free essay on bullying

Bullying Essay for Students and Children

500+ words essay on bullying.

Bullying refers to aggressive behavior so as to dominate the other person. It refers to the coercion of power over others so that one individual can dominate others. It is an act that is not one time, instead, it keeps on repeating over frequent intervals.  The person(s) who bullies others can be termed as bullies, who make fun of others due to several reasons. Bullying is a result of someone’s perception of the imbalance of power.

Types of bullying :

There can be various types of bullying, like:

• Physical bullying:  When the bullies try to physically hurt or torture someone, or even touch someone without his/her consent can be termed as physical bullying .
• Verbal bullying:  It is when a person taunts or teases the other person.
• Psychological bullying:  When a person or group of persons gossip about another person or exclude them from being part of the group, can be termed as psychological bullying.
• Cyber bullying:  When bullies make use of social media to insult or hurt someone. They may make comments bad and degrading comments on the person at the public forum and hence make the other person feel embarrassed. Bullies may also post personal information, pictures or videos on social media to deteriorate some one’s public image.

Read Essay on Cyber Bullying

Bullying can happen at any stage of life, such as school bullying, College bullying, Workplace bullying, Public Place bullying, etc. Many times not only the other persons but the family members or parents also unknowingly bully an individual by making constant discouraging remarks. Hence the victim gradually starts losing his/her self-esteem, and may also suffer from psychological disorders.

A UNESCO report says that 32% of students are bullied at schools worldwide. In our country as well, bullying is becoming quite common. Instead, bullying is becoming a major problem worldwide. It has been noted that physical bullying is prevalent amongst boys and psychological bullying is prevalent amongst girls.

Prevention strategies:

In the case of school bullying, parents and teachers can play an important role. They should try and notice the early symptoms of children/students such as behavioral change, lack of self-esteem, concentration deficit, etc. Early recognition of symptoms, prompt action and timely counseling can reduce the after-effects of bullying on the victim.

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Anti-bullying laws :

One should be aware of the anti-bullying laws in India. Awareness about such laws may also create discouragement to the act of bullying amongst children and youngsters. Some information about anti-bullying laws is as follows:

• Laws in School: To put a notice on the notice board that if any student is found bullying other students then he/she can be rusticated. A committee should be formed which can have representatives from school, parents, legal, etc.
• Laws in Colleges: The government of India, in order to prevent ragging , has created guideline called “UGC regulations on curbing the menace of ragging in Higher Education Institutions,2009”.
• Cyber Bullying Laws: The victim can file a complaint under the Indian Penal Code .

Conclusion:

It is the duty of the parents to constantly preach their children about not bullying anyone and that it is wrong. Hence, if we, as a society need to grow and develop then we have to collectively work towards discouraging the act of bullying and hence make our children feel secure.

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Essays on Bullying

The problem of bullying is prominently present in the everyday lives of Americans, so writing a bullying essay may help get a clear view of the issue and its influence on youth. Bullying is verbal or physical intimidation intended to cause distress, directed towards another person. Essays on bullying recognize it as a serious issue, especially among children and teenagers. Bullying essays review its effects, such as chronic anxiety, nervous conditions, insecurity, low self-esteem, social maladjustment, even lover academic success. Bullying can harm existing relationships and the ability to build new healthy ones, and even affect health. People of all ages can be victims of bullying. According to statistics, 1 in every 5 students was bullied at some point in their life. Perceive our bullying essay samples as your learning ground. View essay samples below for info on the topic.

Bullying is currently a widely reported issue in many schools globally. However, despite being reported the problem has been neglected and handled poorly in most of the schools with most victims keeping it for themselves due to fear of further victimization (Harris and Petrie 23). The solution to bullying cannot...

Words: 2169

Abstract                    With concerted efforts being made into preventing and addressing the problem of bullying in schools worldwide, one needs to understand that there is no one-size-that-fits-all answer to the same. Considering the varied and diverse population of elementary, middle, and high schools, there has never really been a simple solution...

Words: 1279

Mendez-Baldwin, M.,  Cirillo, K., Ferrigno, M "  Argento, V. (2015). An Examination of Cyber-bullying and Social Media Use in Teens: Prevalence, Attitudes and Behaviors. Journal of Bullying and Social Aggression 1 (1). Retrieved from http://sites.tamuc.edu/bullyingjournal/article/cyber-bullying-among-teens/ The Research Article, An Examination of Cyber-bullying and Social Media Use in Teens: Prevalence, Attitudes, and...

Words: 1011

Bullying Bullying is a term that refers to the behavior of a person to another where one person is regularly and intentionally harassing and harming another person. Bullying takes many different forms such as verbal, physical, and indirect/relational and also can take place on different platforms. In the past, harassment was...

Words: 1054

The development of technology has brought with it many benefits, but menace associated with it are worth a mention. With the growing the use of the internet, a new crime carried online has emerged. Bullying is a traditional criminal offense that involved intimidation and harassing of the victim. Children and...

Words: 1744

Bullying has been a topic of great discussion across the world due to high numbers of cases reported. Approximately, one-third of students in elementary or middle school get to encounter bullying either as a bully, a victim or both. Bullying does not have a specific definition and might be physical,...

Words: 1560

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For ages, bulling has been and still is a significant social issue that has brought substantial concerns in the contemporary society. For the purpose of understanding bullying and how bullying can be reduced, it is vital that we review and critique the article “Reducing bullying: Application of social cognitive theory”...

Bullying is a prevalent issue that continues to affect students, families, schools, and societies. The impacts of bullying on an individual’s health can be grave, and it is, therefore, essential to recognize and establish interventions that will bring bullying to an end and make schools a safer environment for learning....

Words: 3705

Newman, R. S. (2008). Adaptive and nonadaptive help-seeking with peer harassment: An integrative perspective of coping and self-regulation. Educational Psychologist, 43(1), 1-15. Newman, as the prime objective of this article, seek to examine the dilemma that students faces while in school when harassed and the approaches that most apply to counteract...

My issue is bullying. Indeed from own past experiences, bullying affects all the aspects of a person. Cognitively, a person bullied feels low and inferior. Secondly, they tend to detach themselves from everyone due to fear of being bullied. The demeanor shown by the bullied persons thus is gloom and...

Words: 1313

Introduction With today’s technology, cyberbullying has become easier than ever, and children and youth of this generation do not need to have a personal confrontation. The use of internet has become one of the most vital factors of the information source and a platform where people can share or communicate their...

Words: 2201

The issue of bullying has gained much attention nationally following the association of teen suicide with cyberbullying and school bullying prevalence. A study by Jankauskiene et al. which involving 1162 pupils from 6th to 11th grade found out that 56.5% of learners were associated with bullying, 16.3% were bullies and...

Words: 1213

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Bullying in Schools

How it works

• 1 Introduction
• 3 Conclusion
• 4 Reference List

Introduction

Bullying has negative influences on children, consequently, need to be prevented in schools. Bullying is usually described as intentional abuse or intimidation having an aspect of actual or perceived strength imbalance and repetition over time (Nickerson, 2019 stated in Shamsi, Andrades & Ashraf, 2019). Bullying can be detrimental to a child’s health and well-being (US. National Centre for Statistics, 2001). Children who are bullied can end up depressed and have low self-confidence and self-esteem (Williams, Forgas & Von Hippel, 2013). However, further bullying can result in self-harm and suicide (Kim & Leventhal, 2008).

A retrospective study showed that over 25000 children have been bullied during the school year (Egan & Perry, 1998, cited in Ribgy, 2003). Bullying has also resulted in absenteeism from school with 19% of boys and 25% of girls (Tritt & Duncan, 1997, noted in Rigby 2003).

Bullying is an emerging serious problem in schools worldwide resulting in physical and mental health problems in children (Shamsi, Andrades & Ashraf, 2019). The, types of bullying include physical bullying, verbal bullying and cyberbullying (Lien, Green, Welander-Vath & Bjertness, 2009, cited in Shamsi, Andares & Ashraf, 2019) and the incidence of bullying varies from groups to places. Bullying is firstly common in early childhood years and continues to top in the secondary school years (Gini & Pozzoli, 2009, cited in Shamsi, Andares & Ashraf, 2019). The incidence of bullying is common on the way to and from school, lunch breaks and locations such as playgrounds, cafeterias, toilets, hallways and even in the presence of teachers in classrooms.

The most frequent occurrence of bullying is outside the schools, which is 65.4%, whereas 32% occurs in school canteens, 25.5% happens in classrooms and 11.8% takes place in toilets (Konstantina & Dimitrus, 2010, cited in Shamsi, Andares & Ashraf, 2019). Bullying in the course of early childhood years can moreover persist into teen years and leave lifelong scars. Bullying can also lead to issues such as bed-wetting, stomach-ache, headache, low self-esteem and depression. Feelings of depression is the most common outcome for bullying, which 73.9% are reported, alongside with 69.6% of headaches, 68% of low self-esteem and 24.8% of suicidal thoughts (Shetgiri, 2013, cited in Shamsi, Andares & Ashraf, 2019).

Bullying in schools is consequently being recognized as an essential public health problem worldwide. Bullying is increasingly posing enormous challenges to the educational system inflicting a negative impact on academic performance, student health and well-being and safety (Lai, Ye & Chang, 2008, cited Shamsi, Andares & Ashraf, 2019). Therefore, teachers must continue to be at the frontline to deal with behavioural problem in children. This means that they must have considerable expertise of dynamics of school bullying for correct identification, intervention and prevention of such incidents. Research shows, that teachers’ ability to identify bullies and victims is influenced by means of the age of students, frequency of contacts with students, the nature or type of bullying behaviour, knowledge and understanding of the degree of bullying and their responsiveness towards children (Maunder, Harrop & Tattersall, 2010, cited in Shamsi, Andares & Ashraf, 2019).

