of power (Greener, 2015). According to Greener,

bullying happens when a student willfully and repetitively exercises control over others with the

aggressive or spiteful intentions (2015). Bullying is when the students are exposed to adverse

action on the part of one or more students (Brank et al., 2012). Goldblum et al. (2014), stated that

bullying involves verbal and physical harassment fixed at the victims by certain youths over an

extended period. The term bully encompasses a wide range of verbal or physical acts of violent

or antisocial nature. This phenomenon involves harassing, insulting, abusing verbally and

physically, teasing, mobbing, humiliating or threatening (Greener, 2015). Bullying can also
SCHOOL BULLYING 3

assume a less direct form such as spreading rumors and shunning, gossiping or exclusion

(Canady, 2017).

Loose laws and policies, and failure to uphold rules and regulations that eradicates

bullying in American schools are the primary factors that have contributed to the increased rate

of bullying among teenagers (Goldblum et al., 2014). Students still face several forms of

harassment from their peers. In his study (Canady, 2017), indicated that victim suffered physical,

emotional and mental health issues which resulted to school avoidance, increased school

dropout, anxiety, depression, suicide and learning problems.

The issues of bullying have gained a lot of attention over past few years. Numerous

researchers have been carried out in different countries to investigate the causes, forms of

bullying, the preventive measure and the physical, emotional and psychological consequences of

the bullying on the bullied (Canady, 2017; Goldblum et al., 2014; Greener,2015). In this section,

we try to look at previous studies documented by various scholars regarding theories, causes,

types, and consequences of bullying among teenagers. Specifically, the paper examines the

documentation regarding bullying among American schools over past few decades.
SCHOOL BULLYING 4

Theories explaining the existence of school bullying

The enormity and the effect of mistreatment appear to merit a more extensive research

agenda. Several theories have been developed to explain the existence bullying in most school.

Below is a review of three criminological theories that have tried to explain the existence of

bullying in schools.

1. Low Self-Control theory and bullying

Gottfredson and Hirschi noted that lack of self-control is a prime factor that contributes to

illegal and antisocial conducts (2016). They observed that people with poor self-control seeks

immediate gratification, they are physically active, obtuse to others, and have fractional

cognitive skills. They argued that effective parenting practices such as correcting of deviant

behaviors influence kids’ self-control development. The parenting practices were assumed to

have a positive impact on individual’s self-control, which affected antisocial and illicit conducts

(Shetgiri, 2017).

Studies have confirmed that there is a substantial positive link between unlawful acts and low

self-control. The study findings indicated that students with poor self-control, often involved in

school victimization and other antisocial acts (Payne and Denise, 2014). Research carried out by

(Greener,2015), found that there is a significant definite link between antisocial conducts s and

low self-control. Overall, the research findings found that bullies were likely to be impulsive,

were more easily provoked and lacked empathy for others, all related with low self-control

(Payne & Denise, 2014).

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2. Differential Association Theory

Sutherland (1947), using differential association theory hypothesized that antisocial and

illicit conducts are acquired in similar ways to law-abiding manners. He suggested that students

are likely to gain antisocial and illegal behaviors when they often interact with delinquent friends

or arrogant adults. By interacting with peers who exhibited unfriendly practices, the students

learn acts of committing antisocial or unlawful actions, as well as developing attitude and

motives that promotes antisocial and criminal acts. Sutherland (1947) noted that the impact of

association on people differs accordingly and depends on duration, regularity, intensity, and

priority.

There are substantial proofs to support the criminogenic effects of interacting with negligent

friends on wrongdoing and delinquency (Greener, 2015). Studies have proven that youths who

associate with wrong peer-groups were likely to involve in school bullying acts. Using a remote

audio-visual observation method (Jankauskiene et al., 2008), noted that students who interacted

with bullies or reported to have a positive attitude toward the use of viciousness, often engaged

in school victimization behaviors.

3. General Strain Theory

The original suggestion of general strain theory is that stress lead to criminal behaviors.

Agnew (1992), criticized the thin perception of stress stated by classic strain theory and

expanded it into a general strain theory. Agnew (1992), argued that stresses lead to lousy feeling

characterized by anger and frustration which directs students into doing antisocial or criminal

acts. As a way to alleviate their negative attitudes or rectify a situation, the strained person may

commit antisocial or illicit acts.

