Bullying is unwanted, aggressive behavior among school aged children that involves a

real or perceived power imbalance. The behavior is repeated, or has the potential to be
repeated, over time. Both kids who are bullied and who bully others may have serious,
lasting problems.

In order to be considered bullying, the behavior must be aggressive and include:

 An Imbalance of Power: Kids who bully use their power—such as physical

strength, access to embarrassing information, or popularity—to control or harm
others. Power imbalances can change over time and in different situations, even if
they involve the same people.
 Repetition: Bullying behaviors happen more than once or have the potential to
happen more than once.
Types of Bullying
There are three types of bullying:

 Verbal bullying is saying or writing mean things. Verbal bullying includes:

o Teasing
o Name-calling
o Inappropriate sexual comments
o Taunting
o Threatening to cause harm
 Social bullying, sometimes referred to as relational bullying, involves hurting
someone’s reputation or relationships. Social bullying includes:
o Leaving someone out on purpose
o Telling other children not to be friends with someone
o Spreading rumors about someone
o Embarrassing someone in public
 Physical bullying involves hurting a person’s body or possessions. Physical
bullying includes:
o Hitting/kicking/pinching

o Spitting
o Tripping/pushing
o Taking or breaking someone’s things
o Making mean or rude hand gestures
Where and When Bullying Happens
Bullying can occur during or after school hours. While most reported bullying happens in
the school building, a significant percentage also happens in places like on the
playground or the bus. It can also happen travelling to or from school, in the youth’s
neighborhood, or on the Internet.

Who Is at Risk

No single factor puts a child at risk of being bullied or bullying others. Bullying can
happen anywhere—cities, suburbs, or rural towns. Depending on the environment, some
groups—such as lesbian, gay, bisexual, transgender or questioning (LGBTQ)
youth, youth with disabilities, and socially isolated youth—may be at an increased risk of
being bullied.

Children at Risk of Being Bullied

Generally, children who are bullied have one or more of the following risk factors:

 Are perceived as different from their peers, such as being overweight or

underweight, wearing glasses or different clothing, being new to a school, or being
unable to afford what kids consider “cool”
 Are perceived as weak or unable to defend themselves
 Are depressed, anxious, or have low self esteem
 Are less popular than others and have few friends
 Do not get along well with others, seen as annoying or provoking, or antagonize
others for attention

However, even if a child has these risk factors, it doesn’t mean that they will be bullied.

Children More Likely to Bully Others

There are two types of kids who are more likely to bully others:

 Some are well-connected to their peers, have social power, are overly concerned
about their popularity, and like to dominate or be in charge of others.
 Others are more isolated from their peers and may be depressed or anxious, have
low self esteem, be less involved in school, be easily pressured by peers, or not
identify with the emotions or feelings of others.

Children who have these factors are also more likely to bully others;
  Are aggressive or easily frustrated
 Have less parental involvement or having issues at home
 Think badly of others
 Have difficulty following rules
 View violence in a positive way
 Have friends who bully others

Remember, those who bully others do not need to be stronger or bigger than those they
bully. The power imbalance can come from a number of sources—popularity, strength,
cognitive ability—and children who bully may have more than one of these
characteristics.

Warning Signs for Bullying

There are many warning signs that may indicate that someone is affected by bullying—
either being bullied or bullying others. Recognizing the warning signs is an important
first step in taking action against bullying. Not all children who are bullied or are bullying
others ask for help.

It is important to talk with children who show signs of being bullied or bullying others.
These warning signs can also point to other issues or problems, such as depression or
substance abuse. Talking to the child can help identify the root of the problem.

Signs a Child Is Being Bullied

Look for changes in the child. However, be aware that not all children who are bullied
exhibit warning signs.

