Table of Contents
Bullying in schools is a well-known, dangerous, and prevalent problem in the educational collectives internationally. For teachers it is hard to detect in time and deal with effectively since bullying has many forms and is not always evident to even the most qualified outsider. Male and female students alike engage in bullying and become victims of it, sometimes remaining in between and being hurt by the double-edged sword. This study attempts to discuss the main consequences on the mental and physical health of victims, bully-victims, and bullies themselves. It comments on the prevalent patterns and responses that these groups develop both while still in school and later in life.
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Victims of bullying are affected by various consequences beyond embarrassment and social isolation, with the harassment affecting their mental and physical health. Some victims experience serious and permanent distress, preventing them from effectively concentrating on schoolwork. Research generally indicates that the key trait of bullying consequences for the victims is its’ prolonged effect, with bullying altering a victim’s self-esteem in a formative age (Datchev et al., 2019).
It is not uncommon for children to skip school to avoid an encounter with bullies, thus interfering with the natural development. Pupils who have been consistently targeted by have on average more frequently attempted suicide, and suffered from a variety of mental disorders, with most prevalent ones being depression and social anxiety (Tsuang & Tohen, 2011). Furthermore, it was claimed that victimization remains on a multi-generational level, with former victims having children who become victims.
When discussing the proportions and scales of harm, however difficult it may be, it is evident that chronic victims of bullying bare the biggest burden. The term refers to a subset of school bullying victims who remain such even after changing their direct environment (Cicchetti & Cohen, 2016). Such social role is generally allocated to children in primary school, but, if prevalent in secondary school, it alters personal development of a pupil on physical and mental levels alike. Several studies suggest that some chronic victims are “irritating” or “provocative” because they react to the bullying aggressively, which is one of their coping strategies.
These strategies are subconscious, largely irrational and often involve socially unacceptable behaviours, such as lashing out with physical aggression. In these instances in particular, potential for auto aggression or self-harm becomes one of the prevalent health-related consequences for aggressive chronic victims (Smith, 2016). Furthermore, a child might engage in deliberately risky behaviour or seek out damaging restrictive substances, like alcohol or drugs.
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Unfortunately, the aforementioned prevalence of anxiety and depression in the victims of bullying often contributes to their perception as easy targets. They are on average significantly more socially withdrawn and have trouble with controlling their emotions (Gillberg, Harrington & Steinhausen, 2009). Furthermore, impact on mental health and self-esteem often traps the victims in a form of abusive social relationships with their bullies, preventing them from changing their situation (Elliott, Fitz-Gibbon & Maher, 2020). Consecutively, large-scale consequences of school bullying can go far beyond the classroom environment and distinct period of time. For example, on a physical level being a victim of bullying can lead to a range of chronic disorders on all levels.
Various health-specific consequences of victimization in school include insomnia, prevalent nightmares, somatic pains, headache & migraines, gastrointestinal symptoms, nausea, and back pain. There is also an established link between being a bullying victim in high school and experiencing abnormal weight gain or loss or developing an eating disorder (Lever at al., 2019). Most of these findings are linked to the voluntary questionnaire responses rather than official medical diagnosis. Some, however, examine the direct and established connections between the aforementioned symptoms and the victimization at school.
It is important to reinforce that although most of the existing research separates physical and
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