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Several studies have affirmed that when students are exposed to various forms of strain,

they are likely to engage in school bullying acts (Greener, 2015). A large body of empirical

findings noted that negative feelings like frustration and anger compel an individual to engage in

antisocial acts (Shetgiri, 2017). In another study carried out by (Payne and Denise, 2004),

indicated that anger and school bullying are significantly related. The overall, study’s findings

showed that students who experienced emotional/physical abuse, anger, rejection or

maltreatment, were likely to get involved in school bullying.

The causes of bullying in American Schools

Bullying is a common form of violence among teenagers. The superior students dominate

the less powerful. Many times older students victimize their young peers. Payne and Denise

(2004) noted that for stakeholder to solve the salient problem of bullying in American schools,

it’s essential for them to understand what causes harassment among teenager. Shetgiri (2017),

stated that its only with this basic knowledge that the stakeholders can ultimately solve this

issues of aggressive behaviors among youths.

Payne and Denise (2004) noted that several factors have contributed to the rapid hike in

bullying rates in the American schools. In some occasions, students are occasional bullies

without knowing. Both male and female students engage in school bullying, though the level of

their engagement differs. In his study (Payne and Denise, 2004), noted that male student often

involved in physical harassment and intimidation while female students engaged in the indirect

or verbal harassment. Despite numerous documentation addressing school bullying, only a few

studies discussed the causal factors that led to bullying. Following are some factors that motivate

some students to bully their peers.

SCHOOL BULLYING 7

 Feeling powerless in their own life

In their study (Payne and Denise, 2004), observed that bullying whether physically, verbally

is one-way students claimed a sort of power in their lives. They seek those students who seemed

vulnerable and attacks some elements of their personality that make them stand out. Those

students who have old shoes, too dumb, short, feminine or smart are mostly the target (Payne and

Denise, 2004). The reason for bullying doesn’t matter, and their only aim is to pull others down

to pull themselves up. Awkwardly, the approach more often never works out. The hostile

neighborhood or family issues accelerated the feeling of powerlessness (Shetgiri, 2017). For

instance, youth from families where a family member is suffering from drug addiction, parents

get divorced, or excessive fighting in the home, this situation lead most student to exaggerate

frustration to the point of bullying.

 Someone else is bullying them

In their study (Goldblum et al., 2014), observed that bullying begets bullying. They stated

that those students who were bullied by their parents or older peers assumed the position of

authority and tempted same power for themselves through intimidation. For instance, students

who were perceived as weak used social media or mask themselves behind internet application

into someone more powerful or intimidating. They join open chats or forums and threatens

others party

 Bullies are often jealous of or frustrated with their peers

Student picked on their peers for or getting the best grades on tests or for being the first to

raise the hand in the classroom become the prime target for bullies (Payne and Denise, 2004).

Other things that make youths unique are neural characteristic such as being creative, determined
SCHOOL BULLYING 8

or smart, often represent qualities that the bully admires to share with their peers. Out of jealousy

and frustration bullies seek a way of undermining their peer’s skills by creating a more level

playing field.

 Lack of understanding or empathy

Greener (2015), observed that students bullied their peer since there were some aspects of

their peer’s personality that they didn’t understand or did agree with. The bullies might have a

prejudice against their peer’s race, sexual orientation or religion. More often they attacked and

bullied students whom they saw emanating “wrong” characters as a good thing.

 Looking for attention

In their research of trying to under the causes of bullying in learning institutions (Goldblum

et al., 2014), concluded that some bullies never thought themselves as bullying, they only

believed that all they were doing was teasing a bit, to befriend or to communicate with their

peers. He observed that this social issues made them have a problem ethically interacting with

their peers and instead turned to insults or in some cases used physical assault as a

communication method.

More often, persecutors were lonely people who had none or few real friends, and they used

bullying as a way of seeking attention (Goldblum et al., 2014). The bullied person reduced the

instances of bullying by becoming friend with the bully or being kind to the perpetrator

irrespective of how they were treated. By giving the bullies full attention, they make things better

for themselves and the intimidator.

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 Bullying behavior gets rewarded

In their study (Payne and Denise, 2004), concluded that most students bullied other

intentionally with the aim getting a reward in return. The culprits have inadvertently rewarded

anytime; the bullied more often gave up their lunch money or belonging. The bullies got

rewarded by gaining popularity, the power of being feared by their peers or attention. Payne and

Denise stressed that these unintentional reward reinforced bullying behavior and encouraged the

bullies to continue pushing their peers around (2004).

