Very sad bully stats

This was taken from pacer.org. It really is sad to see the damage this causes and how many parents just pretend it isn’t happening because to help would be to admit it was happening.

 

If you read this and don’t make sure you kid isn’t in these situations, then your a creep and something is wrong with you.

 

pacer.org stats:

Bullying statistics

General Statistics

  • One out of every four students (22%) report being bullied during the school year (National Center for Educational Statistics, 2015).
  • 19.6% of high school students in the US report being bullied at school in the past year. 14.8% reported being bullied online (Center for Disease Control, 2014).
  • 64 percent of children who were bullied did not report it; only 36 percent reported the bullying (Petrosina, Guckenburg, DeVoe, and Hanson, 2010).
  • More than half of bullying situations (57 percent) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, and Craig, 2001).
  • School-based bullying prevention programs decrease bullying by up to 25% (McCallion and Feder, 2013).
  • The reasons for being bullied reported most often by students were looks (55%), body shape (37%), and race (16%) (Davis and Nixon, 2010).

Effects of Bullying

  • Students who experience bullying are at increased risk for depression, anxiety, sleep difficulties, and poor school adjustment (Center for Disease Control, 2012).
  • Students who bully others are at increased risk for substance use, academic problems, and violence later in adolescence and adulthood (Center for Disease Control, 2012).
  • Compared to students who only bully, or who are only victims, students who do both suffer the most serious consequences and are at greater risk for both mental health and behavior problems (Center for Disease Control, 2012).
  • Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches (Gini and Pozzoli, 2013)

Statistics about bullying of students with disabilities

  • Only 10 U.S. studies have been conducted on the connection between bullying and developmental disabilities, but all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers. (Marshall, Kendall, Banks & Gover (Eds.), 2009).
  • Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability (Saylor & Leach, 2009).
  • The National Autistic Society reports that 40 percent of children with autism and 60 percent of children with Asperger’s syndrome have experienced bullying.
  • When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education (Davis and Nixon, 2010).

Statistics about bullying of students of color

  • More than one third of adolescents reporting bullying report bias-based school bullying (Russell, Sinclair, Poteat, and Koenig, 2012).
  • Bias-based bullying is more strongly associated with compromised health than general bullying (Russell, Sinclair, Poteat, and Koenig, 2012).
  • Race-related bullying is significantly associated with negative emotional and physical health effects (Rosenthal et al, 2013)

Statistics about bullying of students who identify or are perceived as LGBTQ

  • 81.9% of students who identify as LGBTQ were bullied in the last year based on their sexual orientation (National School Climate Survey, 2011).
  • Peer victimization of all youth was less likely to occur in schools with bullying policies that are inclusive of LGBTQ students (Hatzenbuehler and Keyes, 2012).
  • 63.5% of students feel unsafe because of their sexual orientation, and 43.9% because of their gender expression (National School Climate Survey, 2011).
  • 31.8% of LGBTQ students missed at least one entire day of school in the past month because they felt unsafe or uncomfortable (National School Climate Survey, 2011).

Weight-Based Bullying

  • 64% of students enrolled in weight-loss programs reported experiencing weight-based victimization (Puhl, Peterson, and Luedicke, 2012).
  • One third of girls and one fourth of boys report weight-based teasing from peers, but prevalence rates increase to approximately 60% among the heaviest students (Puhl, Luedicke, and Heuer, 2011).
  • 84% of students observed students perceived as overweight being called names or getting teased during physical activities (Puhl, Luedicke, and Heuer, 2011).

Bullying and Suicide

  • There is a strong association between bullying and suicide-related behaviors, but this relationships is often mediated by other factors, including depression and delinquency (Hertz, Donato, and Wright, 2013).
  • Youth victimized by their peers were 2.4 times more likely to report suicidal ideation and 3.3 times more likely to report a suicide attempt than youth who reported not being bullied (Espelage and Holt, 2013).
  • Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes (Espelage and Holt, 2013).

Interventions

  • Bullied youth were most likely to report that actions that accessed support from others made a positive difference (Davis and Nixon, 2010).
  • Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse (Davis and Nixon, 2010).
  • Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice (Davis and Nixon, 2010).
  • Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn’t happen if they acted differently, ignored what was going on, or tell the student to stop tattling (Davis and Nixon, 2010).
  • As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn’t bother me) are often used by youth and often recommended to youth (Davis and Nixon, 2010).

Bystanders

  • Bystanders’ beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they can make a difference, they’re more likely to act (Thornberg et al, 2012)
  • Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders (Davis and Nixon, 2010).
  • Students who experience bullying are more likely to find peer actions helpful than educator or self-actions (Davis and Nixon, 2010).

 

Make damn sure your child isn’t even close to getting treated like this. What would it take, a day or so to do some leg work? Find out where your child stands on handling a bully, have that talk now, not five minutes from now, NOW!  Go , come back later, this computer aint going anywhere.

 

 

Jimmy