The prevalence of bullying varies among different jurisdictions arises due to challenges in definitions and measurement of the phenomenon. Cultural and linguistic differences are the leading cause of these problems since Western and Eastern countries perceive bullying in unique ways. Latin America showed a higher prevalence rate, ranging between 40-50% of teenagers who have experienced bullying (Menesini & Salmivalli, 2017). Furthermore, different communities view certain behaviors from various lenses, hence, causing the visible interpretations and levels of identification of the phenomena. About gender, boys showed a more likelihood of involvement in bullying as compared to girls. However, boys engage in physical forms of bullying while girls are likely to be involved in verbal confrontations. This shows that while boys have higher chances of experiencing the effects of bullying, girls are also affected in large numbers but a more subtle manner.
In most cases, the bullied students show higher chances of missing school and reduced performance in class. Menesinia and Salmivalli (2017) highlight the consequences of victimization on the affected students. More bullying also caused higher anxiety levels and depression, based on the severity of the experiences. Ultimately, this can lead to cases of suicide, drug abuse and crime due to the psychological problems brought about by bullying (Menesini & Salmivalli, 2017). This disrupts society if left unchecked as more students who endure such circumstances look for coping mechanisms. The onset of such vices at an early age reduces the chances of affected individuals living fulfilling lives.
Intervention strategies suggested to stop bullying include school-based programs, anti-bullying policies, and the mobilization of bystanders. In schools, the involvement of parents, teachers, and the students in fighting the vice shows higher success rates in stopping it. These programs target the specific individuals with the intervention strategy to educate them on its effects, reporting mechanisms, and other prevention strategies (Menesini & Salmivalli, 2017). Apart from that, mobilizing bystanders who witness such acts of bullying but do not intervene can also play an essential role. This provides support to victims while reporting the offenders for further action by school administrations (Slee & Skrzypiec, 2016). Lastly, anti-bullying policies highlight the consequences of bullying in the school environment and should contain programs aimed at preventing the vice. These interventions are aimed to provide the first line of defense by making school environments safe and free from bullies.
The social-ecological model understands the complexity involved in the bullying process. Therefore, the use of this model to solve the problem in society accounts for the interconnectivity that a child has with their immediate environment. Additionally, the diathesis-stress model further understands the concept around stressors and the risk factors that may push one into this vice (Swearer & Hymel, 2015). The combination of these models, thus, provides the opportunity for adequate interventions in cases where psychological and physical harm may occur in the victim. Therefore, by employing educational efforts, great strides may be made to improve the social engagement of the students.
Bullying negatively impacts children in school by leaving psychological and physical scars during their development. As students, they perceive their educational settings as safe spaces where they get the opportunity to gain knowledge while interacting with their peers. However, their unique backgrounds pose a challenge since different upbringings affect them in various ways. As a result, some students may take this as an opportunity to show their prowess and aggressiveness on others who seem to be physically and mentally weak. Such behavior develops into bullying with each attempt giving the bully more motivation to act on their emotions. From the above research, it is evident that the prevalence of bullying has far-reaching implications, with students experiencing it from very early ages. This shows a problem in society since learners are affected from the onset of their education, affecting their overall development phase.
Mental problems may also develop in victims of bullying as evidenced in the above research findings. Most learners end up contemplating suicide while developing anxiety and depression after several episodes of bullying. The level of victimization to lead such minds into committing such drastic acts shows the significant toll it takes on them emotionally (Slee & Skrzypiec, 2016). As a result, their dreams fail to take shape, coupled with the stress it leaves for remaining family members and relatives. Therefore, parents and c
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