Bullying is a persistent problem in virtually all American schools. It is a behavior that predisposes many students too emotionally and physical dangers and negatively impacts on the victims’ perceptions of school and their day-to-day experiences in schools. In terms of both thee consequences for victims and actions of perpetrators, bullying has received significant attention in the past decade. Educators have significantly tried to find a solution or mitigate the severity of bullying behavior and sites impact on school safety and culture. So, what activities qualify as bullying? What are the measures taken by educators and all education stakeholders to reduce or end bullying? Do they have negative or positive impacts on both the victims and perpetrators? Introduction Bullying is commonly defined as “a subtype of aggression” which can take both verbal and physical forms. A researcher described bullying as “intentional, harmful, aggressive behavior of a more powerful person or group of people directed repeatedly towards a less powerful person, usually without provocation” (Harris). Though perpetrated in common acts such as name calling and mild hitting, bullying can take ominous forms as seen in the Columbine tragedy. Bullying can also come in the modes of cyber-bullying (where the bullying behavior takes place in virtual settings such as emails) and relational aggression. Studies conducted in America decipher that up to 30% of American students report frequent and fervent bullying experiences in both victims and instigators capacity (Nansel 29). Other research shows the bullying frequency standing at 44%. Generally, boys are more probable to engage in physical bullying activities compared to girls. Girls, on the other hand, are more likely to engage in relational aggression and other verbal and emotional forms of bullying. As many as 7% of eighth graders have confirmed to staying at home at least once a month due to fears of being bullied when in school. In the past, bullying activities have been seen to increase and persistent during the early adolescent ages (Nansel 34). This only reinforces the importance of prevention and intervention works to create a peaceful transition from elementary to middle schools. Why do students engage in bullying activities? Students have been known to engage in bullying because of a number of reasons. Such reasons include experiencing excitement, gaining attention and popularity, obtaining material possessions, acting out the psychological problems emanating from a troubled home environment, joining the “in” crowd and perhaps copying someone that is perceived as cool (Swearer 63). Perhaps the greatest motivation behind bullying is gaining power of others. Courtesy of bullying activities being hidden and occurring away from the ears and eyes of parents and supervisors, it is hard to combat. The impacts of bullying on the individual students are very varied but profound. The victims tend to feel disconnected from their peers, adults and in severe cases, the school itself. Victims tend to have strained relations with classmates, have less participation in extracurricular activities and more often than not, experience increased feelings of loneliness and isolation. (Nansel 49) bullying victims are also very likely to suffer depression, anxiety and attempt suicide. If there are doubts on the detrimental effects of bullying on an entire community, research conducted by the Secret Service showed that 71 percent of school shooters had a history with being bullying victims. (Swearer 82) On the other hand, bullies are not spared. They also suffer many negative consequences and circumstances that include high levels of anger, low academic achievement, and depression and also face negative perceptions of school climate. Many bullies, it has been identified, have been victims of bullying themselves who adopt the practice as a form of retaliation. One study of male bullies in grades six through nine asserted that 60 percent of those were imprisoned by the time they were 24 years of age (Olweus 317) Several common prevention and intervention programs have been availed and adopted by majority of schools. Such include the Olweus Bullying Prevention Program, Let’s Get Real and the Steps to Respect. These programs have had promising results.