Teachers should, therefore, be considered as useful resources in encouraging school and community-based healthcare providers to screen for health-related risk factors in victims of bullying (Konstantina & Dimitrus, 2010, cited in Shamsi, Andares & Ashraf, 2019). Regarding the definition of bullying 81% of teachers were able to answer correctly, which 84.3% of physical bullying was reported, alongside with 30.1% verbal bullying and 32% cyberbullying. They are placed in a position to recognize bullying early on and liaise with the healthcare providers for timely intervention. Healthcare providers help screen for physical and psychiatric illnesses, counsel families, and be convincing advocates for bullying in schools (Stephens, Cook-Fasano & Sibbalucca, 2018, cited Shamsi, Andares & Ashraf, 2019).

A range of meta-analyses exist that synthesise the findings of a significant number of evaluations of anti-bullying interventions. These meta-analyses include evaluations from a range of countries, and in both primary and high schools. They point out that anti-bullying interventions can be effective at reducing bullying in schools, although the findings are mixed. A number of clear themes emerge from the research that point out what types of strategies are likely to have the strongest effect on reducing and stopping bullying in schools. Evidence suggests that successful anti-bullying interventions: take a holistic, whole-school approach, include educational content that supports students to develop social and emotional competencies, and learn appropriate ways to respond to bullying behaviours, provide support and professional development to teachers and other school staff on how best to maintain a positive school climate, ensure systematic program implementation and evaluation.

The strategies that schools take to counter bullying can be classified as either ‘preventative’ or ‘responsive’. Preventative strategies aim to stop bullying from happening in the first place, whilst responsive strategies are the steps taken to resolve the problem after bullying has occurred. The two strategies are not completely distinct: responsive strategies also aim, for example, to prevent bullying behaviours from taking place again in future. Nonetheless, the two types of strategies are discussed one by one here for the sake of clarity.

In order to be effective, however, school anti-bullying policies need to be sufficiently comprehensive. A number of content analyses of schools’ anti-bullying policies suggest that there are gaps in many policies (Marsh, McGee, Hemphill & Williams 2011; Smith, Smith. Osborn & Samara 2008)

There are 9 points that school anti-bullying policies must address: whole-school, collaboratively developed policies, plans and structures for supporting safety and wellbeing, clear procedures that enable staff, parents, carers and students to document confidentially any incidents or situations of child maltreatment, harassment, aggression, violence or bullying, clearly communicated strategies for staff to follow when responding to incidents of student harm from child maltreatment, harassment, aggression, violence, bullying or misuse of technology, agreements for responsible use of technology by staff and students, regular risk assessments of the physical school environment (including off-campus and outside school hours related activities), leading to the development of effective risk-management plans, established and well-understood protocols about appropriate and inappropriate adult-to-student contact and interactions within the school context, effective strategies for record keeping and communication between appropriate staff about safety and well-being issues, a representative group responsible for overseeing the school’s safety and wellbeing initiatives, protocols for the introduction of casual staff, new staff and new students and families into the school’s safety and wellbeing policies and procedures (Australian Government Department of Education and Training 2016).

Bullying prevention is effective at reducing bullying in schools and other institutions. Bullying, especially physical can result in absenteeism from school, depression and eventually death. Intervention from pre-school years is designed to reduce bullying in all institutions. However, bullying prevention can be successful if anti-bullying packages are comprehensive. There is also evidence to suggest that bullying prevention aims to stop the occurrence of bullying in the first place. Importantly, the nine anti-bullying policies should be effective in either preventing or reducing bullying in institutions. Therefore, bullying be avoided in institutions, and comprehensive interventions are needed to prevent bullying from an early age.

Reference List

• Australian Government Department of Education and Training 2016, National Safe Schools Framework, Student Wellbeing Hub, viewed 23 May 2017, https://www.studentwellbeinghub.edu.au/ educators/nssf#/element/policies-and-procedures/characteristics.
• Centre for Education Statistics and Evaluation 2017, Anti-bullying interventions in schools – what works? Viewed 22 September 2019
• Egan, S. K., & Perry, D. G. (1998). Does low self-regard invite victimization? Developmental psychology, 34(2), 299.
• Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123(3), 1059-1065.
• Kim, Y. S., & Leventhal, B. (2008). Bullying and suicide. A review. International journal of adolescent medicine and health, 20(2), 133-154
• Konstantina, K. A. P. A. R. I., & Pilios-Dimitris, S. T. A. V. R. O. U. (2010). School traits as predictors of bullying and victimization among Greek middle school students. International Journal, 94.
• Lai, S. L., Ye, R., & Chang, K. P. (2008). Bullying in middle schools: An Asian-Pacific regional study. Asia Pacific Education Review, 9(4), 503-515.
• Lien, L., Green, K., Welander-Vath, A., & Bjertness, E. (2009). Mental and somatic complaints associated with school bullying 10th and 12th grade students from cross sectional studies in Oslo, Norway. Clinical Practise and Epidemiology in Mental Health, 5(6).
• Marsh, L., McGee, R., Hemphill, S. A., & Williams, S. (2011). Content analysis of school anti-bullying policies: a comparison between New Zealand and Victoria, Australia. Health promoting journal of Australia, 22(3), 172-177.
• Maunder, R. E., Harrop, A., & Tattersall, A. J. (2010). Pupil and staff perceptions of bullying in secondary schools: comparing behavioural definitions and their perceived seriousness. Educational research, 52(3), 263-282.
• Nickerson, A. B. (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School mental health, 11(1), 15-28.
• Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590.
• Shamsi, N. I., Andrades, M., & Ashraf, H. (2019). Bullying in school children: How much do teachers know? Journal of family medicine and primary care, 8(7), 2395.
• Shetgiri R. (2013). Bullying and victimization among children. Advances in pediatrics, 60(1), 33–51.
• Smith, P. K., Smith, C., Osborn, R., & Samara, M. (2008). A content analysis of school anti?bullying policies: progress and limitations. Educational Psychology in Practice, 24(1), 1-12
• Stephens MM, Cook-Fasano HT, Sibbaluca K. (2018). Childhood bullying. Implications for physicians. AmFam Physician.; 97(3): 187-92.
• Tritt, C., & Duncan, R. D. (1997). The Relationship Between Childhood Bullying and Young Adult Self?Esteem and Loneliness. The Journal of Humanistic Education and Development, 36(1), 35-44.
• U.S. National Center for Education Statistics. Student Reports of Bullying: Results From the 2001 School Crime Supplement to the National Crime Victimization Survey (PDF) (Report).
• Williams, K. D., Forgas, J. P., & Von Hippel, W. (2013). The social outcast: Ostracism, social exclusion, rejection, and bullying. Psychology Press.

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Essay on Bullying

Here we have shared the Essay on Bullying in detail so you can use it in your exam or assignment of 150, 300, 500, or 1000 words.

You can use this Essay on Bullying in any assignment or project whether you are in school (class 10th or 12th), college, or answer writing for competitive exams. 

Topics covered in this article.

Essay on Bullying in 150 words

Essay on bullying in 250-300 words, essay on bullying in 500-1000 words.

Bullying is a serious issue that affects individuals of all ages, particularly in schools and online platforms. It involves repeated aggressive behavior aimed at causing harm, imbalance of power, and psychological distress to the victim. Bullying can take various forms, such as physical, verbal, or relational aggression.

The consequences of bullying are significant and long-lasting. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, depression, anxiety, and even suicidal ideation. Bullying also creates an unhealthy and hostile environment, impacting the overall well-being of individuals and hindering their ability to thrive and learn.

To combat bullying, it is crucial to raise awareness, promote empathy, and foster a culture of respect and inclusivity. Schools and communities should implement anti-bullying policies and provide support systems for both victims and perpetrators. Education on the effects of bullying and the importance of kindness and empathy can help prevent and address this issue effectively. It is everyone’s responsibility to stand up against bullying and create a safe and nurturing environment for all individuals.

Bullying is a harmful and pervasive issue that involves repeated aggressive behavior aimed at causing harm, distress, and power imbalance. It manifests in various forms such as physical, verbal, or relational aggression, primarily affecting individuals in schools.

The consequences of bullying are significant and far-reaching. Victims often experience emotional and psychological trauma, leading to decreased self-esteem, anxiety, depression, and, in extreme cases, suicidal ideation. Bullying not only impacts individual victims but also creates an unhealthy environment that hampers overall well-being and learning.

To combat bullying effectively, awareness and prevention strategies are essential. Raising awareness about the nature and consequences of bullying among students, teachers, parents, and communities is crucial. Implementing comprehensive anti-bullying policies in schools, defining bullying, establishing reporting mechanisms, and imposing appropriate consequences for perpetrators is necessary. Fostering a culture of respect, empathy, and inclusivity can prevent bullying and create a safer environment.

Support systems should be in place for both victims and bullies. Victims need access to counseling and resources to cope with the effects of bullying. Intervention programs and counseling can help bullies develop empathy, address underlying issues, and learn alternative behaviors.

Collaboration between schools, parents, and communities is vital. Open communication, encouraging reporting, and proactive measures are necessary to create a positive and safe environment.

In conclusion, bullying is a harmful issue with severe consequences for individuals and communities. By raising awareness, implementing policies, fostering a culture of respect and empathy, and providing support, we can combat bullying effectively. Together, we can create a society where bullying is not tolerated, and individuals can thrive in safe and inclusive environments.