Some signs that may point to a bullying problem are:

 Unexplainable injuries
 Lost or destroyed clothing, books, electronics, or jewelry
 Frequent headaches or stomach aches, feeling sick or faking illness
 Changes in eating habits, like suddenly skipping meals or binge eating. Kids may
come home from school hungry because they did not eat lunch.
 Difficulty sleeping or frequent nightmares
 Declining grades, loss of interest in schoolwork, or not wanting to go to school
 Sudden loss of friends or avoidance of social situations
  Feelings of helplessness or decreased self esteem
 Self-destructive behaviors such as running away from home, harming themselves,
or talking about suicide

If you know someone in serious distress or danger, don’t ignore the problem. Get help
right away.

Signs a Child is Bullying Others

Kids may be bullying others if they:

 Get into physical or verbal fights

 Have friends who bully others
 Are increasingly aggressive
 Get sent to the principal’s office or to detention frequently
 Have unexplained extra money or new belongings
 Blame others for their problems
 Don’t accept responsibility for their actions
 Are competitive and worry about their reputation or popularity
Why don't kids ask for help?
Statistics from the 2012 Indicators of School Crime and Safety - PDF show that an adult
was notified in less than half (40%) of bullying incidents. Kids don’t tell adults for many
reasons:

 Bullying can make a child feel helpless. Kids may want to handle it on their own
to feel in control again. They may fear being seen as weak or a tattletale.
 Kids may fear backlash from the kid who bullied them.
 Bullying can be a humiliating experience. Kids may not want adults to know what
is being said about them, whether true or false. They may also fear that adults will
judge them or punish them for being weak.
 Kids who are bullied may already feel socially isolated. They may feel like no one
cares or could understand.
 Kids may fear being rejected by their peers. Friends can help protect kids from
bullying, and kids can fear losing this support.
Effects of Bullying

Bullying can affect everyone—those who are bullied, those who bully, and those who
witness bullying. Bullying is linked to many negative outcomes including impacts on
mental health, substance use, and suicide. It is important to talk to kids to determine
whether bullying—or something else—is a concern.

Kids Who are Bullied

Kids who are bullied can experience negative physical, school, and mental health issues.
Kids who are bullied are more likely to experience:

 Depression and anxiety, increased feelings of sadness and loneliness, changes in

sleep and eating patterns, and loss of interest in activities they used to enjoy. These
issues may persist into adulthood.
 Health complaints
 Decreased academic achievement—GPA and standardized test scores—and school
participation. They are more likely to miss, skip, or drop out of school.

A very small number of bullied children might retaliate through extremely violent
measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history of
being bullied.

Kids Who Bully Others

Kids who bully others can also engage in violent and other risky behaviors into
adulthood. Kids who bully are more likely to:

 Abuse alcohol and other drugs in adolescence and as adults

 Get into fights, vandalize property, and drop out of school
 Engage in early sexual activity
 Have criminal convictions and traffic citations as adults
 Be abusive toward their romantic partners, spouses, or children as adults
Bystanders
Kids who witness bullying are more likely to:

 Have increased use of tobacco, alcohol, or other drugs

 Have increased mental health problems, including depression and anxiety
  Miss or skip school
The Relationship between Bullying and Suicide
Media reports often link bullying with suicide. However, most youth who are bullied do
not have thoughts of suicide or engage in suicidal behaviors.

Although kids who are bullied are at risk of suicide, bullying alone is not the cause. Many
issues contribute to suicide risk, including depression, problems at home, and trauma
history. Additionally, specific groups have an increased risk of suicide, including
American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and
transgender youth. This risk can be increased further when these kids are not supported
by parents, peers, and schools. Bullying can make an unsupportive situation worse.

How to Prevent Bullying

Help Kids Understand Bullying

Kids who know what bullying is can better identify it. They can talk about bullying if it
happens to them or others. Kids need to know ways to safely stand up to bullying and
how to get help.

