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Bullying

The Merriam Webster dictionary defines bullying as the abuse and mistreatment of someone vulnerable by
one who is stronger and more powerful. The root cause and repercussion, however, transcend beyond a
few-worded definition. While bullying has first been regarded as a simple banter between children in school
environment, confessions from victims of such act and news about young people committing suicide due
to bullying have forced not only school officials but also authorities around the globe to look at the issue.
According to a study by The Youth Ambassadors for Kids Club, 77 percent of students are bullied mentally,
verbally and physically. The Philippines is not an exemption. “Over here, with the study in 2016, bullying
actually increased about 71 percent already, and that’s a remarkable number considering that those that are
bullied are the youth and in the school setup,” Cheyenne Dela Fuente, expert in Child Behavior and
Psychology told The Manila Times during the launch of an anti-bullying campaign. Moreover, Dela Fuente
noted that bullying is prevalent among teenagers mainly because of peer pressure, “That’s the age when
peer pressure comes in; teenagers are trying to belong and if they don’t, they are out, they will be excluded
from what others are doing.” Before anyone can insinuate that bullying is not as big as it is made up to be,
Dela Fuente warned that bullying is a silent enemy. “It is quiet—you don’t see it, there’s no face. Anybody
can bully someone else and the sad thing is, usually the ones bullied don’t speak up,” the expert noted. Still
according to Dela Fuente, bullying can take part in many forms with the most common ones including:
cyber bullying, which has become very rampant due to the prevalence of social media and the Internet;
social bullying which is excluding people from any event; physical bullying, which involves hitting other
people; and verbal abuse. And with these acts, bullying has been proven to take a toll on its victims. “You
have anywhere from just feeling isolated to the more extreme cases of suicide which at the moment is
increasing drastically. So we really need to put a stop to it,” the holder of a master’s degree in Psychology
shared. Heeding this distress call is local clothing brand Penshoppe that came up with its anti-bullying
campaign, “I am different.” “When we did our research, we found out that it is when you are perceived
different, that’s when people start bullying you,” Penshoppe brand director Jeff Bascon told The Manila
Times during the launch of the campaign in Bonifacio Global City. Asked why the brand has embarked on
this advocacy, Bascon noted that it’s one of the most relevant issues for the youth, their primary market.
Adding to their conviction of the importance of the campaign, Bascon and his team found out that there is
no specific foundation in the country purely focused on anti-bullying. As such, the clothing company
partners with Teach for the Philippines. “That’s because we feel that one of the best ways to reach the youth
is through education. Teach for the Philippines will help us come up with an anti-bullying education
program that will be engrained to the programs of teachers here in the Philippines,” Bascon explained.
Funding this campaign are the shirts that bear the messages “I am different” and “Different is Good.” A
significant portion of the shirt sales will go to the brand’s project with Teach for the Philippines. The
company has also tapped the biggest names not only in the local but also in the international fashion scene
to raise further awareness in this campaign. Bella Hadid (with 15. 3 million followers on Instagram alone),
Cameron Dallas (20.5 million), Lucky Blue Smith (3.3 million), Kaia Gerber (2.2 million) as well as Asian
stars Sandara Park (6.2 million) and Mario Maurer (5.8 million) have all agreed to lend their star power and
social media influence. “What’s also nice here is that we are able to easily enjoin our international
ambassadors. In a heartbeat, they said yes,” Bascon proudly noted. Local ambassadors and celebrities like
Jimmy Alapag, Ronnie Alonte and Loisa Andalio have also joined the campaign by showing that they too
– deemed almost perfect by their adoring followers – are different in their own definition. “Hopefully, with
this campaign and the awareness that this company and these celebrities are putting forward, people will
recognize that it is a problem and that bullied people would actually stand up and say that enough is
enough,” Dela Fuente noted, commending the campaign. Dela Fuente shared tips on what to do when one
experiences bullying. “Number one, speak up. It doesn’t matter which adult or which other person you will
talk to, but say something about it to someone else. Two, acknowledge that you are different and it’s fine,”
he enumerated. “Three, walk away. Don’t retaliate because if you do, you will aggravate the situation, you
will empower the bully. You may send out the wrong signal that, ‘Do it to me again because I am paying
notice to your bullying tactics.’ So just don’t acknowledge it,” he continued.

