School bullying is a behavioral aspect that has gained educators' and policymakers' attention in various parts of the globe in recent years. Psychologists define bullying as international verbal or physical abuse of repeated actions by one or more learners directed against other learners who have difficulties defending themselves ( Peyton et al., 2017) . School bullying affects the students' academic achievements in different schools. Nonetheless, bullying has existed in society for a long time. It commences at early ages in which a child starts to build the concept of bullying and continues to grow until it reaches its peak. In many schools, bullying is a common form of violence. Bullying can be physical assaults, jokes, threats or language, criticizing and mockery, facial expressions, and insulting behavior. All these factors work collectively or individually in contributing to the likelihood of student bullying. Studies have also shown that bullying makes academic institutions unsafe for students (PC & Madhavan, 2018). It brings about negative performance in academics and females are most affected to males. School bullying is an old age issue, but there have been numerous severe bullying behaviors until recently.
A remarkable transformation of public attitude towards school bullying took place in the 1980s when Norwegian students between the ages of 10 and 14 years committed suicide due to repetitive bullying by their fellow learners (PC & Madhavan, 2018). Other incidences across the world have heightened public concerns about the phenomenon. For instance, in the United States, a young victim of bullying reacted negatively and shot the bully (PC & Madhavan, 2018). Another severe incident took place in Tokyo, where a 13-year-old boy committed suicide. He left a note blaming other peers for repetitive bullying (Yang et al., 2020). In Canada, a 14-year-old girl died due to drowning because her peers left her there after severe bullying (Yang et al., 2020). Due to the increasing severe bullying outcomes, a multifaceted approach must be developed around the community, schools, relationships, and societal policies. It is well understood that bullying is hard to eliminate in schools because most of its form are difficult to identify since it goes unreported. Bullying in academic institutions has significant impacts, and more so, it is on school performance (Al-Raqqad et al., 2017). Thus, the study problem establishes the effect of institution bullying on academic attainment.
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Problem Statement
School bullying has a significant impact on learners` performance. The aspect has been in existence for the longest time. Currently, school violence has reached its peak. Many academic institutions have reported several cases that sometimes lead to death. The phenomenon has made school be an unsafe environment for learners. It causes adverse school achievements. School bullying is an issue that affects both the victims and bullies, and even in most extreme cases, the witnesses.
Many researchers have found that it is challenging to eradicate school bullying. Therefore, it is essential to tackle the problem from the learners` perspectives to identify its nature before developing concrete policies. The reforms will surround teaching learners how to counter bullying positively without reacting in anger (( Peyton et al., 2017) . The central policy should revolve around teaching learners to report bullying immediately before escalating into a major issue. The paper will analyze the effects of bullying in general and its impact on learners' academic performance. The issue will be analyzed from the perspective of a local school. It is important to understand bullying influences students' academic achievement. Nonetheless, it will ensure that the concerned parties understand how to deal with the bullying problem and its apparent impacts on school students' academic performance (Tekel & Karadag, 2020). It also ensures the victims understand the way to avoid getting bullied.
Literature Review
Forms of Bullying
School bullying is more severe than what the parents understand. For example, many individuals believe that school bullying is only physical and name-calling. Peyton et al. (2017) analyze numerous types of bullying, including gossiping about other learners or making fun of one's race or religion. The authors argue that not all bullies are the same. Each bully has different styles and utilizes unique tactics to intimidate and control the victims. A prominent form of vice is physical bullying. It occurs when learners use physical acts to gain power and control over their peers. Physical bullies tend to be bigger, aggressive, and stronger than other learners. Instances of bullying include hitting, slapping, kicking, and shoving. Unlike other examples, physical bullying is easy to recognize. It has historically received more attention in schools than other forms of bullying. Another example of bullying that takes place in schools is verbal bullying. Perpetrators of verbal bullying utilize terms and statements such as name-calling to gain more control and power over other learners. Bullies will use insults that are belittling and demeaning to hurt the victim. They select their victims based on how they look, act, or behave. On most occasions, verbal bullies direct their acts to learners living with disabilities (Peyton et al., 2017). This form is tough to discover because insults occur when parents or teachers are not around. As a result, it is often one learner's words against another. Verbal bullying and name-calling lead to severe learners' outcomes because they leave deep emotional scars.
Another form of school bullying is relational aggression. Teachers and parents find it hard to recognize this form of bullying. Sometimes, it is referred to as emotional bullying because it takes the form of social manipulation. Bullies, in this case, try to harm other learners by sabotaging their social standing. Meriläinen et al. (2019) found that relational bullies spread rumors, manipulate circumstances, and distort confidence. The main objective of a bully is to enhance their social hierarchy by controlling other students. They found that girls more often utilize relational bullying than boys (Konishi et al., 2017). These types of girls are often termed mean. They usually demonstrate relational bullying by teasing, insulting, ignoring, excluding, and intimidating peers.