 Encourage kids to speak to a trusted adult if they are bullied or see others being
bullied. The adult can give comfort, support, and advice, even if they can’t solve
the problem directly. Encourage the child to report bullying if it happens.
 Talk about how to stand up to kids who bully. Give tips, like using humor and
saying “stop” directly and confidently. Talk about what to do if those actions don’t
work, like walking away
 Talk about strategies for staying safe, such as staying near adults or groups of
other kids.
 Urge them to help kids who are bullied by showing kindness or getting help.
 Watch the short webisodes and discuss them - PDF with kids.
Keep the Lines of Communication Open
Research tells us that children really do look to parents and caregivers for advice and help
on tough decisions. Sometimes spending 15 minutes a day talking can reassure kids that
they can talk to their parents if they have a problem. Start conversations about daily life
and feelings with questions like these:

 What was one good thing that happened today? Any bad things?
  What is lunch time like at your school? Who do you sit with? What do you talk
about?
 What is it like to ride the school bus?
 What are you good at? What would do you like best about yourself?

Talking about bullying directly is an important step in understanding how the issue might
be affecting kids. There are no right or wrong answers to these questions, but it is
important to encourage kids to answer them honestly. Assure kids that they are not alone
in addressing any problems that arise. Start conversations about bullying with questions
like these:

 What does “bullying” mean to you?

 Describe what kids who bully are like. Why do you think people bully?
 Who are the adults you trust most when it comes to things like bullying?
 Have you ever felt scared to go to school because you were afraid of bullying?
What ways have you tried to change it?
 What do you think parents can do to help stop bullying?
 Have you or your friends left other kids out on purpose? Do you think that was
bullying? Why or why not?
 What do you usually do when you see bullying going on?
 Do you ever see kids at your school being bullied by other kids? How does it make
you feel?
 Have you ever tried to help someone who is being bullied? What happened? What
would you do if it happens again?

Get more ideas for talking with children - PDF about life and about bullying. If concerns
come up, be sure to respond.

There are simple ways that parents and caregivers can keep up-to-date with kids’ lives.

 Read class newsletters and school flyers. Talk about them at home.
 Check the school website
 Go to school events
 Greet the bus driver
 Meet teachers and counselors at “Back to School” night or reach out by email
 Share phone numbers with other kids’ parents

Teachers and school staff also have a role to play.

Encourage Kids to Do What They Love
Help kids take part in activities, interests, and hobbies they like. Kids can volunteer, play
sports, sing in a chorus, or join a youth group or school club. These activities give kids a
chance to have fun and meet others with the same interests. They can build confidence
and friendships that help protect kids from bullying.

Model How to Treat Others with Kindness and Respect

Kids learn from adults’ actions. By treating others with kindness and respect, adults show
the kids in their lives that there is no place for bullying. Even if it seems like they are not
paying attention, kids are watching how adults manage stress and conflict, as well as how
they treat their friends, colleagues, and families.

Prevention at School

Bullying can threaten students’ physical and emotional safety at school and can
negatively impact their ability to learn. The best way to address bullying is to stop it
before it starts. There are a number of things school staff can do to make schools safer
and prevent bullying.

Training school staff and students to prevent and address bullying can help sustain
bullying prevention efforts over time. There are no federal mandates for bullying
curricula or staff training. The following are some examples of options schools can
consider.

Activities to Teach Students About Bullying

Schools don’t always need formal programs to help students learn about bullying
prevention. Schools can incorporate the topic of bullying prevention in lessons and
activities. Examples of activities to teach about bullying include:

 Internet or library research, such as looking up types of bullying, how to prevent

it, and how kids should respond
 Presentations, such as a speech or role-play on stopping bullying
 Discussions about topics like reporting bullying
 Creative writing, such as a poem speaking out against bullying or a story or skit
teaching bystanders how to help
 Artistic works, such as a collage about respect or the effects of bullying
 Classroom meetings to talk about peer relations
Evidence-Based Programs and Curricula
Schools may choose to implement formal evidence-based programs or curricula. Many
evaluated programs that address bullying are designed for use in elementary and middle
schools. Fewer programs exist for high schools and non-school settings. There are many
considerations in selecting a program, including the school’s demographics, capacity, and
resources. Also, be sure to avoid Misdirections in Bullying Prevention and Response -
PDF.

