BULLYING

At NVEEE, we do more than provide awareness of this pervasive issue. We work on the front-lines to ensure support where it is needed the most by developing peer-led interventions with well-trained student leaders under our supervision and guidance. Help us save more lives and deter bullying behaviors by offering your support with any of our events, services, seminars, summits, and/or trainings.

According to the National Middle School Association, approximately 160,000 children in the United States stay home from school in an effort to avoid peer harassment and attacks.

A NYU study showed that about half of our children in America become the target of bullying behaviors, with 10% experiencing it over the long-term. The U.S. Department of Education states, as of 2016, there are over 50 million students attending elementary and secondary public schools. It is unacceptable for any of our children to have to endure this immense hardship, let alone 25 million targets, with 5 million children having those experiences continue for way too long.  
Both the target and perpetrator of bullying behaviors are at risk for issues with their emotional development, social functioning, and even psychiatric problems, which have also been scientifically shown to carry on into adulthood.

Research shows that children who engage in bullying behaviors are more likely to engage in juvenile delinquency and abusing alcohol, and those who become the target of these negative behaviors are more likely to grapple with issues of depression and self-loathing, indicating the urgency to address these concerns as early as possible.

About 10% to 20% of children who become the target of bullying go on to perpetrate the same aggression as well, mainly as a form of proactive survival and defending against further attacks.

Individuals who experience bullying over the medium and long-term, who also lack a proper social support system, are at a higher risk for diminished mental health, including development of social anxiety, clinical depression, loneliness, self-harm, and suicidal ideation.

Two research studies conducted showed that boys who perpetrated bullying behaviors in grades 6 to 9 were 4 times more likely to have a conviction on their record by the age of 24 than those who did not.

Overall, boys have been found to engage in bullying behaviors that include physical types of aggression, whereas girls have been found to engage in more relational or social types of aggression, although any gender may engage in both or other types of bullying.

Research shows that those who engage in bullying usually come from a family situation where there is a lot of unresolved conflict, and may even include violent behaviors. Also, the most severe form of peer-involved social rejection happens to children who are both the target and perpetrator of bullying, suggesting a vicious cycle of low self-esteem and abusive treatment that becomes a self-perpetuating, mutually reinforcing loop.

According to research, the social isolation experienced by students creates limitations on their abilities to engage in learning, practice social skills, and receive validation from peers. This social validation from peers has been scientifically tied to the successful development of our youth. When peer acceptance and validation is missing from a child’s life, maladaptive behavioral problems increase dramatically.

These facts create an urgent need for interventional, systemic educational programs that are led by peers, while being facilitated and supported by adults, in order to foster greater peer-inclusion by building skills in social and structural support, active listening, and conflict management. These interventions need to coordinate both the youth and the environments in which they operate, including support from schools, families, and the surrounding communities, with increased awareness of how labels impact students, the actions needed to strengthen acceptance, understanding, and encourage positive interactions with adaptive behaviors.

There are several ways that you can help:

(1) Donate your time.

(2) Donate your professional expertise.

(3) Donate a tax-deductible, charitable contribution.

(4) Donate professional services, resources, or products.

(5) Help to spread the word through social media and your circle of friends.

(6) Become an individual or corporate sponsor.

Contact us today to get started.    

References

Mishna, F. (2003). Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities, 36(4), 336-347.

Schoen, S., & Schoen, A. (2010). Bullying and harassment in the United States. The Clearing House, 83, 68-72.

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