Bullying and the Effects
Of Academic Achievement
In Elementary School Students
This paper was prepared for Introduction to Sociology, Section 101, taught by Professor Kimberly Kenney.
As violence in school becomes more and more common in our society, teacher need to be more aware of the many types of bullying, how students are affected by bullying, how often students are being bullied and how to prevent bullying from occurring. With bullying happening in schools more frequently and at the elementary school level, it’s important that schools look into the types of anti-bulling programs available and start implementing them if there was a need for a prevention program at their school. Early intervention is critical as studies show there is a relationship between bullying and a student’s academic achievements.
Bullying and the Effects of Academic Achievement
In Elementary School Students
Bullying, whether, direct or indirect is a physical or psychological intimidation that occurs repeatedly over time to create an ongoing pattern of harassment and abuse (Batsche & Knoff, 1994). Constant harassment and abuse puts a damper on an environment in which our children have the right to learn and feel safe. Formal research has shown that not only the students who bully, but the students being bullied have suffered lifelong negative consequences including a decline in academic achievement. Though most of the research has been conducted in other countries like Great Britain and Japan, bullying and its consequences has been addressed and discussed wherever a formal school environments exist (Banks, 2013). Our students of today are our future and we need them in class to stay connected to all of the educational opportunities that are available to them. Bullying is growing to become the biggest problem in our elementary schools and now is the time for educators to create a plan to counter this growing problem. Looking at the Big Picture
Research professor Dan Olweus (1993) states that 15% of elementary students are either being bullied or are the initiators of bullying behavior and that bullying seems to increase through the elementary school years, peaks in the middle/junior high school years and declines during high school. As physical types of bullying are more apparent in the elementary years, they seem to decrease with age, however, the verbal types of bullying seem to remain a lot longer. School location, school size and racial composition do not seem to be a contributing factor in predicting bullying, but it has been shown in studies that boys seem to engage in bullying behavior and be bullied more frequently than girls do. What is Bullying?
Bullying is comprised of behaviors such as teasing, taunting, threatening, hitting, and stealing that are initiated by one or more students against a victim. In addition to direct attacks, bullying may also be more indirect by causing a student to be socially isolated through intentional exclusion. While boys typically engage in direct bullying methods, girls who bully are more apt to utilize these more subtle indirect strategies, such as spreading rumors and enforcing social isolation. Characteristics of Bullies and Victims
Bullies, unlike their victims, seem to have very little anxiety, have a stronger self-esteem and most of the time are not bullying because they feel bad about themselves. It is said that most students that bully come from homes where involvement with others is lacking so they prey on the weak to make themselves feel better. In everyday society people build their lives using the idea of status, a social position that a person holds (Macionis, 2011, p.95). Often time’s bullies are seen as popular, strong and daring and that attract others to imitate the same behavior. In order for a bully to maintain their “cool” status they must play the role and execute the behaviors expected of them (Macionis, 2011, p.95)....
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