By Robin M., PhD Kowalski, Susan P., PhD Limber, Patricia W., PhD Agatston

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They tend to be physically weaker than their peers (especially in the case of boys). They may find it easier to spend time with adults (parents, teachers, coaches) than same-age peers. As will be discussed later, low self-esteem, anxiety, and depression may be common consequences of bullying, but they also may be precursors to bullying, in some children. Research indicates that children with these characteristics are actually more likely to become victims of bullying (Fekkes, Pijpers, Fredriks, Vogels, & Verloove-VanHorick, 2006; Swearer, Grills, Haye, & Cary, 2004).

Common locations for bullying at school include the playground and/or athletic fields (especially among elementary school children), the classroom, the lunchroom, hallways, and bathrooms. , 1998; Olweus, 1993a; Unnever, 2001). It is much less common for children to be bullied by large groups, although children who are bully/victims may be the exception to this rule. Bully/victims may, in some cases, be bullied by many peers – occasionally an entire class. Most often, children are bullied by same-age peers or older children.

2. Assess bullying at your school. Because adults often are not very good at estimating the nature and amount of bullying at their school, it is helpful to assess perceptions of bullying among the student body, staff, and parents. traditional forms of bullying 37 One effective way of doing this is by administering an anonymous survey. Findings from the assessment can help motivate adults to take action against bullying that they otherwise may have overlooked or downplayed. These data also can help staff to tailor a bullying prevention strategy to the particular needs of the school.

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