Title: Bullying – The Menace That Demands Immediate Attention

Introduction :

Bullying is a persistent and alarming issue that plagues individuals across various environments, with schools being a common breeding ground for such behavior. This essay aims to explore the definition and types of bullying, its detrimental effects on victims, the underlying causes, the role of bystanders, and the strategies required to effectively address and prevent bullying.

I. Definition and Types of Bullying

Bullying is a form of repeated and intentional aggression characterized by a power imbalance, where the bully seeks to cause harm, distress, and domination over the victim. It can take various forms, including physical aggression, verbal abuse, relational manipulation, and cyberbullying.

II. Detrimental Effects of Bullying

Bullying has severe consequences for the mental, emotional, and social well-being of victims. It can lead to decreased self-esteem, anxiety, depression, academic decline, school avoidance, and in extreme cases, suicidal ideation or attempts. The long-lasting effects of bullying extend beyond the immediate victim, creating a hostile and unhealthy environment for all individuals involved.

III. Underlying Causes of Bullying

Several factors contribute to the development of bullying behavior. These may include family dynamics, exposure to aggression or violence, a desire for power and control, low empathy levels, and a lack of appropriate social skills. Additionally, societal factors such as media influence and cultural norms may indirectly support or perpetuate bullying behavior.

IV. The Role of Bystanders

Bystanders play a significant role in the bullying dynamic. They can either reinforce the bully’s behavior by passively observing or actively participating, or they can intervene and support the victim. Creating a culture where bystanders feel empowered to speak up against bullying and report incidents is crucial in addressing this issue.

V. Strategies to Address and Prevent Bullying

A. awareness and education, b. establishing clear policies and consequences, c. encouraging reporting and support, d. empathy and social-emotional learning, e. involving the community.

Raising awareness about the detrimental effects of bullying and its various forms is essential. Educational institutions should implement comprehensive anti-bullying programs that educate students, teachers, and parents about the signs of bullying, its impact, and the importance of intervention.

Schools should have well-defined anti-bullying policies that outline the definition of bullying, reporting procedures, and consequences for perpetrators. These policies should be communicated effectively to all stakeholders to create a safe and inclusive environment.

Creating a safe reporting system where victims and witnesses feel comfortable reporting incidents is crucial. Offering support and counseling services for victims, as well as intervention programs for bullies, helps address the underlying issues and promote behavioral change.

Integrating empathy and social-emotional learning programs into the curriculum can foster a culture of respect, kindness, and empathy. Teaching students how to manage emotions, develop healthy relationships, and resolve conflicts peacefully can prevent bullying behavior.

Engaging parents, community members, and local organizations in anti-bullying initiatives fosters a collective effort in addressing this issue. Collaboration between schools, families, and communities is essential to create a comprehensive and sustained approach to bullying prevention.

Conclusion :

Bullying is a deeply concerning issue that inflicts significant harm on individuals and communities. By raising awareness, implementing clear policies, fostering empathy, involving bystanders, and providing support, we can effectively address and prevent bullying. It is our collective responsibility to create safe and inclusive environments where every individual can thrive without fear of aggression or harm. Through concerted efforts, we can eradicate bullying and cultivate a society built on respect, empathy, and equality.

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Essay on Bullying in Schools

School bullying can be defined as the situation in which one or more students (The Bullies) single out a child (victim) and intend in behavior intended to cause discomfort or harm the child. A bully will repeatedly target the same victim several times. Under all circumstances, bullies have an advantage over the victim as they possess more power. Compared to the victim, bullies usually have physically stronger with a large circle of friends or higher social standing. Bullying can inflict emotional distress, humiliation, and physical harm. More than 95% of learning institutions experience bullying globally. Bullying must be meet a specific rationale to be considered bullying. Such requirements include repetitiveness, recurrent imbalance of power, and provocation. Bullying can occur in schools, on campus, or the outskirts of school, but its setting must have been created within the school. Regardless of the position, all the stakeholders in a school context, such as parents, educators, children, and community members, are required to contribute to the prevention of bullying in schools. School bullying is increasingly becoming a social problem in modern society. Ideally, there are several types of school bullying attached to different causes. The effects of school bullying can be classified in psychological, economical, and academic dimensions.

Types of Bullying in Schools

The common types of bullying in a school setting include verbal, sexual, cyber, psychological, physical, and higher education bullying. Notably, victims in a learning context can experience bullying regardless of age. The aforementioned types of bullying are further classified as either direct or indirect bullying. Direct bullying is defined as an attack that is openly targeted to a victim. Direct bullying is either verbal or physical. Contrary, indirect bullying involves different forms of relational aggression that leads to social isolation through defaming one’s reputation and manipulating the conscience of others into falsehood. Indirect bullying is usually hard and subtle to detect in a school setting (Goodwin et al. 330). If undertaken by a group of bullies, direct and indirect bullying can be referred to as pack bullying. The different types of bullying can be defined either directly or indirectly relative to the implication to the victim.

Physical bullying occurs when there is unwanted physical contact between the victim and the bully. Physical contact can be hand to hand or tripping and throwing items at others that can cause physical harm. The second is emotional bullying. Emotional bullying can be defined as hurting others emotionally by negatively influencing their moods and psyche. The primary examples of emotional bullying include; belittling, spreading false information, and defamation. Verbal bullying can be defined as the usage of slanderous language or statements causing emotional distress to other people. Examples of verbal bullying include harassing, mocking, teasing, and threatening to cause harm. Finally, Cyberbullying is attached to the evolution of the internet and computers. The use of computers in bullying at schoolyards is on the surge. In most instances, schools experience difficulties in controlling cyberbullying as experiences are beyond the school fraternity.

The other common types of school bullying are sexual bullying and higher education bullying. Sexual bullying is either non-physical or physical, grounded on the gender or sexuality of the victim. In most instances, sexual bullying is undertaken by the male gender. The United States department of education reports an average of 60% of expulsions and suspensions from learning institutions attached to sexual bullying (Goodwin et al. 328). In most instances, the young ones are frames into tricks to share their nudes, after which there are forced to fulfill specific sexual demands at the expense of exposure. Higher education bullying occurs at the campus or college level. Around 95% of students have reported having been bullied at the college level. Higher education bullying results in depression and suicide in most cases.

Measures to Control Bullying

The main approaches in controlling bullying in school settings include the implementation of educative programs, creating a positive school climate, engaging parents, encouraging open communication and punishments. These techniques, however, vary depending on the learning level and the prevalence of bullying in the particular period. Education programs involve creating awareness to parents, students, and teachers regarding what constitutes bullying. Educative programs are instrumental in creating insight into the harmful nature of whichever kind of bullying. All the stakeholders within the school fraternity are enrolled in sessions of creating awareness on the signs of bullying and the most appropriate intervention criteria. The most common ways in educating on bullying include role-play, identification and reporting discussions, and other approaches to decline being involved in bullying. Nickerson(19) argued that educative programs are 62% effective in curbing the prevalence of bullying in learning institutions.

Secondly, schools can help in the prevention of bullying by promoting a positive school climate. Schools with a positive climate are presumed to have a healthy development, while the negative school climate results in a surge in bullying cases, unsafe feelings, victimization, and aggression. While the elements of positive school culture vary from norms relative to power, relationships, and feelings, it’s evident that a positive climate is a product of a conscious process that becomes self-reinforcing (Goodwin et al. 330). The main determinants of a positive climate include leadership and integrity in learning institutions. Therefore, the ability to have cognitive leaders is an advantage of coping with bullying in schools.

Third, schools should engage parents. Parents spend most of their time with children at the primary level. While there are many stakeholders involved in the lives of the children, parents play an essential role in understanding their behavior. Engaging parents in bullying scenarios means initiating communication on the progress of the children in terms of behavior and performance. Integration between parents and teachers is essential in providing consistent approaches that help yield a more productive and appropriate behavior (Nickerson 22). Parents can help their children recognize while being bullied by others. However, the approach is not viable in urban schools as parents experience difficulties establishing trust with schools.

Finally, schools should initiate open communication techniques. Open communication is essential in building rapport. Having open communication means that students can disclose their problems to teachers. Open communication helps the teachers gain more insight into existing bullies in the school (Nickerson 20). For instance, classroom meetings in grade 4 will enable teachers to obtain crucial information in enacting more controls to curb bullying in schools. Teachers are expected to listen carefully during the class meetings to avoid inflicting fear on the learners. Students should be assured of confidentiality and privacy of the information obtained as any disclosure might attract further bullying.

Effects of School Bullying 

The effect of school bullying can be categorized in psychological and academic dimensions. Bullying results in poor performance in school. More than 70% of learners subjected to bullying ends up recording a decline in academic performance. The results are more severe at a young age. Bullying would result in fading of interest and participation of learners in school activities as it results in unexplained injuries linked to affecting concentration (Menesini and Christina 246). The impact of bullying on educational performance is increasingly becoming imminent. Bullying installs fear in learners from attending school regularly, thus affecting their consistency and concentration in class. Based on this explanation, it’s evident that bullied students will experience difficulties in achieving their academic goals. Moreover, bullying is linked with an unsafe learning environment that creates a negative climate of fear and insecurities and the perception that teachers do not care about the welfare of learners, thus decline in quality of education.