Definitions serve an important communicative and social purpose in our society. They help ensure that
different individuals can converse and interrogate phenomena confident in their knowledge that they are
talking about the same thing. A definition helps to set boundaries and clarify what something is or is not,
what it includes and what it might exclude. Sometimes definitions are ubiquitous enough to cover a range
of purposes; for example, water has a generally agreed form and characteristic, regardless of the setting.
There are, however, greater issues in reaching agreement about definitions relating to social issues, which
are fundamentally shaped by the context and purpose for which they will be used. Bullying is an example
of a social problem whose definition can be altered by the context in which it is used (e.g. counselling,
policy, legal or research contexts). The definition of bullying has changed over time and continues to
change. The efforts to define bullying have required researchers to apply a critical perspective not just to
bullying, but to the nature of society and the setting in which the interaction is occurring. Historically, the
focus of defining bullying has been on observable behaviours and the experience of the individual who is
bullied. It is particularly useful to include information about the forms of behaviour considered to illustrate
bullying when reviewing the findings of research studies. How bullying is specifically described or defined
to the participants obviously influences their responses, the results of the study and possible applications.
Shaw and Cross (2012) look to the most well-known definition of bullying, provided by pioneering
Norwegian researcher Dr Dan Olweus, when writing on their research into patterns of clustering in
Australian schools. This definition, by far the most commonly cited in studies published over the last
decade, describes bullying as ‘an aggressive behaviour repeated over a period of time, characterised by real
or perceived imbalance of power perpetrated with the intent to harm the target’ (Olweus, as cited in Shaw
& Cross, 2012, p. 142). A similar definition is provided in another Australian study by Coffin, Larson and
Cross (2010), who likewise reference the work of Olweus when they say bullying is:

… physical, social or psychological in nature but … always involves unprovoked intent to harm which
occurs repeatedly in familiar social settings and incorporates a power imbalance (p. 77).

The work of Olweus appears again in a US study into the effects of online bullying on school engagement.
The study examining the validity of the ‘traditional definition’ in relation to emerging issues of online
bullying states that: … a person is bullied when he or she is exposed, repeatedly and over time, to negative
actions on the part of one or more other persons, and he or she has difficulty defending himself or herself
(Olweus, as cited in Randa & Reyns, 2014, p. 257).

When researchers attempt to define bullying for students in studies, they often refer to a list of bullying
behaviour ‘types’ to explain the concept for participants. An enormous variety of descriptions exists. One
recent example is that provided by Randa & Reyns (2014, p. 257), who describe forms of bullying in their
explanation of the behaviour, citing ‘verbal (e.g. name calling), physical (e.g. hitting, shoving), financial
(e.g. demanding money) or psychological (e.g. social exclusion)’, adding that ‘with the ease and increasing
availability of online/mobile communications, it can now be carried out in the school setting or online’.
Other researchers use other bullying behaviour ‘types’. Hemphill, Tollit and Kotevski (2012) provided
descriptive information to participants for their study of the rates of bullying among Victorian secondary
school students. ‘Traditional bullying’ was described as having been teased or called names, having
rumours spread about them, being deliberately left out of things, being physically threatened or being
actually hurt. ‘Relational bullying’ was described as getting back at another student by not letting them be
in the group of friends, and telling lies or starting rumours about other students to make other kids not like
them. Asking participants their definition of bullying provides an important insight into this commonly
used term, and goes some way towards explaining the difficulties associated with reaching agreement on a
formal definition. For example, the definition supplied by participants in the study by Coffin, Larson and
Cross (2010) reinforces the point made by many researchers that definitions of bullying are contextual, with
the language and cultural patterns common to the setting in which individuals live having a dominant impact
on how bullying is perceived and explained: Bullying was a word that was widely understood by all children
and adults in each community. A few adults in the smaller towns referred to it as a wadjella (white person)
word, but they also explained they had a word with the same meaning in their language. When asked to
describe bullying, people included all of the characteristics associated with bullying: prolonged or repeated
behaviour such as ‘teasing’, ‘picking on’ or ‘hitting’ by a more powerful person against a weaker, smaller
or younger person (p. 80). The study also found that participant discussion about bullying was geared
towards intra-familial dimensions. The authors point out that bullying that happens within the family,
including by parents, provided opportunities for children to learn and practise these behaviours. Both
children and adults indicated that it was considered ‘normal’ for older kids to bully younger kids, and many
described bullying between siblings or cousins as a regular occurrence (Coffin, Larson & Cross, 2010, p.
83). In a critique of classical constructs of bullying in schools, Carrera, DePalma and Lamerias (2011)
reason that the ‘phenomenon of bullying has been conceptualized in various ways, and to some extent, the
choices of terminology, along with the associated meanings, connotations, and implications have varied
according to the cultural context of the analysis’ (p. 480). Citing cultural differences between countries like
Italy and Japan, they list the following characteristics as common across definitions of bullying: • it involves
a broad range of actions which are deployed repeatedly over a prolonged period of time and which are
harmful to the person at whom they are directed • it is deliberate in nature; that is, there is a goal of harm •
in general, it is assumed that these actions are not provoked • the abuse may be enacted by an individual or
group, and the object of the abuse may be one or more individuals. Bullying is the activity of repeated,
aggressive behavior intended to hurt another person, physically or mentally. Bullying is characterized by
an individual behaving in a certain way to gain power over another person Norwegian researcher Dan
Olweus defines bullying as when a person is "exposed, repeatedly and over time, to negative actions on the
part of one or more other persons." He defines negative action as "when a person intentionally inflicts injury
or discomfort upon another person, through physical contact, through words or in other ways" Bullying
behavior may include name calling, verbal or written abuse, exclusion from activities, exclusion from social
situations, physical abuse, or coercion. Bullies may behave this way to be perceived as popular or tough or
to get attention.They may bully out of jealousy or be acting out because they themselves are bullied. U.S.
National Center for Education Statistics suggests that bullying can be classified into two categories:

1. Direct bullying, and

2. indirect bullying (which is also known as social aggression).

Ross states that direct bullying involves a great deal of physical aggression, such as shoving and poking,
throwing things, slapping, choking, punching and kicking, beating, stabbing, pulling hair, scratching, biting,
scraping, and pinching. He also suggests that social aggression or indirect bullying is characterized by
attempting to socially isolate the victim. This isolation is achieved through a wide variety of techniques,
including spreading gossip, refusing to socialize with the victim, bullying other people who wish to
socialize with the victim, and criticizing he victim's manner of dress and other socially-significant markers
(including the victim's race, religion, disability, sex, or sexual preference, etc.). Ross [19] outlines an array
of nonviolent behavior which can be considered 'indirect bullying,' at least in some instances, such as name
calling, the silent treatment, arguing others into submission, manipulation, gossip/false gossip, lies,
rumors/false rumors, staring, giggling, laughing at the victim, saying certain words that trigger a reaction
from a past event, and mocking. The UK based children's charity, Act Against Bullying, was set up in2003
to help children who were victims of this type of bullying by researching and publishing coping skills. It
has been noted that there tend to be differences in how bullying manifests itself between the sexes. Males
tend to be more likely to be physically aggressive whereas females tend to favour exclusion and mockery,
though it has been noticed that females are becoming more physical in their bullying. There can be a
tendency in both sexes to opt for exclusion and mockery rather than physical aggression when the victim is
perceived to be too strong to attack without risk, or the use of violence would otherwise cause problems for
the bullies, or the bullies see physical aggression as immature (particularly when bullying occurs among
adults).