Staff Training on Bullying Prevention

To ensure that bullying prevention efforts are successful, all school staff need to be
trained on what bullying is, what the school’s policies and rules are, and how to enforce
the rules. Training may take many forms: staff meetings, one-day training sessions, and
teaching through modeling preferred behavior. Schools may choose any combination of
these training options based on available funding, staff resources, and time.

Training can be successful when staff are engaged in developing messages and content,
and when they feel that their voices are heard. Learning should be relevant to their roles
and responsibilities to help build buy-in.

Engage Parents & Youth

School staff can do a great deal to prevent bullying and protect students, but they can’t do
it alone. Parents and youth also have a role to play in preventing bullying at school. One
mechanism for engaging parents and youth, a school safety committee, can bring the
community together to keep bullying prevention at school active and focused.

 Benefits of Parent and Youth Engagement

 How Parents and Youth Can Contribute
 School Safety Committees
Benefits of Parent and Youth Engagement
Research shows that school administrators, such as principals, can play a powerful role in
bullying prevention. They can inspire others and maintain a climate of respect and
inclusion. But a principal cannot do it alone. When parents and youth are involved in the
solutions:

 Students feel safer and can focus on learning.

 Parents worry less.
 Teachers and staff can focus on their work.
  Schools can develop more responsive solutions because students are more likely to
see or hear about bullying than adults.
 School climate improves because students are engaged in taking action to stop
bullying.
 Parents can support schools’ messages about bullying at home. They are also more
likely to recognize signs that a child has been bullied or is bullying others.
How Parents and Youth Can Contribute
Schools can set the stage for meaningful parent and youth involvement, but it doesn’t
happen overnight. Parents and youth need to feel valued and be given opportunities to
contribute their expertise. To sustain parent and youth involvement, schools need to
provide meaningful roles for them. For example:

 Students can contribute their views and experiences with bullying. They can take
leadership roles in school to promote respect and inclusion, communicate about
bullying prevention with their peers, and help develop rules and policies.
 Parents can contribute to a positive school climate through the parent teacher
association, volunteering, and school improvement events.
 School staff can keep parents informed, make them feel welcome, and treat them
as partners. Schools can consider identifying a school coordinator to support
parent and youth engagement strategies. Schools can set meeting times that are
convenient for parents and youth and may consider additional incentives such as
providing dinner or child care.
School Safety Committees
A school safety committee—a small group of people focused on school safety concerns
—is one strategy to engage parents and youth, as well as others, in bullying prevention.
The following people can make positive contributions to a school safety committee:

 Administrators can answer questions about budget, training, curriculum, and

federal and state laws such as Family Educational Rights and Privacy Act
(FERPA).
 Inventive, respected teachers with strong classroom and “people” skills can give
insights.
 Other school staff, such as school psychologists, counselors, school nurses,
librarians, and bus drivers, bring diverse perspectives on bullying.
 Parents can share the family viewpoint and keep other parents in the loop on
committee work.
 Students can bring fresh views and help identify real-life challenges to prevention.
  Other community stakeholders, such as police officers, clergy members, elected
officials, and health care providers can provide a broader perspective.

The primary activities of the school safety committee could be to:

 Plan bullying prevention and intervention programs. Set measurable and

achievable goals.
 Implement a bullying prevention effort. Meet often enough to keep momentum
and address barriers.
 Develop, communicate, and enforce bullying prevention policies and rules.
 Educate the school community about bullying to ensure everyone understands the
problem and their role in stopping it.
 Conduct school-wide bullying assessments and review other data, such as incident
reports.
 Evaluate bullying prevention efforts and refine the plan if necessary.
 Advocate for the school’s work in bullying prevention to the entire school
community.
 Sustain the effort over time.

This committee is not a forum for discussing individual student behaviors. Doing so is a
violation of student privacy under FERPA. There are also FERPA considerations for
assessments, particularly if personally identifiable information is collected.

