By Robin M., PhD Kowalski, Susan P., PhD Limber, Patricia W., PhD Agatston
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Extra info for Cyber Bullying: Bullying in the Digital Age
However, these policies raise a number of concerns. First, they potentially affect a very large number of students. Approximately one in every five students tells us that they have bullied other students with some regularity. Clearly, it would be bad policy to expel every fifth child from our schools. Second, a goal of bullying prevention initiatives should be to encourage students to report known or suspected bullying among their peers. Threatening to severely punish students for bullying may have an unintended consequence of discouraging children and adults from reporting bullying.
They are more likely to say that they dislike school, and their teachers perceive that they are less happy than their nonbullied peers. , 2006; Eisenberg, Neumark-Sztainer, & Perry, 2003). Most studies linking bullying and poor academic adjustment are correlational; therefore, findings from these studies must be interpreted carefully, because, unlike longitudinal studies, correlational studies do not prove a causal relationship between bullying and academic functioning. S. from kindergarten through 5th grade (Buhs, Ladd, & Herald, 2006).
Notes 1. 2. ” We believe that it is critical not to label children as “bullies” or as “victims” or in any way to imply that bullying others or being bullied are indelible traits (which in turn can be quite damaging to children). Instead, we try to refer to “a child who bullies” or “a child who is bullied” and to focus on the bullying behavior of children rather than their status. ” We hope that in these instances, the reader will understand our intent. We do not mean to imply that children have never been bullied while at summer camp.