Secondly, bullying is associated with psychological problems. While bullying to individuals helps them enhance their personality and perceptions as they grow, it’s presumed that bullying can risk an individual developing an antisocial personality disorder linked to committing crimes. Bullying leads to depression, anxiety, and psychosomatic symptoms, which often leads to alcohol and substance abuse by the victims at a later stage in their lives. It’s argued that victims of depression feel free and open to share their experience with others, unlike in bullying, where the victims would choose to shy talking about the feeling in fear of being bullied again. In the short run, bystanders of the bullying experience may develop the fear, guiltiness, and sadness, and if the experience persists, they might get psychologically drained (Sampson). Therefore, the victims of bullying experiences struggle with insomnia, suicidal thoughts, health problems, and depression. Bullying does affect not only the students but also their classmates and family. Feeling powerless, parents and immediate family members might fall victim to depression and emotional distress. Some parents would invest more time in protecting their children, thus affecting them psychologically and economically.

Causes of Bullying

There are numerous causes of school bullying attached to religion, socioeconomic status, race, and gender. Understanding the reasons why students chose to bully their classmates is significant to teachers in combating bullying. The National Center for Educational Statistics report established that 25% of Blacks, 22% of Caucasians, 17% of Hispanics, and 9% of Asian students were bullied in 2017 (Divecha). Some of the students that bully others have higher levels of courage and confidence and can respond aggressively if threatened by the behavior. Students at the college level get bullied on sexual matters. For instance, the subscribers to LGBTQA sexual orientation get bullied based on their decision as gay or lesbians. Moreover, bullying in schools is caused by other factors attached to families. Students from abuse and divorced families are likely to bully others due to jealousy, anger, and despair.

From the above discussion, it’s evident that school bullying in whichever capacity is detrimental to human dignity. School bullying is increasingly becoming a social problem in modern society. Ideally, there are several types of school bullying attached to different causes. The effects of school bullying can be classified in psychological, economical, and academic dimensions. The primary forms of school form such as verbal, sexual, cyber, psychological, physical, and higher education bullying are categorized into direct and indirect bullying. The intervention strategies to curb bullying should involve all the stakeholders, such as parents, teachers, and students. The main approaches in controlling bullying in school settings include implementing educative programs, creating a positive school climate, engaging parents, and encouraging open communication and punishments.

Works Cited

Divecha, Diana. “What Are the Best Ways to Prevent Bullying in Schools?”  Greater Good , https://greatergood.berkeley.edu/article/item/what_are_the_best_ways_to_prevent_bullyi ng_in_schools

Sampson, Rana. “Center for Problem-Oriented Policing.” Arizona State University,  https://popcenter.asu.edu/content/bullying-schools-0

Menesini, Ersilia, and Christina Salmivalli. “Bullying in schools: the state of knowledge and effective interventions.”  Psychology, health & medicine  22.sup1 (2017): 240-253.

Goodwin, John, et al. “Bullying in schools: an evaluation of the use of drama in bullying prevention.” Journal of Creativity in Mental Health 14.3 (2019): 329-342.

Nickerson, Amanda B. “Preventing and intervening with bullying in schools: A framework for evidence- based practice.”  School Mental Health  11.1 (2019): 15-28.

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Bullying Sample Essay

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Bullying can be defined as the use of force to intimidate or abuse others. This is a term that is most common in schools where the elder children tend to mistreat the others. However, bullying is an activity that occurs in many places. Bullying does not necessarily have to be physical. Instead, there can be emotional, verbal or mental bullying. In the act of bullying, the bully seems to think that they have power over their victim. Therefore, they tend to think that they can control them and treat them, as they would wish. This forms the basis of this essay with regard to whether this should be dealt with by the legal systems.

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Bullying can be based on several factors. It can be based on religion, race, gender, sexuality or even ability. Once the bully finds an edge over the victim, they use it to carry out their activity. This has adverse effects on the victim. It may harm them, affect them emotionally and even lower their self esteem. For this reason, it is clear that the federal government should place laws to prevent bullying among the citizens. Some bullying may involve extreme acts of physical aggression that may have an adverse effect on the victim (Rosenthal 24). Some of these acts of physical aggression include pocking, pulling of hair, pinching, chocking, slapping and many others. These are acts that can be extremely annoying. This is especially if they are done to adults. They feel that they are extremely lowly placed. This is a fact that can be a major determiner of the self esteem that an individual holds.

High-level forms of violence are perfectly understood by most legal systems. Some of them, such as murder are considered to be serious crimes. The legal systems deal with them in the most serious ways possible. However, bullying has been there from time immemorial. Since the early days, it has always occurred between people. There is no single time in history that the society would not have the act ongoing. However, it has always been ignored by the legal systems. In the recent past, there are some nations that have laid rules and laws that determine how these acts should be treated and handled. Some of those states include US. However, UK does not even have a clear way of defining bullying. The lack of these laws only means one thing. The people that fall victims to the act have nothing they can do about it. The option is that anger might just accumulate in them (Kowalski 46). This is because bullying does not only affect the physical. It really goes a long way to lower the esteem of a person. Such is something that some people cannot hold as a fact for a long time. Therefore, they might end up committing crimes that may be charged in court. On the contrary, it is the original act that should be charged, prior to this one.

This has just been a review on the perspective of the victim. The lack of legal laws and regulations to deal with bullying also has an effect on the bully themselves. At first, they felt that they have power and ability over the victims or targets. This was the initial reason that caused their acts. After the commission of their acts, the bullies know that they have done something wrong. This may even affect their conscience and make them feel guilty. However, the fact that there are no legal systems that can put them to justice makes them feel even more untouchable. Therefore, they feel that they are in an environment where they can act as they wish. In other words, it does not matter the actions that they carry out on the people that they resent. This is because they cannot be put to justice (Harding 123). As a result of these there has been a common trend from bullies. Most of the bullies do not carry out their harsh acts once. The moment they start it, it becomes recurrent. They form a habit of intimidating their victims every other time. The victims just have to sit back and deal with the facts as they are. This is clear proof that clear rules and regulations should be set up by legal systems to deal with the menace of bullying.

Bullying has different levels on which it occurs. These are the levels that determine the effects that it will have on the victim of the same. To start with, there is simple bullying. In this one, it may just involve simple verbal or physical intimidations. The bully just does something simple to intimidate the victim. The effects of this on the victim are just as simple. Unless it is recurrent, the victim gets over it and moves on with the normal life routine. However, this can have an adverse effect on children. It is obvious that children are of weak spirit. This means that they are easily broken down. Even the simplest forms of bullying can have an adverse effect on the children. As citizens of a nation, even the children deserve to be protected from anything that can harm them. For this reason, there should be laws that are set to determine how the courts deal with these sorts of crimes (Cassel 87). The problem is that some of the countries do not even consider them as crimes. Instead, they consider them as simple act s that should be overlooked. This problem is left to other smaller authorities. However, the lack of legal procedures and rules with which it should be handled paralyzes the justice process.

The second level or type of bullying is complex bullying. This is bullying that brings in so many other factors to the equation. For example, it may not only involve one bully. It may involve more than one person carrying out the process. In their acts, they may cause severe injury to the victim. This can even take place in the workplace or in the streets. In short, it can even happen to adults. In some states, there are people who are so deep into racism. Given the slightest chance, they would easily bully a member of a different race. In complex bullying, the bully does not just do it for fun. Sometimes, it is inspired by factors such as revenge, contempt and hatred. These are factors that can cause extreme actions to be carried out on the victim. In turn, the victim is greatly affected by the actions on him (Rogers 6).

On e of the most difficult effects to deal with are emotional. Sometimes, the actions or words that are said to the victim can be extremely hurtful. As a result of this, the victim might seem to think that they are really in serious trouble. On the other hand, the legal system thinks that this is just a simple act that can be solved in the quickest way possible. This does not auger well with the effect on the victim’s emotional condition. Therefore, the legal system should create a refuge for these people. They should create laws that prevent bullying. They should also establish laws that can help in dealing with the people that are caught engaging in bullying acts. This is due to the fact that these acts are crimes in themselves. It is also due to the fact that bullying gives birth to other crimes at the instance nit happens. The bully may go beyond the radar and result to acts that can be charged in court. The victim may also be largely affected and cause him or her to result to violent act from the anger caused. Suicides have also been known to be on the increase in some nations. The main cause of suicides is the feeling that someone is helpless and that they do not have anyone to turn to. Once one has fallen victim to bullying, the self esteem totally goes below the radar. They feel like they are unwanted in the world. For this reason, the thought of taking their own lives may be an option that is not so far from their thought. This is backed up by numerous statements and declarations of evidence. Investigations on some suicide cases have revealed that some of the people who committed it had been prone to bullying. The fact that the legal system does not include or recognize this as a crime intimidates such people and they resolve to take their lives (U S Congress 36).

From the above essay, it is clear that there should be distinct laws against bullying. This is because most of the nations do not even have a definition for this term, yet the act is evolving with the advancements in the telecommunications industry. This is an act that causes discomfort among different individuals. Some bullies conduct their activity in a way that cannot even be prosecuted in court. This leaves the victims helpless and with no one to turn to. Therefore, the legal system should come to the rescue of such people. Strategies should be laid and laws set to deal with this menace. This should apply to all the nations in the world. This way, people can have trust in the legal system, to protect them from anything that causes harm, as well as discomfort.

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9 facts about bullying in the U.S.

Many U.S. children have experienced bullying, whether online or in person. This has prompted discussions about schools’ responsibility to curb student harassment , and some parents have turned to home-schooling or other measures to prevent bullying .

Here is a snapshot of what we know about U.S. kids’ experiences with bullying, taken from Pew Research Center surveys and federal data sources.

Pew Research Center conducted this analysis to understand U.S. children’s experiences with bullying, both online and in person. Findings are based on surveys conducted by the Center, as well as data from the Bureau of Justice Statistics, the National Center for Education Statistics and the Centers for Disease Control and Prevention. Additional information about each survey and its methodology can be found in the links in the text of this analysis.