Create a Safe and Supportive Environment

In general, schools can:

 Establish a culture of inclusion and respect that welcomes all students. Reward
students when they show thoughtfulness and respect for peers, adults, and the
school. The Positive Behavioral Interventions and Supports Technical Assistance
Center can help.
 Make sure students interact safely. Monitor bullying “hot spots” in and around the
building. Students may be at higher risk of bullying in settings where there is little
or no adult monitoring or supervision, such as bathrooms, playgrounds, and the
cafeteria.
 Enlist the help of all school staff. All staff can keep an eye out for bullying. They
also help set the tone at school. Teachers, bus drivers, cafeteria staff, office staff,
librarians, school nurses, and others see and influence students every day.
Messages reach kids best when they come from many different adults who talk
about and show respect and inclusion. Train school staff to prevent bullying.
  Set a tone of respect in the classroom. This means managing student behavior in
the classroom well. Well-managed classrooms are the least likely to have bullying.
Manage Classrooms to Prevent Bullying
Teachers can consider these ways to promote the respect, positive relations, and order
that helps prevent bullying in the classroom:

 Create ground rules.

o Develop rules with students so they set their own climate of respect and
responsibility.
o Use positive terms, like what to do, rather than what not to do.
o Support school-wide rules.
 Reinforce the rules.
o Be a role model and follow the rules yourself. Show students respect and
encourage them to be successful.
o Make expectations clear. Keep your requests simple, direct, and specific.
o Reward good behavior. Try to affirm good behavior four to five times for
every one criticism of bad behavior.
o Use one-on-one feedback, and do not publicly reprimand.
o Help students correct their behaviors. Help them understand violating the
rules results in consequences: “I know you can stop [negative action] and
go back to [positive action]. If you choose to continue, then
[consequence].”
Classroom Meetings
Classroom meetings provide a forum for students to talk about school-related issues
beyond academics. These meetings can help teachers stay informed about what is going
on at school and help students feel safe and supported.

These meetings work best in classrooms where a culture of respect is already established.
Classroom meetings are typically short and held on a regular schedule. They can be held
in a student’s main classroom, home room, or advisory period.

 Establish ground rules. Kids should feel free to discuss issues without fear.
Classroom meetings are not a time to discuss individual conflicts or gossip about
others. Reinforce existing classroom rules.
 Start the conversation. Focus on specific topics, such as bullying or respectful
behaviors. Meetings can identify and address problems affecting the group as a
 whole. Stories should be broad and lead to solutions that build trust and respect
between students. Use open-ended questions or prompts such as:
o Share an example of a student who helped someone at school this week.
o Without names, share an example of someone who made another student
feel bad.
o What did students nearby do? What did you do? Did you want to do
something different—why or why not?
o If you could describe the perfect response to the situation what would it be?
How hard or easy would it be to do? Why?
o How can adults help?
 End the meeting with a reminder that it is everyone’s job to make school a positive
place to learn. Encourage kids to talk to teachers or other trusted adults if they see
bullying or are worried about how someone is being treated.
 Follow-up when necessary. Monitor student body language and reactions. If a
topic seems to be affecting a student, follow-up with him or her. Know what
resources are available to support students affected by bullying.
Support the Kids Involved

All kids involved in bullying—whether they are bullied, bully others, or see bullying—
can be affected. It is important to support all kids involved to make sure the bullying
doesn’t continue and effects can be minimized.

 Support Kids Who are Bullied

 Address Bullying Behavior
 Support Bystanders Who Witness Bullying
Support Kids Who are Bullied
Listen and focus on the child. Learn what’s been going on and show you want to help.

Assure the child that bullying is not their fault.

Know that kids who are bullied may struggle with talking about it. Consider referring
them to a school counselor, psychologist, or other mental health service.

Give advice about what to do. This may involve role-playing and thinking through how
the child might react if the bullying occurs again.

Work together to resolve the situation and protect the bullied child. The child,
parents, and school or organization may all have valuable input. It may help to:
  Ask the child being bullied what can be done to make him or her feel safe.
Remember that changes to routine should be minimized. He or she is not at fault
and should not be singled out. For example, consider rearranging classroom or bus
seating plans for everyone. If bigger moves are necessary, such as switching
classrooms or bus routes, the child who is bullied should not be forced to change.
 Develop a game plan. Maintain open communication between schools,
organizations, and parents. Discuss the steps that are taken and the limitations
around what can be done based on policies and laws. Remember, the law does not
allow school personnel to discuss discipline, consequences, or services given to
other children.