 Bullies come from dysfunctional families or environments

Though, it is not always that kids who come from dysfunctional family become bullies.

However, in their study (Goldblum et al., 2014) observed that most student who was bullied

came from families where there were little affection and openness. Youths saw their older

siblings or their parents being aggressive and violent toward another member of the family,

siblings or their friends. Kids then inherited these traits and tried to exercise them to their peers

(Goldblum et al., 2014). Beside, (Goldblum et al., 2014) stated that the need for power often

drove youths who pushed their peers around. The bullies enjoyed harassing and teasing their

peers. These kind of students were usually impulsive and hot-headed who thrived when the

bullied cowered in their presence.

 Bullies don’t care how other feels

In his study (Greener, 2015), noted that lack of empathy or just enjoyment seeing their peer

in agony was another factor that contributed to increased cases of bullying in schools. He stated

that the bullies didn’t care how the victim or people around them felt.
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 Failure to control emotions

While analyzing the causes of bullying among teenager in schools (Greener, 2015), noted

that those students who were unable to control their feelings did things that injured others. When

youth become frustrated and angry, usually they stop being themselves and does things that

inflict pain on their peer. When students can’t control their emotions, little irritations provoked

them and caused them to overreact harshly, directing their pain to their peers. For instance,

(Goldblum et al., 2014) noted that when a student innocently walked down the hall and

accidentally bumped into a bully, the bully lost their temper and smashed the victim against the

wall despite the student apologizing.

Forms of bullying

In their systematic research on school bullying (Goldblum et al., 2014), observed that a

significant number of youths were affected by bullying during their study period in American

schools. Approximately 15% of American students in their study sample had involved in school

victimization and intimidation. About 18% to 22% youths in different grades stated that they had

been bullied. Consequently, several pieces of research on school bullying were carried out in

several parts of the world (i.e., England, United States, South Korea, Japan, China, etc.) to

examine the prevalence of bullying, causes, its mental effect on youths and some prevention

strategies. These studies noted that school bullying is a salient problem in all schools across the

globe.

For instance, (Goldblum et al., 2014), examined a representative sample of China

students in primary and secondary schools; he noted that nearly 38% of students in the study

sample had at one point involved in bullying. He concluded that 43% of students in his study
SCHOOL BULLYING 11

sample had been bullied. Li, Yiqiong et al. (2017), examine a sample of 5,050 youths in 6th

through 10th grades in the United States. They found that 26% of the student had engaged in

bullying, more than half of the students (51%), stated that they had been bullied either verbally,

physically or sexually in learning institutions.

Canady, analyzed a representative sample of youth attending secondary and primary

school in Nigeria. He observed that 15% of those primary students and 11% of those secondary

youth involved in school bullying such as hitting, assaulting fellow students, fist-fighting or

slapping juniors (2017). Payne and Denise (2014) with a sample of 2000 high school youth in

Japan. He observed that 32% of sample youths reported had been bullied and 24% of students

said bullying others during the last three months of his study. The cause of variation in the

percentage of bullying in different countries was not precisely known. Nevertheless, the ubiquity

of bullying instances seemed indubitable.

Payne and Denise (2014), observed that three form of bullying exists verbal, physical,

and relational harassment. Verbal bullying involves perpetrator making rude remarks or calling

victims demining names. Physical intimidation includes violent behavior where the culprit might

hit, punch or forcefully steal money from the victim. The relational bullying involves

psychological harm and manipulation of the social system. The perpetrators might spread rumors

or gossip or exclude the victims from the peer groups (Sogol et al., 2016). The form of bullying

changes throughout one’s lifespan. Verbal intimidation is the most common form of harassment

and intimidation among school students. Most teenagers are still suffering in silence.
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Verbal bullying

Goldblum et al. (2014), observed that verbal bullying involved calling or insulting other

student based on their physical features such as sex orientation, weight, races, culture or height

or religion. In his study (Greener, 2015), observed that youths continue to encounter verbal

harassment and intimidation in learning institutions which has placed them at higher physical

and psychological risk and even distracting their academic performance. Most papers have

affirmed that occurrences of vocal or other nonphysical bullying and harassment in most learning

institutions, yet students still suffer in silence.

