Bullying Prevalence Across Contexts: A Meta-analysis Measuring Cyber and Traditional Bullying

Cyberbullying Prevalence Among US Middle and High School–Aged Adolescents: A Systematic Review and Quality Assessment

Bullying involves an individual or a group repeatedly harming another person—physically (e.g., punching, pushing, tripping, or destruction of property), verbally (e.g., teasing, name-calling, or intimidating), or socially (e.g., ostracizing or spreading hurtful rumors).2 Sometimes these harmful actions are plainly visible, but other times, such as when gossip and rumors are used to isolate the target, the actions are covert. With the advent of the Internet, bullies are able to maintain a more persistent presence in the lives of their victims through cyberbullying. Researchers define cyberbullying as “willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices.”3

What Is Bullying

Youth Violence across Multiple Dimensions: A Study of Violence, Absenteeism, and Suspensions among Middle School Children

Bullying is the most common form of youth aggression. Although 49 of all 50 states in the U.S. have an anti-bullying law in place to prevent bullying, little is known about the effectiveness of these laws. Our objective was to measure the effectiveness of Iowa’s anti-bullying law in preventing bullying and improving teacher response to bullying. Sixth, 8th, and 11th grade children who completed the 2005, 2008 and 2010 Iowa Youth Survey were included in this study (n = 253,000). Students were coded according to exposure to the law: pre-law for 2005 survey data, one year post-law for 2008 data, and three years post-law for 2010 data. The outcome variables were: 1) being bullied (relational, verbal, physical, and cyber) in the last month and 2) extent to which teachers/adults on campus intervened with bullying. Generalized linear mixed models were constructed with random effects. The odds of being bullied increased from pre-law to one year post-law periods, and then decreased from one year to three years post-law but not below 2005 pre-law levels. This pattern was consistent across all bullying types except cyberbullying. The odds of teacher intervention decreased 11 % (OR = 0.89, 95 % CL = 0.88, 0.90) from 2005 (pre-law) to 2010 (post-law). Bullying increased immediately after Iowa’s anti-bullying law was passed, possibly due to improved reporting. Reductions in bullying occurred as the law matured. Teacher response did not improve after the passage of the law.

/pdf/evaluation-of-iowa-s-anti-bullying-law-42rfkohiq4.pdf

Evaluation of Iowa's anti-bullying law

A survey conducted in 2008 among 346 American middle school students in several cities determined that 82.7% of respondents found bullying to be a problem of some degree, with 46.0% rating it a "medium", "bad", or "very bad" problem. It was found that 89% had witnessed an act of bullying and 49.1% said they had been the victim of a bully. Boys were significantly more likely than girls to say that a victim deserved to be bullied (11.1% vs. 1.3%, p = 0.01), whereas girls were significantly more likely than boys to fail to intervene because they did not know what to do (30.3% for girls vs. 11.1%, p < 0.01). There was no significant difference in this study between boys and girls in terms of being a bully: 43.6% admitted they had bullied another (46.2% boys, 41.1% girls, p = 0.34); however, girls were significantly more likely than boys to bully by excluding others and gossiping about them than by hitting, teasing, or threatening. Cyberbullying, surveyed as a distinct entity, had affected 31.1% of respondents directly, with similar results from 2006 to 2007 surveys. Of those who found conventional bullying a "bad" or "very bad" problem at their schools, numbers fell from 17.3% in 2006-2007 vs. 11.3% in 2008.

Bullying in middle school: results from a 2008 survey

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Bullying in middle school: results from a 2008 survey