Cyberbullying is a modern form of cyberbullying that has received much attention in the past years. Konishi et al. (2017) argue that victims use the internet, mobile phones, or any other form of technology in harassing, threatening, embarrassing, or targeting another learner. Bullies will post hurtful images and making online threats, and sometimes they send texts and emails that are threatening. The authors state that cyberbullying is a growing issue among young individuals. It is becoming prevalent because perpetrators can harass victims with fewer risks of being caught. The internet makes them anonymous. The impact on the victims is severe and never-ending.
Sexual bullying is also a rising phenomenon in schools. Rezapour et al. (2019) analyze the case of sexual bullying in schools. The authors define it as repeated, hurtful, and humiliating acts that target another learner sexually. It consists of inappropriate touching, pornographic content, offensive messages, sexual naming, and sexual propositioning. A perpetrator makes crude comments about another learners' appearance, sexual activities, beauty, and sexual development. In extreme circumstances, sexual bullying results in full-blown sexual harassment. Rezapour et al. (2019) found that girls are more targeted than boys. Additionally, prejudice bullying is based on learners` behaviors have towards other peers of different sexual orientations, religious backgrounds, or racial backgrounds. Most of the time, this form of school bullying is severe and can lead to more extreme hate crimes.
Effects of School Bullying
School bullying is a severe threat for school-going children. According to the Centers for Disease Control and Prevention (CDC), bullying affects 21% of learners and cyberbullying affects 17% of them. Surveys compiled by the study also demonstrate that more than 30% of learners ages 10-18 years reported school bullying, and 28% of learners age 10-18 years reported cyberbullying cases (Smith et al.,2018). This research indicates that bullying takes place at least twice a month.
DeLara (2018) analyzed bullying effects on learners' achievement, and they found that there is variation in relationships between bullying levels and school performance. They discovered that bullied learners fear coming to school because they think the environment is unsafe. Also, they will not concentrate fully on class activities which will negatively impact their academic success.
School bullying also has long-term psychological impacts on adolescents. Le 2017) found that learners involved in bullying during adolescence experience mental health disorders in adulthood. The victims demonstrated high levels of depressive symptoms, while both the victims and perpetrators showed an increased risk of psychiatric hospitalization due to severe psychological disorders such as depression, anxiety, and post-traumatic syndrome disorder (PTSD).
Prevention of School Bullying
School bullying can have a life-time impact on the victim, and measures to reduce such cases should be developed and implemented. It affects the victim's academic achievements, physical and psychological functions. Yang et al. (2020) recognize an analysis of school bullying and its impacts on the learners. They recognized that adolescents` bullying involves perpetration, and victimizations have a strong connection with two fundamental approaches: social-emotional learning and school climate experiences. Numerous institutions embrace the social-emotional learning approach and integrate them into their anti-bullying reforms. Social-emotional learning entails skills that allow learners to regulate their emotions and enhance healthy relationships with other peers. It also enables dispute resolution and moral decision-making among learners. The authors found out that social-emotional learning approaches must be utilized in teaching, modeling, and practices by incorporating them with student-centered learning techniques to create a positive school culture. Yang et al. (2020) found a rampant negative connection between learners` perception of school climate and their school bullying experiences.
Other empirical studies have supported the findings. Espelage et al. (2015) argue that bullying is a significant issue in the United States among school-going children and youths. More than 10% of elementary learners and approximately 25% of secondary school learners report bullying cases within six months to one year in their stay at school. The authors found out that social-emotional learning is a practical approach that should be integrated into teaching and modeling to reduce school bullying. Espelage et al. found five unique competency skills: relationship management, self-management, social awareness, self-awareness, responsible problem solving, and organization within the social-emotional framework. These self-regulated techniques address behaviors, safety, discipline, and academics in the school environment. They assist learners in self-manage their emotions and build positive social skills. The study found that learners exposed to social-emotional learning feel safe and connected to the institution and academics. They create work habits and social skills that will manifest into healthy relations with peers and learners.
Additionally, programs that supplement social-emotional learning techniques need to be implemented to curb school bullying. Fekkes et al. (2016) note that more than 20% of adolescents worldwide suffer from mental health issues such as anxiety, depression, and aggression. These problems affect their well-being in many areas such as academic performance, social cohesion, school attendance, life chance, and future health. Mental health issues are also the cause of school bullying.