In 2014, the Youth Risk Behavior Survey noted that 34.2% of the students had been

bullied in the school environment. In their study (Goldblum et al., 2014), reported most youth

had been called names, teased or experienced other verbal harassment in the learning institutions

environment. The LGBT and color students were the most affected group.

Physical bullying

In his study (Barrett, 2015), observed that physical victimization and intimidation was

minimal in schools. Barrett, stated that this was due to partly zero tolerance policies and the

perception (2015). The physical assault led to grim penalties to the perpetrators. Despite these

laws youths still faced persistent physical bullying at school and in most cases, school

management took no useful step to stop it (Goldblum et al., 2016). For instance, (Sogol et al.,

2016) noted that when a student innocently walked down the hall and accidentally bumped into a

bully, the bully lost their temper and smashed the victim against the wall despite the student

apologizing.
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Cyberbullying

With the current advancement in technology and use of internet and the value that

children attached to it, has yielded a newest and most common form of bullying, cyber-bullying

(Mishna, 2012). Bullying has turned to be anonymous as it happens anytime and anywhere,

either in school or outside This type of bullying followed its victims into their homes and

ensured that victims had no place to hide. The perpetrators used the internet to post abusive

messages or pictures against victims (Besag, 2017).

Most youths described a double-edged interaction with the current technology and the

internet. It provided a platform where students could interact and find new friends, learn new

things, but at the same time left them more vulnerable to bullying and harassment (Goldblum et

al., 2014). Facebook, chatroom, twitter, WhatsApp, and YouTube are the primary contributors

the increased cases of cyber-bullying.

In their study (Li, Yiqiong et al., 2017), acknowledged that cyber-bullying is a problem

for most students. Bullies use the anonymous apps to target and intimidate their peers. For

instance, students create fake accounts and post diminishing pictures of things over and over

about their peers (Besag, 2017). In some situation, students recorded and dispersed unappealing

videos or photos to bully, mock and humiliate their fellow students. Most youths admitted that

they had been called different ugly names by their peers who hide behind fake accounts (Besag,

2017).

When cyberbullying occurred, most learning institutions were ill-equipped and reluctant

to respond. Goldblum et al. (2014), observed that whenever students reported the incident of

cyberbullying they were told there was no proof, so the school did nothing about it. Even in the
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situation where students had experienced threats of physical bullying, including death threats, the

school still did little or nothing.

Sexual harassment

Most LGBT youths were often propositioned for sex by their peers. In their study, (Li,

Yiqiong et al., 2017), affirmed that lesbian, gay, bisexual and transgender students were often

asked intrusive questions about their sex life by their peers. Majority of LGBT students

interviewed admitted that they had encountered a lot of verbal sexual harassment, requested

invasive questions by their peers.

In addition to sexual harassment, LGBT students were subjected to sexual assaults. Most

of the lesbian, gay, bisexual and transgender students had experienced sexual threats through

their study period (Fox et al., 2014). The victims stated that at some point, a group of students

could gang up, and physically groped and touched them (Hornby, 2015). As early as middle

school, LGBT students were targeted for unwanted touching and sexual assault. LGBT students

lamented that the school administration, teachers, and other staffs never took the sexual

harassment too.

In their study (Fox et al., 2014), indicated that bullies were also more likely to involve in

disruptive and illicit acts in their adolescence stage. For instance, (Shetgiri, 2017) observed that

54% of student who engaged in school bullying, was found to have a history of multiple

convictions in their 20s. He also found out that there was a close correlation between bullying

during youthful and the violence and lawless behaviors in the later life. Fox et al. (2014), stated

that those who bullied and harassed other during schooling life were more likely to involve in

illegal activities or actions as adults.

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Consequences of Bullying

Schools bring together different learners from a varied background with the aim of

instilling and disseminating knowledge and skills to students. Learning institutions also provide a

platform for students to socialize and met with different students from the various background

within the school compound. Away from classrooms, learners are often alone minus teachers’ or

school administrators’ surveillance. School going students undergoes different experience while

in schools, these experience can either be positive or negative (Goldblum et al. 2014).