Be persistent. Bullying may not end overnight. Commit to making it stop and
consistently support the bullied child.

Avoid these mistakes:

 Never tell the child to ignore the bullying.

 Do not blame the child for being bullied. Even if he or she provoked the bullying,
no one deserves to be bullied.
 Do not tell the child to physically fight back against the kid who is bullying. It
could get the child hurt, suspended, or expelled.
 Parents should resist the urge to contact the other parents involved. It may make
matters worse. School or other officials can act as mediators between parents.

Follow-up. Show a commitment to making bullying stop. Because bullying is behavior

that repeats or has the potential to be repeated, it takes consistent effort to ensure that it
stops.

Address Bullying Behavior

Parents, school staff, and organizations all have a role to play.

Make sure the child knows what the problem behavior is. Young people who bully
must learn their behavior is wrong and harms others.

Show kids that bullying is taken seriously. Calmly tell the child that bullying will not
be tolerated. Model respectful behavior when addressing the problem.

Work with the child to understand some of the reasons he or she bullied. For
example:
  Sometimes children bully to fit in. These kids can benefit from participating in
positive activities. Involvement in sports and clubs can enable them to take
leadership roles and make friends without feeling the need to bully.
 Other times kids act out because something else—issues at home, abuse, stress—is
going on in their lives. They also may have been bullied. These kids may be in
need of additional support, such as mental health services.

Use consequences to teach. Consequences that involve learning or building empathy can
help prevent future bullying. School staff should remember to follow the guidelines in
their student code of conductand other policies in developing consequences and assigning
discipline. For example, the child who bullied can:

 Lead a class discussion about how to be a good friend.

 Write a story about the effects of bullying or benefits of teamwork.
 Role-play a scenario or make a presentation about the importance of respecting
others, the negative effects of gossip, or how to cooperate.
 Do a project about civil rights and bullying.
 Read a book about bullying.
 Make posters for the school about cyberbullying and being smart online.

Involve the kid who bullied in making amends or repairing the situation. The goal is
to help them see how their actions affect others. For example, the child can:

 Write a letter apologizing to the student who was bullied.

 Do a good deed for the person who was bullied or for others in your community.
 Clean up, repair, or pay for any property they damaged.

Avoid strategies that don’t work or have negative consequences.

 Zero tolerance or “three strikes, you’re out” strategies don’t work. Suspending or
expelling students who bully does not reduce bullying behavior. Students and
teachers may be less likely to report and address bullying if suspension or
expulsion is the consequence.
 Conflict resolution and peer mediation don’t work for bullying. Bullying is not a
conflict between people of equal power who share equal blame. Facing those who
have bullied may further upset kids who have been bullied.
 Group treatment for students who bully doesn’t work. Group members tend to
reinforce bullying behavior in each other.
Follow-up. After the bullying issue is resolved, continue finding ways to help the child
who bullied to understand how what they do affects other people. For example, praise
acts of kindness or talk about what it means to be a good friend.

Support Bystanders Who Witness Bullying

Even if kids are not bullied or bullying others they can be affected by bullying. Many
times, when they see bullying, they may not know what to do to stop it. They may not
feel safe stepping in in the moment, but there are many other steps they can take.

What Is Cyberbullying

Cyberbullying is bullying that takes place over digital devices like cell phones,
computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online
in social media, forums, or gaming where people can view, participate in, or share
content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or
mean content about someone else. It can include sharing personal or private information
about someone else causing embarrassment or humiliation. Some cyberbullying crosses
the line into unlawful or criminal behavior.

