The Bullying Epidemic

Every day we interact with others, and these interactions are continuous throughout our life. Interactions are fundamental in our development as a person and can contribute to shaping us into who we will be in the future. While some interactions can benefit you, others can cause detrimental effects on people’s perceptions of themselves. Bullying is a misuse of power which is seen a lot of times being done in schools. According to the article “The Effectiveness of School-Based Anti-Bullying Programs’ written by Christopher Ferguson, bullying is also known as “the exposure, repeatedly and over time, to negative actions on the part of one or more other students” (Ferguson, 2007). This can include hurting others with harmful words or physical force. These acts of malice can leave deep scars and irreversible effects on a person, especially at a young age. Certain measures should be taken to combat the bullying epidemic in our modern society such as implementing anti-bullying programs in schools which will train teachers to intervene, provide a reporting system, and create proper discipline to those doing the bullying.  When dealing with bullying, it is vital that teachers understand what their role consists of. The anti-bullying program will provide teachers with the responsibility of intervening and putting a stop to any bullying which will help them understand that the effectiveness of the program lies in their hands. In the article ‘Effects of Anti-Bullying programs on teachers’ interventions in bullying situations, a meta-analysis written by Marloes Verseveld, Verseveld states that “victims feel helpless and isolated” (Verseveld, 2019) when teachers lack the skills and knowledge of proper ways to intervene. Although many anti-bullying programs have not focused on ways to get teachers to actively participate in such practices, it is detrimental for teachers to get involved for the well-being of their students. Another reason why it is so important for teachers to know how to handle these situations is because if not handled correctly, Verseveld states that teachers may “reinforce bullying behavior because the bullies are not reprimanded.” (Verseveld, 2019) Teachers have the power to create a positive environment in the classroom but bullying continues to be a reoccurring issue. In the article, Verseveld states that teachers feel ‘underprepared’ and feel as though they need “additional training.” (Verseveld, 2019) These anti-bullying programs will provide teachers with the proper tools to accurately address bullying, but these programs are failing to make themselves accessible. Many teachers have mentioned how they do not feel as though they are being supported properly by these programs, which indicates where they are going wrong. With the right adjustments and stressing the difference going to a training can make, teachers will feel much more prepared when facing the challenges of bullying. One of the biggest obstacles that students who are victims of bullying face is speaking up. Many feel as though they have no voice and those who see it happening are afraid to be the next victim. Anti-bullying programs provide a way to help those who are facing bullying find their voice in a way that they feel safe to do so, such as using a reporting system. In the article ‘Bullying in Schools’ written by Ron Banks, Banks explains how students who experience bullying “rarely defend themselves or retaliate when confronted by students who bully them.” This is due to feeling “socially isolated.” (Banks, 1997) Anti-bullying programs can be a form of help, which can be implemented differently in schools. Confidentiality is a huge factor that plays a role in whether or not a student will find help and can stop them from wanting to find it. Victims of bullying can also experience fear and the consequences of speaking up to the bully. Therefore, finding ways to get help in a discrete or anonymous way is helpful for students to feel comfortable in getting the assistance that they need. Another form of reporting Banks mentioned is an “initial questionnaire” (Banks, 1997) which gives students and parents a chance to keep the school informed about bullying in the school so that the education system can keep track of what is working and what is not. Although many anti-bullying programs do not have a specific way of reporting, there are ideas that have been gathered and are in the works to establish a safe learning environment. Making sure students are provided with a system where they feel comfortable in reaching out for help could be the turning point for this ongoing issue. A proactive way to stop an ongoing cycle is to identify the root of the problem and make adjustments. Anti-bullying programs in schools will help provide incentives and proper discipline to those who are taking part in these activities. In the article ‘Bullying prevention programs: the importance of peer intervention, disciplinary methods and age variations’ written by David Farrington, Farrington explains how “authoritative school discipline was associated with less bullying and victimization.” (Farrington 2012) This goes to show how just by establishing rules and guidelines there is a positive correlation in decreasing the number of students who experience bullying. It is important to stress though that with these programs the disciplinary actions being taken would not include “the zero-tolerance approach or any type of harsh discipline.” (Farrington, 2012) These regulations being set would only be incentives for students to keep their behavior in check knowing they could get in trouble. Another factor people believe would affect bullying is the “size of school enrollment and proportion of ethnic minority and low-income students.” (Farrington, 2012) Even though there is speculation that minimizing school enrollment is the main solution, studies have shown how these determinants affect bullying to a certain extent. In actuality, just by setting criteria that students abide by it allows there to be a better outcome of less cases of mistreatment amongst students.  There are many benefits that come from anti-bullying programs to minimize bullying in schools. These programs are essential as they “encompass a number of elements ranging from the implementation of conflict-resolution pedagogy within the school system to individual accountability for the behavior.” (Ferguson, 2007) Just by providing teachers with proper resources and by creating rules and regulations through these programs, there can be an immense amount of growth. This is beneficial to children in schools, as it will prevent those who are victims from later being affected by these circumstances. This is beyond what is in the moment but can affect victims’ long term. This social epidemic is one that continues to be a problem which is why it is time to let the power these programs hold be beyond the power of bullies            

 

Works Cited  

Banks, Ron. “Bullying in Schools.” Bullying in Schools, Apr. 1997, www.vtaide.com/png/ERIC/Bullying-in-Schools.htm. Buist, Alison. “Why Are Some Parents Failing to Vaccinate Their Children?” Children's Defense Fund, 25 July 2019, www.childrensdefense.org/blog/why-are-some-parents-failing-to-vaccinate-their-children/.  Ferguson, Christopher J. The Effectiveness of School-Based Anti-Bullying ... - Sage Journals. https://journals.sagepub.com/doi/10.1177/0734016807311712.  Ttofi, Maria M., and David P. Farrington. “Bullying Prevention Programs: The Importance of Peer Intervention, Disciplinary Methods and Age Variations - Journal of Experimental Criminology.” SpringerLink, Springer Netherlands, 12 Aug. 2012, link.springer.com/article/10.1007/s11292-012-9161-0.