Bullying is among parents’ top concerns for their children, according to a fall 2022 Center survey of parents with children under 18 . About a third (35%) of U.S. parents with children younger than 18 say they are extremely or very worried that their children might be bullied at some point. Another 39% are somewhat worried about this.

Of the eight concerns asked about in the survey, only one ranked higher for parents than bullying: Four-in-ten parents are extremely or very worried about their children struggling with anxiety or depression.

About half of U.S. teens (53%) say online harassment and online bullying are a major problem for people their age, according to a spring 2022 Center survey of teens ages 13 to 17 . Another 40% say it is a minor problem, and just 6% say it is not a problem.

Black and Hispanic teens, those from lower-income households and teen girls are more likely than those in other groups to view online harassment as a major problem.

Nearly half of U.S. teens have ever been cyberbullied, according the 2022 Center survey of teens . The survey asked teens whether they had ever experienced six types of cyberbullying. Overall, 46% say they have ever encountered at least one of these behaviors, while 28% have experienced multiple types.

The most common type of online bullying for teens in this age group is being called an offensive name (32% have experienced this). Roughly one-in-five teens have had false rumors spread about them online (22%) or were sent explicit images they didn’t ask for (17%).

Teens also report they have experienced someone other than a parent constantly asking them where they are, what they’re doing or who they’re with (15%); being physically threatened (10%); or having explicit images of them shared without their consent (7%).

Older teen girls are especially likely to have experienced bullying online, the spring 2022 survey of teens shows. Some 54% of girls ages 15 to 17 have experienced at least one cyberbullying behavior asked about in the survey, compared with 44% of boys in the same age group and 41% of younger teens. In particular, older teen girls are more likely than the other groups to say they have been the target of false rumors and constant monitoring by someone other than a parent.

They are also more likely to think they have been harassed online because of their physical appearance: 21% of girls ages 15 to 17 say this, compared with about one-in-ten younger teen girls and teen boys.

White, Black and Hispanic teens have all encountered online bullying at some point, but some of their experiences differ, the spring 2022 teens survey found. For instance, 21% of Black teens say they’ve been targeted online because of their race or ethnicity, compared with 11% of Hispanic teens and 4% of White teens.

Hispanic teens are the most likely to say they’ve been constantly asked where they are, what they’re doing or who they’re with by someone other than a parent. And White teens are more likely than Black teens to say they’ve been targeted by false rumors.

The sample size for Asian American teens was not large enough to analyze separately.

During the 2019-2020 school year, around two-in-ten U.S. middle and high school students said they were bullied at school . That year, 22% of students ages 12 to 18 said this, with the largest shares saying the bullying occurred for one day only (32%) or for between three and 10 days (29%), according to the most recent available data from the Bureau of Justice Statistics (BJS) and the National Center for Education Statistics (NCES).

Certain groups of students were more likely to experience bullying at school. They include girls, middle schoolers (those in sixth, seventh or eighth grade), and students in rural areas.  

The most common types of at-school bullying for all students ages 12 to 18 were being made the subject of rumors (15%) and being made fun of, called names or insulted (14%).

The classroom was the most common location of bullying that occurred at school in 2019-2020, the BJS and NCES data shows. This was the case for 47% of students ages 12 to 18 who said they were bullied during that school year. Other frequently reported locations included hallways or stairwells (39%), the cafeteria (26%) and outside on school grounds (20%).

Fewer than half (46%) of middle and high schoolers who were bullied at school in 2019-2020 said they notified a teacher or another adult about it, according to the BJS and NCES data. Younger students were more likely to tell an adult at school. Around half or more of sixth, seventh and eighth graders said they did so, compared with 28% of 12th graders.

Students who reported more frequent bullying were also more likely to notify an adult at school. For instance, 60% of those who experienced bullying on more than 10 days during the school year told an adult, compared with 35% of those who experienced it on one day.

In 2021, high schoolers who are gay, lesbian or bisexual were about twice as likely as their heterosexual counterparts to say they’d been bullied, both at school and online, according to the Centers for Disease Control and Prevention . In the 12 months before the survey, 22% of high school students who identify as gay, lesbian or bisexual – and 21% of those who identify as questioning or some other way – said they were bullied on school property. That compares with 10% of heterosexual students. The data does not include findings for transgender students.

The trend is similar when it comes to electronic bullying through text or social media: 27% of high school students who identify as lesbian, gay or bisexual say they experienced this in the 12 months before the survey, as did 23% of those who identify as questioning or some other way. That compares with 11% of those who identify as heterosexual.

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Katherine Schaeffer is a research analyst at Pew Research Center

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Bullying is an offensive and unwelcome activity that happens mainly in schools and includes mistreating others with the aim of proving superiority (Dan, 2013). Before delving into this action, it's critical to consult the students' guide to understand the ethical consequences. However, because the topic is sensitive, and because readers of my final product may have been directly or indirectly influenced by bullying, or have someone close to them who has been affected. The American Sociological Association (ASA) developed guidelines and rules for writers and reports to obey in order to prevent writing or publishing anything that would cause people in society to suffer. In the research, I will carefully follow the guidelines and the law as stated by the ASA. My first thing is to look at the research question and plan how the research could be preserved by the readers and address it without any ethical implications. Bullying has been the order of the day in our schools ever since. It is even practiced among adults nowadays. Bullying relates to different types of bad behaviors, both for the bully and the victim of the act. It is evident that the desire of bullying is ignited from someone somewhere directing it to an individual (Low et al., 2014).

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If for example a child is brought up in an environment with deviant behavior, the child has he grow up will display the same behavior he was brought up in. Bullying is not transferred genetically; hence it’s just a practice that is developed by an individual. Bullies have now ended up showing some other negative behaviors such as drug abuse, taking alcohol, sexual harassment, and robbery. These behaviors are defiant and should be dealt with within the community.

A subject being bullied might not become a bully himself. But bullying leads to problems both the one being bullied and the third party that is the one who is watching others being bullied. Bullying can result in mental problems, depression, anxiety, stress, and fear. An individual being bullied about his body structure may make him or her to feel useless or being nothing in the society which may lead to developing mental disorders such as body pressure and could result in serious health problems.

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Effects of Bullying in a learning Setting

In schools, bullying does not only affect the victim but also observers and bullies themselves (Dan, 2013).

Effects of Bullying on the Victim

When bullying is experienced at school, the students affected tend to get shy and less aggressive due to fear. The students who were shy tend to worsen hence their class, and social participation is reduced which alters their growth both mentally and psychologically. Bullying will also cause a victim to develop the fear to interact with fellow peers or even fear to attend school due to the panic of experiencing notions of bullying, this may cause one to miss classes, and academic performances will be dreadfully affected.

Bullying leads to physical harm as the victim may be assaulted and beaten and this may cause scars and bodily harm which causes unwanted and unnecessary costs such as hospital bills which come from seeking treatment (Kowalski & Limber, 2013). Bullying also causes anger problems which may cause dreadful fights between the bully and the victims which sometimes even result in death.

Effects of Bullying on Bullies

Although a bully perpetrates the act, s/he is also compromised as risks are also accrued on his end. Bullies also develop a problem of being feared by others due to their behaviors which makes them feel lonely and have problems in getting help from other students in the class. When they are avoided in class, the education is also affected as when they are stuck on a question they lack help from classmates which affects their performances.

Bullies also end up bulling fellows you have anger problems, and they grow resistant leading to fights which in some cases bullies also get hurt when they are not fought back, they are reported to the administration, and they end up being suspended or permanently removed from school a move which adversely affects their educational development.

Effects of Bullying on Observers

Bullying always happens in high school in places that are accessed by other students, i.e., the bathroom, the parking lot or classrooms. Although observer students may not take action against the bully due to fear of being the next target, observer students develop trauma and fear that they might be victims of the bullying sometime and this may affect their normal living as they will live in fear at school which may alter their education. For students who may enjoy the bullying, they are at a risk of developing bullying tendencies which pose the risks described earlier on the effects of bullying on bullies.

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Psychological Effects of Bullying

Bullying causes fear as discussed before; the fear leads to anxiety and depression which leads to some mental disease which has adverse effects on the victims, bullies and the observers (David & Maria, 2016). Diseases such as major depressive disorder are caused by traumatic effects which are bred from life experiences such as fear which is created in a bullying situation. Major depressive disorder is bred for depression, in a high school which takes a long duration, students who experience bullying may get depressed to the point of developing MDD disorder.

Major Depressive Disorder

Major depressive disorder (MDD) is commonly referred to as depression. Depression is characterized by low mood, low self-esteem, loss of interest in commonly participated activities, pain and low energy. With bullying in school, students develop fear and anxiety which causes them to be stressed and depressed developing the disorder if the issue is not addressed. Depression can also be separated by years of happiness while others have continued symptoms present which negatively affects their normal living and may also develop suicidal thoughts which may lead to death if counteractive measures are not adopted in time (Nathan & Gorman, 2015).

The word depression is often mentioned in our daily day to day conversations, i.e., a student feels disturbed due to bullying experience may describe the bullying scenario as depressing. A person who is feeling worried or sad would often refer to the situations as depressing. Just like any mental disorder, depression affects individual’s happiness so that sadness prevails at all time; sleeping time disturbance is also affected where one may lack sleep during the night. MDD is mainly caused by past traumatic experiences such as fear which breed stress leading to the disorder and is also genetically inherited. Just like a bipolar mental disease, MDD causes a subside in anger management and one can get angry and temperamental.