The most common places where cyberbullying occurs are:

 Social Media, such as Facebook, Instagram, Snapchat, and Twitter

 SMS (Short Message Service) also known as Text Message sent through devices
 Instant Message (via devices, email provider services, apps, and social media
messaging features)
 Email
Special Concerns
With the prevalence of social media and digital forums, comments, photos, posts, and
content shared by individuals can often be viewed by strangers as well as acquaintances.
The content an individual shares online – both their personal content as well as any
negative, mean, or hurtful content – creates a kind of permanent public record of their
views, activities, and behavior. This public record can be thought of as an online
reputation, which may be accessible to schools, employers, colleges, clubs, and others
who may be researching an individual now or in the future. Cyberbullying can harm the
online reputations of everyone involved – not just the person being bullied, but those
doing the bullying or participating in it. Cyberbullying has unique concerns in that it can
be:
Persistent – Digital devices offer an ability to immediately and continuously
communicate 24 hours a day, so it can be difficult for children experiencing
cyberbullying to find relief.

Permanent – Most information communicated electronically is permanent and public, if

not reported and removed. A negative online reputation, including for those who bully,
can impact college admissions, employment, and other areas of life.

Hard to Notice – Because teachers and parents may not overhear or see cyberbullying
taking place, it is harder to recognize.

Laws and Sanctions

Although all states have laws requiring schools to respond to bullying, many states do not
include cyberbullying under these laws or specify the role schools should play in
responding to bullying that takes place outside of school. Schools may take action either
as required by law, or with local or school policies that allow them to discipline or take
other action. Some states also have provisions to address bullying if it affects school
performance. You can learn about the laws and policies in each state, including if they
cover cyberbullying.

Frequency of Cyberbullying
The 2014–2015 School Crime Supplement - PDF (National Center for Education
Statistics and Bureau of Justice Statistics) indicates that, nationwide, about 21% of
students ages 12-18 experienced bullying.

The 2015 Youth Risk Behavior Surveillance System (Centers for Disease Control and
Prevention) also indicates that an estimated 16% of high school students were bullied
electronically in the 12 months prior to the survey.
Warning Signs a Child is Being Cyberbullied or is Cyberbullying Others

Many of the warning signs that cyberbullying is occurring happen around a child’s use of
their device. Some of the warning signs that a child may be involved in cyberbullying
are:

 Noticeable increases or decreases in device use, including texting.

 A child exhibits emotional responses (laughter, anger, upset) to what is happening
on their device.
 A child hides their screen or device when others are near, and avoids discussion
about what they are doing on their device.
 Social media accounts are shut down or new ones appear.
  A child starts to avoid social situations, even those that were enjoyed in the past.
 A child becomes withdrawn or depressed, or loses interest in people and activities.
What to Do When Cyberbullying Happens
If you notice warning signs that a child may be involved in cyberbullying, take steps to
investigate that child’s digital behavior. Cyberbullying is a form of bullying, and adults
should take the same approach to address it: support the child being bullied, address the
bullying behavior of a participant, and show children that cyberbullying is taken
seriously. Because cyberbullying happens online, responding to it requires different
approaches. If you think that a child is involved in cyberbullying, there are several things
you can do:

 Notice – Recognize if there has been a change in mood or behavior and explore
what the cause might be. Try to determine if these changes happen around a
child’s use of their digital devices.
 Talk – Ask questions to learn what is happening, how it started, and who is
involved.
 Document – Keep a record of what is happening and where. Take screenshots of
harmful posts or content if possible. Most laws and policies note that bullying is a
repeated behavior, so records help to document it.
 Report – Most social media platforms and schools have clear policies and
reporting processes. If a classmate is cyberbullying, report it the school. You can
also contact app or social media platforms to report offensive content and have it
removed. If a child has received physical threats, or if a potential crime or illegal
behavior is occurring, report it to the police.
 Support – Peers, mentors, and trusted adults can sometimes intervene publicly to
positively influence a situation where negative or hurtful content posts about a
child. Public Intervention can include posting positive comments about the person
targeted with bullying to try to shift the conversation in a positive direction. It can
also help to reach out to the child who is bullying and the target of the bullying to
express your concern. If possible, try to determine if more professional support is
needed for those involved, such as speaking with a guidance counselor or mental
health professional.