Impact of Bullying

In considering the broad range of impacts associated with bullying, it is critical not to dismiss the experience
of those who engage in bullying. Looking at the trajectory of mental health, education and future life
chances for this particular group of students provides a strong rationale for intervention and preventative
systems of support. In its international review of bullying research literature, the United Nations Children’s
Fund (2014) flagged concerns about the association between children who engage in bullying and an
increased likelihood of depressive symptoms and suicidal ideation. Further, it points to strong evidence
that: Bullying (of others) has been linked to future engagement in juvenile delinquency, including theft and
robberies, vandalism, arson, physical attacks, gang involvement and the selling of drugs. Children who
bully others also report increased rates of risky behaviours, including smoking and drinking, fighting, being
injured in physical fights and carrying weapons (p. 120). These (and other) findings related to life
trajectories do not provide unequivocal evidence of a causal relationship between bullying and, for example,
criminal behaviour. Such trajectories result from a wide number of factors, of which bullying may be only
one. However they do suggest that bullying others is an important ‘signal’ that warrants attention and action
from parents and schools. A large-scale dataset collected from 3112 students in Australian primary and
secondary schools in three states was used as a basis for an investigation of students who engaged in online
bullying and their ‘perceptions of the impact and harm they thought their actions had on the students they
had cyberbullied’ (Campbell et al., 2013, p. 617). Participants aged between 10 and 19 years were surveyed,
and the focus question related to this study was: ‘Have you cyberbullied someone this year?’ (p. 618). Only
8.9 per cent of surveyed students reported that they had engaged in online bullying during the previous 12
months (p. 619). Unpacking the data from this Australian study of the perceptions of students who engage
in online bullying further: • 57 per cent did not consider their behaviour to be harsh • 74 per cent did not
believe their behaviour had a significant impact on the student/s they targeted. In terms of the students who
engaged in online bullying, the researchers found that they ‘reported more social difficulties and higher
scores on stress, depression and anxiety scales than those students who were not involved in any bullying’
(p. 614). This is consistent with a German study of students in Years 8 to 9 which found that students
bullying others directly and relationally showed enhanced externalising problems; the negative effects of
bullying and victimisation on their psychological adjustment were made worse by the lack of coping
mechanisms or support among these students (Hampel, Manhal & Hayer, 2009, p. 474). Results from a
longitudinal study of 700 Australian students examining consequences associated with engaging in bullying
(Hemphill et al., 2011) adds further weight to this association: … bullying perpetration in Year 7 was
associated with an almost three-fold increase in weapon carrying, and approximately a two-fold increase in
theft, violent behaviour, binge drinking and marijuana use. Bullying perpetration in Year 10 showed
stronger associations with Year 11 outcomes. For example, bullying perpetration in Year 10 predicted a
four-fold increase in carrying a weapon in Year 11 and over a three-fold increase in theft and violent
behaviour. Weaker but significant associations were found between Year 10 bullying perpetration and
outcomes including school suspension, marijuana use and binge drinking (p. 112). Similar results were
found from another longitudinal study of 500 boys (and their mothers) in the US who were tracked from
six to 19, with twice-yearly screening using the Child Behaviour Checklist and specific questionnaires
focused on the experience of bullying (Ttofi et al., 2011c). Results demonstrated that engaging in bullying,
as reported by both the boys and their mothers, was strongly correlated with delinquency in adolescence.
In a separate longitudinal study of 500 German children, interviewed at nine and then 14 years of age,
researchers also found a strong relationship between girls who engaged in bullying and later reports of
antisocial behaviour (Ttofi et al., 2011a). The association between health complaints and involvement in
bullying was examined in a study of 2427 Greek adolescents (Politis et al., 2014). Using data from a
computerised survey, researchers found that students who engaged in bullying were more likely than other
students to report backache and fatigue. This supports previous studies that also found an association
between somatic symptoms and bullying perpetration. The researchers suggest that stressful, prolonged
violent interactions can weaken the immune system of the child involved through a physiological route (p.
7). Caution is recommended when considering findings which suggest a causal relationship between
bullying others and adverse mental health, crime and behavioural development outcomes. Such studies are,
however, invaluable in pointing out possible influences on how bullying is demonstrated and responded to
that are common across communities, and serve an important role in progressing research and practice.
Cythia (2014) analyzed bullying impact on student’s performance either in short or long term. She found
that there are differences in relationship between bullying level and academic performance depending on
student´s academic achievement. Nadine (2014) investigated bullying impact on student’s ability to
academically succeed. Nadine found that bullied students have feel of fear from coming to school because
they feel that they are unsafe; therefore they are unable to concentrate which reelect negatively on their
academic success. Mundbjerg et al. (2014) analyzed the relationship between bullying in elementary school
in Denmark. They found that bullied students have lower academic achievement in 9th grade and bullying
impacts are larger if it is more severe. Placidius (2013) found that physical bullying was perceived as a
dominant bullying element. Boys prefer to be bullies more than girls. Poor academic performance was as
impact of bullying.

Juvonen, et al. (2011) said that bullying experiences affect victims’ academic achievement in both direct
and indirect ways. So bullied student by his peers may become worried and afraid of being teased, therefore
he may stop participating in class or may has e trouble in concentrating on class work because of fear. They
added that students who are often subject to be bullied by their peers during school period have less
engagement at school and poor grades. Konishi et al. (2010) confirmed that interpersonal relationships
within school environment influence academic achievement.