Students who end up developing MDD will have a problem concentrating in class for the reason that the disease effects such as changing sleeping times may cause a student to be drowsy during class times hence reducing their concentrations which also affects their future careers as some may fail and even end up dropping from school (Hannah, 2013).

Ways to Stop Bullying

Bullying can be avoided in a number of ways, but the first action would be to educate every person involved on the disadvantages of bullying so that bullying is combated by all parties involved, i.e., prefects, teachers and fellow students. In fighting bullying in high school, the following measures can be adopted.

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Anti-Bulling Awareness

Awareness is the most important move where awareness on the adverse effects of bullying are communicated to students so that bullies realize that their actions can cause long-term harm to their victims and why they should avoid bullying tendencies. When effective promotions are carried out by educating on the catastrophic effects brought about by bullying, the act will surely cease. Some bullies just do bully students for fun with no motive behind for the fact that they do not understand how deep their words or physical action run deep on a victim, with education on the subject matter, such bullies will feel sorry and change their ways (Philip, 2016).

Setting Strict Measures for Bullies

To cut on bullying, schools can enact measures that scare away perpetrators of the act. Suspensions and expulsions seem to have become an order of the day that student bullies do not fear such punishments hence more strict measures such as being arrested for interrupting someone’s peace should be implemented. Teachers should also be keen on addressing any bullying issue reported as the ignorances by the teaching staff escalate bullying cases (Burger et al., 2015).

Encouraging Bullied Victims to Report Immediately

Teachers sometimes hear of bullying cases very late when the effects have dug deep, to avoid such scenarios, teachers should encourage all bullied victims to report any cases of bullying immediately when they occur for the first time which will ensure that the perpetrators are taken action against before negative effects start altering with the normal living of a student. Bullies should then be dealt with in a manner that will scare other bullies within the setting (Philip, 2016).

Asking Parents to Discourage Exposing their Children to Activities that may initiate Bullying Behaviours

Bullying is not genetic hence is sparked off y some behaviors such as watching action movies or watching parents or neighbors fight (Philip, 2016). Movies always depict the tough fighter as the ultimate winner, and this makes students perceive that being the toughest in fighting makes you the boss around the school, parents should be advised to keep their children away from such.

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Bullying as discussed above brings about adverse implications on both the victims, the bullies, and observers. Bullying, therefore, needs to be eliminated in our schools to have a healthy learning environment. Parents and teachers should sit and have a lasting solution to the problem in our educational institutions. The government should also enact laws and regulations concerning bullying and to warn those involved of severe punishments if found in the act and for sure if we give it all, this inhumane practice will be eradicated in the end. Yes, we can!

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Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191-202.

Gorman, J. M., & Nathan, P. E. (2015). Challenges to implementing evidence-based treatments. A guide to treatments that work, 1-21.

Snyder, H. R. (2013). Major depressive disorder is associated with broad impairments on neuropsychological measures of executive function: A meta-analysis and review.

Kay, Holly. How to stop bullying in school. Accessed at  https://educhill.com/student-life/how-to-prevent-bullying/   

Low, S., & Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School psychology quarterly,29(3), 306.

Slee, P. (2016). School Bullying: Teachers helping students cope. Routledge.

Ttofi, M. M., Farrington, D. P., Lösel, F., Crago, R. V., & Theodorakis, N. (2016). School bullying and drug use later in life: A meta-analytic investigation.

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• Essay on Bullying

Expertly Crafted Argumentative Essay On Schools Should Stop Bullying

Type of paper: Argumentative Essay

Topic: Bullying , Students , Victimology , Criminal Justice , Discrimination , Crime , Sexual Abuse , Bully

Words: 1100

Published: 03/08/2023

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Bullying refers to aggression characterized by repetitive intentional psychological or physical oppression involving abuse of power in relationships to control or cause distress (Carr-Cregg). In this respect, bullying may include physical violence and destruction of property, extreme criticism, and other verbal abuses. In some instances, bullying may be hard to distinguish from friendly jokes among children (“Bullying and mental health,” 6). Bullying in schools needs to stop because it has adverse effects on both the bully and the victim. Moreover, the bullied student may develop headaches and may fear visiting lavatories or travel by school buses were if the bully targeted them from these areas. It follows that the physical health of the student may deteriorate significantly. Some of the bullied children may lack sleep that makes them weak during the day and renders them susceptible to depression and other social disorders. At the same time, similar effects may happen on the bully. Fundamentally, the bully may seem and feel more powerful over the victims. However, they are also afraid of the possible consequences if caught. There are laws against bullying that can lead to prosecution. As a result, the bully lives in perpetual fear that affects their physical health. Besides, the bullies may hurt themselves in the process of bullying others. For example, in the case of physical confrontation or damage of property were fights arise, the bully may get hurt, just as the victim would. Property damage causes losses on both sides. The bully, who destroys a computer of a victim does not gain anything from it. If reported to the authorities, the parents or guardians of the bully pay for the damages. Although the victim may get back the property, there are is no guarantee of recovering everything. For example, replacing a damaged laptop does not ensure that the student would recover all the contents that were in it. If the student had not stored the data in a separate data bank or online, the victim risks losing it all. Although there is recovery software, they may not recover everything. From this point of view both the bully and the victim stands to lose something of significance to them. Bullying involves low self-esteem for both the bully and the bullied. Low self-esteem affects the interpersonal relationship of the students and, consequently would adversely affect their relationships with the rest of the learners. In this regard, the bully and the victim would struggle in establishing and maintaining healthy relationships within the school, and also in the society. A majority would withdraw from the others, feel hated and disconnected from school. Others would be careful to avoid conflicts in the school. Due to this, their creativity reduces significantly. Since bullies use their time planning on how to target their victims, they tend to pay less attention to class work. As a consequence, they perform poorly something that escalates their behaviors with an aim to compensate for the low grades. A similar fate befalls the victims. The constant harassment, verbal abuse, and damage to property ensure that the victim cannot concentrate on school work. In severe cases, the victims cannot visit the libraries, or study alone for fear of the bullies. Others do not participate in classroom discussions. Besides, a student who faces harassments is prone to abusing drugs. The anxiety, depression, and worries associated with bullying forces the victim to use drugs to deal with the challenges. The drugs would, in turn, affect the physical and mental health of the learner. Moreover, the bully, to satisfy the craving to intimidate others uses drugs to boost their ego. Prolonged use of drugs would lead to addiction. In the case of insufficient money to buy drugs, the child may begin petty crimes to get enough money to buy them. In the case the bully targets children with disability, it tends to worsen their conditions. Consider for example a child with hearing or sight impairments. The student may need to rely on others for help occasionally. However, a victim of bullying may not have the courage to accept or request for help due to the emotional distress. The victim may feel isolated and dejected leading to adverse effects on performance. A similar thing may happen to the obese children. Instead of their friend encourage them to lose weight, they may feel hated, and withdraws from others, both of which accentuates the problem over time. Moreover, bullying wastes valuable resources in the school. Institutions have to hire trained counselors to help students with their problems and bullying takes a good proportion of the time. It follows that instead of helping students to deal with problems that they cannot control such as inequality, poverty, and emotional distress from broken families, the school counselors spend time counseling bullies and bullying victims. Both the bully and the victim fails to get desirable advice on other issues. By extension, it also affect the rest of the students in the school and also adds a financial burden to the parents. Bullying may also have some positive impacts. First, it enables the victims to develop competent mental faculties that may have positive effects. For instance, if one gets constant criticism about their weight, they end up accepting themselves and viewing their physical appearance in a positive way. It can also help in bringing to the attention of the victim potential problems that may occur. For example, an obese child may come to realize the possible harm of being obese through bullying and takes up drastic measures to reduce weight. Bullying is an indication of underlying problems. Therefore, acts of bullying others offer clues about the perpetrator's potential mental health concerns. In this regard, the acts of bullying help counselors in the diagnosis of extreme mental problems and offer intervention within a reasonable time. Bullying also prepares the child for life after school. Fundamentally, bullying in school may adversely affect the child. However, it represents what happens in the society. Upon completion of school, the child would have to face a chaotic world with constant criticism. If individuals get exposure to criticism and develop the right coping mechanism through counselors; they are in a position to handle problems better. As a result, they would succeed in their jobs.

Works cited

Bullying and mental health: guidance for teachers and other professionals. PDF file. Available at <http://www.anti-bullyingalliance.org.uk/media/5436/mental-health-and-bullying- module-final.pdf> Carr-Cregg, Michael. Bullying. 2011. Pdf file. Available at <http://earlytraumagrief.anu.edu.au/files/201103carrgregg.pdf> Eriksen, Louise Tine, Nielsen, Skyt Helena, and Simonsen, Marianne. The effects of bullying in elementary school. 2012. IZA Discussion Paper No. 6718. Pdf file. Available at <http://ftp.iza.org/dp6718.pdf>

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Home — Essay Samples — Social Issues — Bullying — Understanding Bullying: Causes, Effects, and Solutions

Understanding Bullying: Causes, Effects, and Solutions

• Categories: Bullying

About this sample

Words: 473 |

Published: Feb 7, 2024

Words: 473 | Page: 1 | 3 min read

Table of contents

Defining bullying, causes of bullying, effects of bullying, solutions to bullying.