School bullying is the intimidation and victimization of youths by their fellow student

within the school context. Canady (2017), conducted systematic research on school bullying, he

observed that most students in American schools encountered harassment and intimidation

during their study period. Nearly, 34% of American youths engage in school violence, and

harassment behaviors and between 20% and 28% of teens in different grades stated to have been

bullied in the course of their schooling (Canady, 2017). The previous studies indicated that

school bullying is a universal problem that requires urgent attention (Canady, 2017; Fox et al.,

2014; Greener, 2015; Hornby, 2015).

When students are frequently and continuously bullied by their peers over time, it results

in psychological effects to the victims. School bullying endangers the safety, health and the

education of most students in learning institutions (Canady, 2017). Students continue to

encounter numerous form of bullying; repeated threatening, physical attacks, verbal cursing,

exclusion or teasing occurs anywhere anytime within the school environments. Youth

victimization and school bullying are significant social issues affecting teenagers in all parts of

the world (Greener, 2015).

SCHOOL BULLYING 16

Victimization and intimidation have a significant adverse effect on the students’

academic performance and their mental health. The studies’ findings indicated that the increased

cases of school bullying in American learning institutions have led to high rate of students’

dropout, youths developed low self-esteem, most bullied kids living in a miserable life and

escalated a number of the suicide cases (Greener, 2015). Bullying involves the bully, bully-

victim, and the bystanders. The victimization and intimidation have the severe effect on students’

mental health, and academic performance of the students involved irrespective of their level of

involvement (Canady, 2017).

In his research (Greener, 2015), observed that bullied youth experienced severe mental

health problems exhibited with somatic symptoms such as sleep difficulties, bed-wetting,

fatigues, stomach aches among other many issues. He noted that the victims often experience

anxiety, low self-esteem, depression, they feel socially rejected or isolated and suicidal ideation

(Greener, 2015). Students who bullied others also suffer from low school bonding and

adjustment, which results in reduced academic performances and increased cases of school

dropout (Canady, 2017). Moreover, it was also noted that persecutors were more likely to engage

in different disobedient or illicit acts such as, vandalism, stealing, fighting, and getting in trouble

with the law (Canady, 2017).

In their study (Goldblum et al., 2014), research findings indicated that 8% of LGBT

students were at elevated risk of despair and suicidality than their straight students. The data

results stated that troubling 42.8% of LGBT students had earlier considered committing suicide,

and 29.4 % had tried suicidality, equated with 14.8 % of the heterosexual students who had also

attempted suicide.
SCHOOL BULLYING 17

Cythia (2014) examined the effect of bullying and victimization on student’s academic

performance. The findings indicated that there is a significant connection between bullying and

students’ performance. Bullying negatively impact learner performance in school. Also, Nadine

(2014) examined the effect of bullying on the kid’s ability to perform well in schools. Nadine’s

study results showed that the students who were victims feared attending schools since the

learning institutions were unsafe for them. This made most students unable to concentrate on

their studies thus negatively impacting their academic success.

Besides, Wolke, Copeland, Angold, & Costello (2013), researched the effect on of

bullying and victimization on students’ mental health and academic performance. The study

finding indicated that bullying causes severe mental health issues, anxiety, depression, lower

educational achievement, increase school dropout cases, low self-esteem, lack of motivation, and

sleep disorders. Also, the study showed that bullies were also at higher risk of performing poorly

in their academic, violence in adolescence and use of the substance.

Also, in his research Placidius (2013), indicated that physical harassment was the most

prime form of harassment and that boys prefer to be bullied more than girls. He also illustrated

that bullying was strictly related to poor academic performance. It was observed that when

students are bullied, they come less motivated work had at school and more often they don’t

engage in school activities (Jankauskiene et al., 2008). The victims of bullying stopped attending

school or participating in schools’ activities fearing being teased by their peers. The academic

performance of bullied students deteriorated over time.

SCHOOL BULLYING 18

Finally, Roman and Murillo (2011) research finding showed that aggressive behavior

among students in learning institutions had an adverse impact on learners’ academic performance

in Latin America. Study admitted that kids who were bullied either verbally or physically lived

pathetic lives and some even committed suicide.