The effects of school bullying are pervasive and far-reaching. From mental point of view, a child's self-
esteem can be severely impacted even years after bullying has stopped. The victims of bullying may suffer
from depression, particularly if the bullying has occurred over a long period of time (Laneaux, 2010). It
should be recognized that this mental effects do not stop at the bullied, they also extended to the bullies.
According to Omoteso (2010) studies have shown that those involved in prolonged and serious bullying of
others experience wide range of mental health, academic and social problems. He also pointed out that
studies point to the connection between bullying and sexual harassment and violence in later years. Bullying
can affect everyone – those who are bullied, those who bully and those who witness bullying. Bullying is
link to many negative outcomes including impacts on mental health, substance use an suicide.

Different types of Bullying

Bullying can involve many types of behaviours. The following are some of the types of bullying that are
identified in the literature. These include physical, social, verbal, cyber and psychological bullying.

According to Lee (2014), physical bullying is more than punching or kicking which is a direct form. It can
assume indirect forms, such as taking one’s possessions or damaging property. Coloroso (2011) states that,
although physical bullying is the most visible and, therefore, the most readily identifiable form of bullying,
it accounts for less than one – third of bullying incidents reported by children. Salivalli, Kaukiainen and
Langerspertz (2010) stress that physical bullying involves behaviours whereby the perpetrator might punch,
hit and/or steal money from the victim. Larsen (2013) will rather put it that the problem for a school is that
physical bullying presents a challenge for that school to maintain a safe and orderly learning environment.

Indirect bullying. Indirect bullying intends to attack an individual’s psychological state (Baldry, 2014).
Behaviors that are consistent with indirect bullying are the use of spreading rumors, excluding others, and
damaging social relationships. It is more likely for females to participate in this type of bullying than males
(Baldry, 2011). The subcategories of bullying that fit best into this form of bullying are relational bullying,
cyberbullying, and some verbal bullying. This type of bullying has been perceived by others to be more
damaging in the longterm than direct bullying. It is also less likely to be detected by school staff and parents
than direct bullying (Crick & Grotpeter, 2015).

Verbal bullying. Verbal bullying is often times the outward attempt of teasing or name calling against an
individual (Bauman & Del Rio, 2010). Things such as calling someone gay, stupid, ugly, or mentally
retarded are examples of verbal bullying. The seriousness can escalate to verbal threats towards these
individuals. These threats and uncomfortable social situations can make it difficult for students socially,
but also can be a major contributor to withdrawing from school. Many students therefore suffer from a lack
of friendships and issues with their grade point average.

Cyberbullying. Cyberbullying has quickly become a new form of bullying and one that is growing in
practice with school aged individuals. Slonje and Smith (2013) defined cyberbullying as an outward
aggressive act that is portrayed through technological devices such as phones and the Internet.
Cyberbullying can be divided into seven different subcategories: text messaging, picture/video, calling,
email, chat-room, instant messaging, and via website (Smith, Mahdavi, Carvalho, & Tippett, 2012). It has
also been estimated that more than 9 in 10 adolescents are using some form of online communication
(Center for the Digital Future, 2012). In a study conducted by Li (2014), it was found that 25% of students
have been victims of cyberbullying and 17% had admitted to cyberbullying others. Cyberbullying has the
ability to reach a large audience compared to the small groups that traditional bullying techniques have
previously reached (Slonje & Smith, 2010). Cyberbullying is also an act where the bully has invisibility,
making it much more difficult to stop.

Bullying Prevention

Many school-based intervention programs have been implemented in an attempt to reduce school bullying.
Bullying has been an ongoing problem in schools nationwide and in the state of Minnesota. According to
the Minnesota Student Survey from the Department of Education, approximately 12.8 percent of all sixth,
ninth, and twelfth graders reported that they have been bullied (victims); 9.3 percent of those same students
reported that they have bullied other students (bullies); and 3.1 percent of students reported that they have
both been bullied and have bullied others (bully/victims) (Stopbullying.gov, 2014). According to a study
by the National Association of School Psychologists and the U.S. Department of Justice, 160,000 students
of all ages stay home from school every day to avoid the stress and fear that comes from being confronted
by a bully or bullies (Stockdale, Hangaduambo & Duys, 2012).