• Power Imbalance: Bullies often target those they perceive as weaker or different, seeking to establish dominance.
• Family Environment: A dysfunctional family, lack of parental supervision, or exposure to aggressive behavior at home can influence a child's tendency to bully.
• Peer Pressure: Some individuals engage in bullying to gain social acceptance or to conform to peer group norms.
• Low Self-Esteem: Bullies may suffer from low self-esteem and use aggression as a defense mechanism to bolster their self-worth.
• Emotional and Psychological Trauma: Victims may experience anxiety, depression, low self-esteem, and post-traumatic stress disorder (PTSD).
• Academic and Social Consequences: Bullying can lead to decreased academic performance, school avoidance, and social isolation.
• Physical Health Issues: Victims may suffer from physical health problems such as headaches, stomachaches, and sleep disturbances.
• Long-term Impact: The effects of bullying can persist into adulthood, affecting victims' mental and emotional well-being.
• Educational Programs: Schools should implement comprehensive anti-bullying programs that educate students about the consequences of bullying and promote empathy and tolerance.
• Parental Involvement: Parents should be actively engaged in their children's lives, teaching them empathy, conflict resolution, and appropriate behavior.
• Support for Victims: Schools and communities should provide support systems for victims, including counseling and access to mental health services.
• Clear Policies and Reporting Mechanisms: Institutions should establish clear anti-bullying policies and reporting mechanisms to ensure that incidents are addressed promptly and effectively.
• Community Awareness: Raising awareness about bullying and its consequences within communities can lead to a collective effort to prevent and address bullying.

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Leaving CNN Was How I Found My Voice

By Brooke Baldwin

“I want to punch you in the face.”

Yes, those words actually came out of my mouth. Like, out loud. A couple months ago. I’m slightly embarrassed to admit I was talking to my loving partner, Peter. He had just flown across the country and was set to wake up with me at four-something in the morning so that he could accompany me to my appearance on Good Morning America. I was going back on national TV for the first time since I’d signed off from my CNN show. I would be talking about the debut of my new Netflix show, The Trust . This was a big deal. In many ways, it felt like a rebirth. But that night before, I hadn’t been in a celebratory mood.

I was pissed off. I felt violent. I felt like I was going to explode. I am now in the process of understanding why, and this deep knowing has enabled me to change everything in my life.

I am not an angry person. Or maybe I am. There I go, silencing myself again.

When I signed off from CNN Newsroom on April 16, 2021, I couldn’t tell the whole truth. I wasn’t allowed to—and probably still am not. But I’m now on the other side of a profound life moment, of my unraveling.

This story really begins during my senior year of college, when my mother and I drove up to a strange house about a half hour from where I grew up in Atlanta. I was 21. Outside the house was my father’s silver Porsche. Inside the house was my father, with a woman who was not my mother. I reached for the car door to run into the house, to do or say I don’t know what. With my leg dragging out the passenger door, I screamed at my mother to stop the car and let me out. Instead she sped away, the passenger door slamming shut. Just recently, a friend told me my mom saved me that day: Had I gotten out of that car, I would have spent the rest of my life trying to unsee what I’d seen.

For years I watched my mother keep her mouth shut. I held on to that secret and said nothing about, or to, my father. This would be just the beginning of carrying bigger secrets and allowing myself to be muzzled —or rather, as I’m now learning, muzzling myself.

Ironic (or not) that I chose a career in TV journalism, which saw me wear a microphone to amplify the voiceless for a living. Problem was, I didn’t use my own. I see it all so clearly now: I rarely spoke up for myself.

CNN was always the dream. For 10 years it put me in millions of living rooms, allowing me to cover everything from the White House to school shootings to the pandemic. I became known for giving you the news, straight up, with dignity and compassion. And—after the 10 years I spent climbing the ranks of local news to get to the big leagues—I was good at it.

I was living my dream and saying yes to everything. YES to oil spills. YES to elections. Coal mine disasters. Hurricanes. Escaped inmates. Gun legislation. Yes to everything, yes to everyone.

I never said no. There would have always been someone hungrier and more telegenic if I had.

Behind the scenes, my yes-girl behavior was starting to snowball. CNN moved me from Atlanta to New York, but my producing team stayed behind; we would work long-distance. I could feel my tether to my executive producer begin to fray.

It wasn’t always like this. In fact, those first few years working together were pretty great. We bounced ideas off each other. We got excited about similar news stories. I adored his wife and kids—and he always knew whom I was dating. Our relationship was almost as sibling-like as it was collegial.

But after my move, our working relationship started to take a drastic turn. My producer made me feel as though I couldn’t do heavy-hitting interviews without him. Or, maybe, I allowed him to make it feel like I couldn’t do heavy-hitting interviews without him. The word gaslighting has become so cliché, but that’s what it felt like. Manipulation. Bullying.

Anyone who’s ever tried long-distance in any kind of relationship, romantic or professional, knows it wears on you. My producer was read-in on the news at all times—it was his job. When you work at any cable news network, email comes in fast and furiously. Sometimes that meant I would accidentally miss his emails. And I started to notice that if I didn’t respond to those emails right away, he would go dark.

Even worse, sometimes he would go dark during my live broadcasts. In front of hundreds of thousands of people. There would be days when I’d get on set, clip on my microphone, and slip my earpiece into my right ear. No “hello.” No check-in. Instead, I’d be greeted by someone less seasoned.

With live TV, there should always be a palpable sense of “I’ve got you” —which goes both ways between anchor and executive producer. I had to learn how to rely on myself and others to move through the show without him.

Sometimes he needed to communicate urgently with me—for instance, if he had gotten word there’d be a press conference and wanted me to know I’d need to ad-lib coming out of it. But depending on his mood, he might refuse to actually speak into my ear, instead writing me notes on the teleprompter during commercial breaks.

By David Canfield

By Bess Levin

By Maureen Ryan

I got into a bad habit. I never picked up the phone and said something—like really said something. Not to him. And I didn’t report up the chain of command. I was the good girl. Good girls smile, are grateful for our jobs, and keep our mouths shut. We definitely don’t speak up.

Everything changed for me the day in 2015 when Donald Trump came down that escalator. In the years that followed, I was not only pushed out of alignment with what news had become and how I was being told to cover it; I was also changed. I got curious about the legions of women who, as a direct result of that election, finally decided to speak up.

In 2018, I started researching my book, Huddle , about the collective power of women. I spent weekends during one of the most insane news cycles of our lifetime interviewing Black women judges in Texas; a queer chef from San Francisco; military badasses turned congresswomen—athletes, teachers, activists, mothers. Women who knew real marginalization and discrimination. I’m a privileged white woman, and yet that’s when I started to find my voice.

“No, I don’t want to cover that today.”

“No, I’d like to interview her instead of him.”

“No, I will not be spoken to like that.”

Despite my own narrative that I “needed” my producer, I knew I needed to figure it out without him. And I knew that I could.

In November 2019, I finally walked into my boss’s office. I told Jeff Zucker, the former president of CNN, that I wanted my producer off my team. I didn’t want him to be punished—just moved to another anchor to start anew. A male colleague had made a similar request with success. My request? Denied.

Little did I know, this was the beginning of the end for me.

A few weeks later, I got called back into the boss’s office with my then agent, who’d prepared me with something like, “Brooke, your boss is furious at you. What have you done?!” I’d had a lovely relationship with Jeff up until this point. I’d even danced with him at my wedding. Now I found myself standing in his office dumbfounded, but prepared to defend myself and my integrity.

I couldn’t help but wonder: Why was I even sitting there? Why did I suddenly feel like the third wheel with my executive producer and my boss? Had I inadvertently kicked a hornet’s nest? All because I had gone over my producer’s head to the big boss? It didn’t make sense. I wasn’t accusing this guy of any kind of misconduct. Just as I’d told Jeff, our working relationship had run out of track.

Instead of addressing me right away, my boss engaged in the longest five-minute conversation of my life—not with me, but with my agent. The topic: whether Anderson Cooper, another of her clients, was happy with the view out of his new office.

I stood there waiting to hear my fate.

What the fucking fuck.

Textbook power move. I just stood there. Paralyzed. In fear? In shame?

Then Jeff turned to me and threatened, “I could give your show to someone in Washington tomorrow. ” [ Long pause ] “But I won’t…because I believe you’re the best broadcaster on this network.” He told me that I needed my executive producer and that he would not remove him.

Whiplash. Instability. Another classic play. I’d lost. Some months later, the pandemic hit. I got a severe case of COVID early, and my sickness became national news. I was getting alerts about myself. Thousands of viewers reached out to me and showed me so much love. But what they didn’t know was that, in addition to my health, I was fighting for my own self-respect.

To summarize the next year: With very little explanation (read: some excuse about “not enough available control rooms” to produce my show), my boss yanked me off the air for the two months leading up to and including Election Day 2020. When people understandably started asking why I was “taking vacation” during such a crucial time, I responded to a random, buried comment on Instagram: “Not my choice.”

My three little words made news around the globe. So I got slapped again. When I got my show back, Jeff cut it in half. This time I kept my mouth shut. “Be grateful,” Jeff had once told me over lunch a year or two before, while we were in contract negotiations. “Don’t be like Megyn Kelly. Don’t you dare get bored.”

Why didn’t I leave earlier? For one thing, that little girl deep inside of me would have been disappointed. She and I, we lived in small-town West Virginia. We dated the wrong guys. We put off having kids. The hustling. We can’t quit now. We worked too hard for this. This was our dream.

CNN beat me to it. In January 2021, the morning Trump was impeached for a second time, my cell phone rang. It wasn’t my boss —rather, it was my agent.

Jeff wanted me out. No explanation. Just out. From that moment on, after I’d spent 13 years at CNN, Jeff never spoke to me again. Neither did my former executive producer, who ended up getting moved to another show for COVID-protocol reasons and then eventually promoted. (When I emailed them to let them know I’d be publishing this piece, offering each of them a chance to comment on or dispute my recollections, Jeff’s publicist responded by saying that “he wishes you all the best.” My old producer never responded.)