Preventive measure

In past decades, school violence in the United States of America, specifically school

harassment has been a salient social and schools’ issue (Gerlinger & James, 2014). Numerous

studies have been carried out to investigate the prevalence of school bullying and its effect on

students’ mental health in the United States of America (Brank et al., 2015; Bursch, 2016;

Gerlinger & James, 2014). The studies’ findings indicated a rapid increase in the prevalence of

school bullying in the United States. The school bullying has a severe negative psychological

impact on students’ mental health (Bursch, 2016). Despite its severe consequences, little has

been done by the school administration and the teachers to curb the issues of bullying in schools

(Brank et al., 2015). There are no clear strategies installed in place to prevent school harassment

and intimidation or provide any counseling services to those affected by the bullying activities

(Bursch, 2016).

For instance, (Bias, 2015) noted that there was a substantial gap in the acuity of the

prevalence of victimization among students and teacher. The study findings indicated that 25%

of the teaching staff reported the occurrences of victimization and intimidation incidents in their

classes, whereas 56% of learners confirmed the prevalence of bullying. In his study (Bias,

2015), stated that school administration and teaching staffs denied the existence of intimidation

and harassment or underreported bullying occurrences. Bias, concluded that teachers and school
SCHOOL BULLYING 19

administration didn’t give sufficient responsiveness to school bullying despite being aware of its

consequences (2015).

Most learning institutions encouraged students to report whenever they were bullied or

discriminated by their peer in the school environment. However, when some students who were

victim reported the physical bullying, sexual threats or verbal harassment, they were rebuffed

(Bursch, 2016). In many cases, the school failed to address the salient problem of discrimination

and bullying stating that victims lacked sufficient evidence necessary to justify inaction

(Gerlinger & James, 2014). In other instances, when the students tried to explain a various form

of discrimination and violence against them with their phone or cameras, they were punished by

the school for using devices in the school (Bursch, 2016).

Most schools have taken initiatives to implement policies and laws that prohibit school

bullying (Brank et al., 2015). The progress is uneven. Most youths still feel insecure due to

escalating rate of harassment in learning institutions (Bias, 2015). Many institutions have either

ignored or failed to establish and uphold laws that prevent bullying and protect students’ well-

being and their safety (Brank et al., 2015).

Bias, suggested that learning institutions should implement policies which address the

current salient issue of bullying (2015). He noted that when schools become involved in curbing

bullying, students felt safer within the environment (Williams and Peguero, 2013). Sensitization

is prime step aiding in minimizing victimization and intimidation in schools. Brank et al. noted

that when the student sees schools’ administrators, teacher, and other youths being more

compassionate, they are more likely to be motivated to seek assistance when harassed or bullied

(2015).
SCHOOL BULLYING 20

A Comprehensive strategy is needed urgently in American schools to address the salient

problem of discrimination and bullying. The school administrators, teaching staff, and students

must come together to establish a welcoming environment for all students (Hornby, 2015). They

must enact laws that could allow school offer a conducive schooling atmosphere which could

enable all students to study and interact with peer freely without humiliation, fearing exclusion,

or assault (Muijs, 2017).

Hornby (2015), suggested that learning institution should legislate policies and laws that

protected and governed the rights of all students. Schools should pass laws that limit violence

based on gender identity and sexual orientation (Williams and Peguero, 2013). In their research

(Case & Briana 2016), recommended that the school administrators and the teaching staffs must

work together to ensure the newly established and prevailing laws and regulations are evocative

by enforcing protections and intervention when discrimination and harassment happens.

Besides, to build a welcoming environment, the State legislatures have to play its part

too. They must enact state laws discrimination and bullying laws and policies that enumerated

protections based on the gender identity and sexual orientation (Brank et al., 2012). The state

must establish non-discrimination laws that give all students explicit protections from

discrimination and bullying (Muijs, 2017).

SCHOOL BULLYING 21

Conclusion

In summary, it is clear that school bullying is still a salient problem in most American

schools. The youth encounters several forms of victimization and intimidation; physical, sexual,

verbal, isolation, exclusion, and discrimination during their learning period (De Pedro et al.,

2016). Scholars have joined hand together and suggested some possible strategies that can be

adopted by the school, administrators, teacher, students, and parents to help address the issues of

bullying (Hornby, 2015).

Despite numerous series of researchers about school bullying, it is astonishing that only a

few papers have attempted to systematically document best strategies schools can employ to curb

this salient problem of bullying in schools (Hornby, 2015). In my study, I will try to address

these confines by critically examining previous study data finding and suggest best strategies

schools can adapt to minimize bullying incidents.

SCHOOL BULLYING 22

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