Therefore, institutions should seek to enhance learners' academic performance and pay maximum attention to emotional and moral development. They need to instill life skills that students can utilize during their life. Yang et al. (2020) acknowledge that multiple social-emotional learning approaches have been created to tackle school bullying issues. The aspect has a significant positive impact on learners' social, emotional skills and attitude about self, peers, and the institution. These behaviors also have enhanced behavioral adjustment, pro-social skills, and increased school performance. The skills have also reduced external and internal problems. Fekkes et al. (2016) proposed the Health Promoting School, a method that continuously promotes a fit environment for living, studying, and work. For schools to implement this technique, they need to alter the curriculum to focus more on mental health services.
When institutes utilize a Health Promoting School with maximum social, emotional, and learning skills, there will be improved school learners' social behaviors. Fekkes et al. (2016) used an example for a "Skills for Life" program in Netherland schools. The program has been present for more than ten years. The technique has been integrated into the curriculum to promote collective, emotive, and ethical skills. A weekly lesson addresses general skills such as managing depression and anxiety, being self-aware, and handling thoughts and emotions. The sessions also tackle teenage pregnancies, substance abuse, norms, values, friendly, sexuality, and disputes. Fekkes et al. (2016) indicated that these topics that address mental health problems play a fundamental role in the young population's life. The implemented program has been considered to be a practical approach to reduce school bullying.
The leading cause of school bullying is usually linked to aggression and violent behaviors at the family and community level (Farrington et al., 2017). Over the last few years, several developmental and behavioral techniques have been implemented in families, schools, educational centers, and child guidance centers. These programs aim to decrease risk factors and enhance protective factors in children and adolescents. Farrington et al. (2017) proposed a school-based cognitive-behavioral method to decrease aggressive behaviors among the youth at a personal level. They concluded that when there is a consistent implementation of the technique, positive effects in reducing aggression and violent behaviors among youths will be achieved. The authors also proposed the utilization of Multisystemic Therapy (MST) at the family level. The authors argued that when children and youth are provided with special education at home, such as self-management, self-awareness, responsibility, and problem-solving. These excellent skills will transition to school life and eventually reduce violent behaviors, and aggression often lead to bullying among peers. Parents are also trained on parenting skills, coping with family stress, counseling on child-rearing, and many more. Teachers are provided with awareness on the origin of bullying at the school level and how to reduce authoritative teacher behaviors. Numerous other studies support the analysis. Nickerson et al. (2019) added that social-emotional learning is the best approach, but on many occasions, it is often taught to all learners in the institution or a classroom. Some learners have a unique level of risks and responses. It is essential to consider the extremity of peer victimization and how it can be moderated concerning social and emotional learning instruction and perceived school bullying. Students who have opposing views regarding school climate may respond negatively to universal techniques designed to increase all learners' positive behavior skills. The authors found that learners whose peers continuously victimize them developed severe social and emotional adjustment. These outcomes demonstrate that universal social and emotional skills may not meet the needs of repetitively bullied learners; that is why all the social and emotional programs should be tailored to meet each student at the institution irrespective of the school size.
Research Questions
How has school bullying affected high school students` academic achievement and mental state over the past 20 years?
Does the implementation of social and emotional learning (SEL) reduce school bullying among high school students?
Summary Points
School bullying has been present in institutions for the longest time. The public attitude towards the issue had changed in recent years when numerous schools witnessed severe outcomes among the victims. There have been multiple cases of suicide and violence due to bullying. There are numerous detrimental effects of school bullying. Victims experience adverse physical, social, emotional, academic, and mental health problems. Children who have been bullied experience depression and anxiety and numerous changes such as sleep and eating habits. These behaviors may transition into early childhood to late adulthood. There is also decreased school performance and participation because victims miss, skip, or drop out of the institution. Bullies also engage in violent and aggressive behaviors, and the actions will severely manifest in adulthood. There are numerous substance abuse cases among bullies who continually get into fights and drop out of school. Witnesses also face mental health issues such as depression and anxiety.
Social and emotional learning and other related approaches such as "Skills for Life" have proved to reduce school bullying in numerous institutions. With the integration of social-emotional learning in the curriculum, the institution will be safer, supported, and respected because it creates a positive learning environment. There will also be a reduction in behavioral problems because learners will learn how to manage emotions. Above all, academic performance among students will significantly improve.
Conclusion
School bullying is a common and growing problem in institutions. There are several effects of school bullying, such as suicide, reduced academic performance, and the development of mental health issues such as depression and anxiety. Numerous studies have found that social-emotional learning is a useful technique that must be integrated with all schools to reduce school bullying. However, it should be tailored to meet each student's needs because universal learning may not meet all students' requirements due to different levels of behaviors.
References
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