After 10 years: crickets. And the worst part? I had to lie to my team, my friends and family, and my viewers.

My lawyer and publicist worked hard to negotiate my exit, fighting to allow me to announce my own news on my own show. In February, I got to do exactly that. My end date was mutually agreed upon—coincidentally coming less than two weeks after I would be publishing my first book. Eventually, I did an interview with the Ms. magazine podcast during which I called out gender inequality at CNN. Another phone call from my agent. Another “Jeff is going nuclear.” This time he was apparently threatening to yank me off the air. My response: “But he’s already yanking me off the air!” My then agent: “He is threatening to yank you even sooner.” He didn’t.

Through my final days at CNN, I was so allergic to the idea of that man that instead of risking running into him on the way to the bathroom, I contemplated peeing in a Gatorade bottle in my office.

Everything was upside down.

On my last day at the network, after I said my goodbyes, I slipped out the literal side door of the building, and of my dream.

On my way out, the only CNN face I saw was a security guard’s. Masked, hands trembling, Anthony stood there clutching a shoebox. He’d bought me a pair of Air Jordans as a goodbye. I hugged him and wept.

No cheesy plaque. No Champagne. No send-off party.

Just quiet.

Life is unfair. People are shitty. Bosses are bullies. This is not news. In the hierarchy of giving a shit, I didn’t think my story, my thousand little cuts, amounted to much.

It’s taken me nearly three years to remove the blinders, feel the anger, welcome the fear, and recognize that in all my yesses, in all my silence, in all my enabling, the person who betrayed me the most was me.

I wanted to obey. I wanted to please. I wanted to be the good girl. I was afraid they’d let me go—joke’s on me.

It starts in childhood. We want approval—from our parents, then our lovers, then our bosses. I wanted the people who had certain control over me to want me so that I could get what I wanted.

It’s a transaction and it’s a gamble, and the house always wins.

A former colleague of mine in her 20s knew what I was going through at work. She confessed to me years later that she was aghast and afraid: If it could happen to me, how would it not happen to her?

Which brings me back to wanting to punch my man in the face. Why was I so angry?

Because all of the truths were flooding into my mind the night before GMA. The muzzling. The charade. My childhood. My accountability.

I didn’t hit Peter, of course. Instead, he threw his arms around me, showing me how to feel seen and safe—and I wept. I wept for my mother. I wept for the versions of a woman I’d been throughout my life. I wept for the woman I was finally becoming.

So this is my confession. I’m calling myself out. And it feels powerful.

As for my family? My mother eventually left my father. She has found love with a man, a kind of love she had never known. And I don’t speak to my father, who is remarried. I wish him well.

Part of my own unraveling meant I became a believer in divorce. Including my divorce, so to speak, from CNN. Like my marriage ending, it was painful. I miss being a vessel for information and clarity and news—the good and the bad. I miss my audience. But I’m experiencing a rebirth. As with a forest fire, you can burn out the debris and foster new growth.

And it turns out that once you find your voice, you can’t unfind it. You can still say yes, as long as it’s using that voice.

Yes to hosting a social-experiment show on Netflix.

Yes to becoming a filmmaker, my own storyteller.

Yes to getting divorced.

Yes to starting the fuck over.

Yes to finding new love.

Yes to chopping your hair.

Remove your armor.

Burn the boats.

Unraveling. A funny word. I always took it to mean “coming apart,” but it also can mean “getting to the truth.”

Now I realize it’s both.

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Breaking news, mandatory ucla medical school ‘structural racism and health equity’ course says weight loss is ‘useless’.

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First-year medical students are required to learn that weight has little to do with health, according to a new report.

The Washington Free Beacon  obtained a syllabus from the “Structural Racism and Health Equity” course at The David Geffen School of Medicine at UCLA. The document includes required reading lists to prepare for classes regarding topics like “The Sickness of Policing & Incarceration,” “Anti-Settler Colonialism/Indigenous Health” and “Environmental Racism & Justice.”

Among the materials for the “Disability Justice” session include an article by Marquisele Mercedes, titled “No Health, No Care: The Big Fat Loophole in the Hippocratic Oath,” which says “fatphobia is medicine’s status quo.” 

“It is proven that weight loss is a useless, hopeless endeavor. You are unlikely to lose weight in any permanent way and highly likely to open yourself to the myriad risks associated with weight cycling. The relationship between weight and health is also muddy,”  the essay reads.

Fox News Digital reached out to The David Geffen School of Medicine at UCLA for a comment but has yet to receive a response.

UCLA’s medical school has come under fire in the last few months over its “Health Equity” class for its assignments and controversial events.

Earlier this month, the UCLA Jewish Faculty Resilience Group spoke  to several witnesses  who testified that an invited lecturer “instructed students to touch the floor, ‘mama earth with a fist’ while she made a ‘non-secular’ prayer to ‘mama earth’ and our ‘ancestors.'”

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The speaker also allegedly “instructed students to get out of their seats and stand upright with her for a closing prayer, once again to ‘mama earth’ and the ‘ancestors.’ Of those gathered, a handful of students who were visibly uncomfortable declined to participate, remaining seated throughout.”

In January, the school was forced to cancel a class exercise that divided students into racial groups following a civil rights complaint.

“[R]ecognizing the imperfect and problematic nature of our socially constructed racial categories, we ask that you identify the group in which you feel you are most perceived as in clinical spaces,” the exercise reportedly said.

The “Structural Racism and Health Equity” class was established in 2020 as part of the school’s “anti-racist” curriculum shift in the wake of George Floyd’s death.

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Sophia Bush talks sexuality, 'brutal' homewrecker rumors amid Ashlyn Harris relationship

Sophia Bush is addressing her sexuality and infidelity rumors for the first time.

The "One Tree Hill" alum, 41, filed for divorce from entrepreneur Grant Hughes in August after a year of marriage. A month later, retired American soccer player Ashlyn Harris filed for divorce from her former teammate Ali Krieger. Shortly after Bush and Harris' divorce's became public, People reported in October that the two were dating.

In a personal essay written for Glamour , Bush explained the slow lead up and "painful conversations" that took place before she and Harris pursued a relationship. Social media, however, viewed their love as an affair.

"The online rumor mill began to spit in the ugliest ways. There were blatant lies. Violent threats. There were accusations of being a home-wrecker," she wrote. "The ones who said I’d left my ex because I suddenly realized I wanted to be with women — my partners have known what I’m into for as long as I have."

She added: "The idea that I left my marriage based on some hysterical rendezvous — that, to be crystal-clear, never happened — rather than having taken over a year to do the most soul crushing work of my life? Rather than realizing I had to be the most vulnerable I’ve ever been, on a public stage, despite being terrified to my core? It feels brutal."

Sophia Bush, Ashlyn Harris relationship: How it began

Bush, who met Harris in 2019, said she bonded with the soccer star after she and a group of women attended an event in Cannes during the summer of 2023. At the time, she and Hughes were "separated and preparing to file for divorce" and she met other women at the event going through relationship issues. They had formed a support group for other women in break ups and divorcees.

"It was tragic and hard. But it was also beautiful. There were moments of incredible sadness because no one signs up to get married thinking it’ll end. The days when we knew people needed to laugh, we sent inspirational memes and silly TikToks. We read books written by great therapists and shared emo quotes from poets," Bush recalled.

The actress said she "didn’t expect to find love in this support system" and she felt like her feelings for Harris developed slowly and simultaneous overnight. "And I think it’s very easy not to see something that’s been in front of your face for a long time when you’d never looked at it as an option and you had never been looked at as an option."

After "countless sessions of therapy" and some coaxing from friends, Bush said she finally asked the soccer pro to hang out as more than friends. The dinner date was "truly one of the most surreal experiences of my life thus far," she wrote.

The "Good Sam" star and producer said she had always felt connected to the queer community despite not publicly declaring she was a part of it. "I sort of hate the notion of having to come out in 2024," she wrote, although acknowledging visibility helps "in a year when we’re seeing the most aggressive attacks on the LGBTQIA+ community in modern history."

"There were more than 500 anti-LGBTQIA+ bills  proposed in state legislatures in 2023, so for that reason I want to give the act of coming out the respect and honor it deserves," she continued. "I’ve experienced so much safety, respect, and love in the queer community, as an ally all of my life, that, as I came into myself, I already felt it was my home. I think I’ve always known that my sexuality exists on a spectrum."

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As far as the exact label, Bush said, "I think the word that best defines it is queer. I can’t say it without smiling, actually. And that feels pretty great.

"I have real joy. It took me 41 years to get here. And while I marvel at it, I will also make space for people’s pain," she continued, paying respect to victims of "bullying and harassment and being outed without consent."

Related: Is all the anger, fury really about transgender rights? Maybe not.

Sofia Bush says she 'threw up' after posting about her 1-year-wedding anniversary

Bush also discussed the unraveling of her marriage, which she said she realized before their nuptials.

"In April of 2022 I was close to calling off my wedding. Instead of running away, I doubled down on being a model wife," she wrote. "In 2023 my now ex-husband posted a lovely tribute to our first anniversary on Instagram. When I saw it, I felt the blood drain from my face. … I felt nothing."

Bush said she pushed through their relationship issues because of the reiterated comments that "marriage is hard" and due to public pressure, she posted about their anniversary.

"I typed something about how incredibly happy I was and tried to drown out the familiar voice in my head. 'Make it look easy. Make it look perfect. If your smile is shiny enough, maybe no one will notice that up close all of your teeth are broken,'" she recalled. "I hit post. And then I walked into the bathroom and threw up."