School bullying includes several key elements: physical, verbal, or psychological attack or intimidation that
is intended to cause fear, distress, or harm to the victim. Bullying is defined as a form of unwanted,
aggressive behavior among school-age children that involves a real or perceived power imbalance and that
is repeated, or has the potential to be repeated, over time (Safe and Supportive Learning, 2013). There are
two types of bullying: direct aggressive behavior (physical, intimidation, verbal threats) and indirect
aggressive behavior (exclusion, rejection). Imbalance of power is a type of bullying that happens when a
student or group of students try to exercise power over another student. This usually happens when an older
or stronger student bullies a younger, weaker student. Relational and non-physical bullying includes
spreading lies or false stories about another person verbally or electronically, excluding others from groups
and taking people’s possessions and damaging property. The last type of bullying, the most known form, is
physical bullying, which includes hitting, pushing, punching or any other type of physical harm (Evans,
Fraser & Cotter, 2014).

There are many other types of behavior that do not fit the definition of bullying but still require the same
attention, including aggression and violence. This does not mean that they are any less serious or require
less attention than bullying. School violence is a subset of youth violence, a broader public health problem.
Violence is the intentional use of physical force or power, against another person, group, or community,
with the behavior likely to cause physical or psychological harm (Centers for Disease Control and
Prevention, 2014).

Bullying is a serious problem, not only for students who are bullied, but for the bullies, the students and
adults who witness bullying, and the bystanders. A bystander is someone who sees or knows about bullying
or other forms of violence that is happening to someone else; they can either be part of the problem or part
of the solution. Children who are victims of bullying are more likely to have depression, anxiety, increased
sadness and loneliness, sleep problems, decreased academic success, and health complaints
(Stopbullying.gov, 2014). Children who bully are more likely to abuse substances, engage in earlier sexual
activity, get into fights, drop out of school, and become abusive adults towards family, spouses, and other
children who are not considered bullies (Stopbullying.gov, 2014).
Bystanders are more likely to abuse substances, have increased mental health problems, and miss or skip
school (U.S. Department of Health & Human Services, n.d.). Bullying is one type of youth violence that
threatens young people's well-being

Moreover, students involved in bullying in any way, bullies, victims, or bully/victims, are at a greater risk
for negative experiences in school. Bullying-involved students are more likely to carry weapons, including
guns, to school on a semi-regular basis and are less likely to perceive their schools as safe places to be
(Minnesota Department of Education, 2013). Attitudes toward school and perceptions of care from teachers
are more negative for bullying-involved students than for their peers. While some bullying-involved
students may have positive support such as caring teachers and friends, there are far more students who
have the opposite support.

Because of the impact bullying can have on children and society, anti-bullying programs have become
important over the past several decades to protect children in school. The most commonly used approach
is the universal school program. Universal school programs are intended to be provided to all children
regardless of prior violence or risk of violent behavior. As used in this report, “universal” refers to anti-
bullying programs and approaches that schools use that are administered to all children in classrooms
regardless of the individual risk of violent or aggressive behavior to prevent bullying. Universal and whole
school is synonymous and is used interchangeably throughout this review. Public awareness of bullying in
schools has progressively increased as research and high profile cases continue to gain public attention with
many of the recent school shootings being related to bullying.

Despite the importance of anti-bullying programs, in 2012, Minnesota ranked dead last among states that
had anti-bullying laws according to a study by the U.S. Department of Education (Stopbullying.gov, 2014).
The Minnesota State Statue 121A.0695 SCHOOL BOARD POLICY; PROHIBITING INTIMIDATION
AND BULLYING reads: Each school board shall adopt a written policy prohibiting intimidation and
bullying of any student. The policy shall address intimidation and bullying in all forms, including, but not
limited to, electronic forms and Internet use (Minnesota Statutes, 2013). This statute was among the shortest
and the weakest of its kind in the country with only 37 words. The problem with this statute on bullying is
that it does define or explain what bullying behavior entailed. The current statute on bullying behavior in
public schools does not empower or encourage teachers, administrators, or parents to act even when they
witness issues of bullying. Unlike other state laws, it contains no list of what those policies must include.
Officials at the state Department of Education do not review the bullying polices of individual school
districts as they are not required to do so by law (Weber, 2011). The challenge for schools is not only to
identify and stopping bullying behavior so that students can learn in a safe environment, but what to do to
prevent bullying and support all those involved and affected by the bullying behavior.
Emotional Aspects

Based on Reeve (2015) Feelings is a subjective experience, a

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