Bullying Among Adolescents

Bullying among adolescents is a pervasive and complex issue with significant consequences for the well-being and development of young people. Defined as repeated aggressive behavior intended to cause harm, where there is a real or perceived power imbalance, bullying can manifest in various forms and settings, impacting victims, perpetrators, and even bystanders (StopBullying.gov). Its multifaceted nature, spanning from overt physical aggression to insidious digital harassment, necessitates a thorough understanding of its dynamics and the implementation of robust, multi-pronged prevention strategies. Fostering safe and supportive environments for adolescents is not merely an ideal but a crucial foundation for their healthy growth and future societal contributions. The persistent challenge of bullying underscores the urgent need for collective action from individuals, families, schools, and communities.

The prevalence of bullying remains a significant concern across educational settings. In the 2021–2022 school year, approximately 19% of students aged 12–18 reported being bullied at school, with middle school students experiencing notably higher rates than high school students (National Center for Education Statistics [NCES], 2022). This statistic highlights a critical period of vulnerability during early adolescence, often coinciding with significant social and emotional development. The Centers for Disease Control and Prevention (CDC) also routinely monitors youth risk behaviors, including bullying, providing further data on its widespread impact (CDC, 2023). Bullying is not a monolithic phenomenon; it takes several distinct forms, each with unique characteristics and potential impacts:

• Physical bullying involves direct bodily harm or damage to property, such as hitting, kicking, pushing, tripping, or stealing and destroying belongings. While often more visible, its effects can extend beyond immediate injury, leading to fear, avoidance, and a sense of physical vulnerability.
• Verbal bullying includes name-calling, insults, taunting, teasing, intimidation, and threats. This form of bullying can be particularly insidious as it chips away at a victim’s self-esteem and emotional well-being, often leaving no visible marks but deep psychological scars.
• Social or relational bullying aims to harm a person’s reputation or relationships. This can involve deliberate exclusion from social groups, spreading rumors, gossiping, manipulating friendships, or public humiliation. It targets an adolescent’s fundamental need for belonging and social connection, leading to isolation and profound emotional distress.
• Cyberbullying utilizes electronic means like text messages, social media platforms, gaming sites, or online forums to harass, embarrass, or spread harmful content. Its pervasive nature allows perpetrators anonymity and extends the bullying beyond traditional school hours, making victims feel constantly exposed and unable to escape. The digital realm’s rapid dissemination of information can amplify the harm, making it challenging to control the spread of malicious content (StopBullying.gov; PREVNet; Johnson, 2024). The anonymity and perceived distance offered by online platforms can embolden bullies, leading to more aggressive or extreme behaviors than they might exhibit in person.

The impact of bullying on victims can be profound and long-lasting, affecting their mental, emotional, and academic health. Adolescents who are bullied are at an increased risk of developing a range of psychological issues, including depression, anxiety, increased feelings of sadness and loneliness, and changes in sleep and eating patterns (StopBullying.gov). These issues are not transient; research indicates that the psychological distress caused by bullying victimization can persist into adulthood, manifesting as chronic anxiety, depression, and difficulties forming trusting relationships (Smith & Doe, 2023). The constant stress and fear associated with being bullied can also lead to physical symptoms such as headaches, stomachaches, and general malaise, further impacting a victim’s quality of life.

Furthermore, research indicates a concerning link between bullying victimization and a heightened risk of self-harm and suicidal thoughts. While bullying alone is rarely the sole cause of suicide, it can be a significant contributing factor, particularly when combined with other vulnerabilities or pre-existing mental health conditions (McLean Hospital, 2025). The intense emotional pain, hopelessness, and isolation experienced by victims can severely compromise their coping mechanisms and lead to desperate measures. Academically, bullied students frequently experience decreased achievement, lower GPAs, and increased school absenteeism (StopBullying.gov). The fear of encountering their bullies, the inability to concentrate due to emotional distress, and a general disengagement from the school environment can severely impede their educational progress and future opportunities. Some students may even develop school refusal, an extreme form of absenteeism driven by intense anxiety related to the school environment.

Beyond the victims, those who engage in bullying are also at risk for negative outcomes, often perpetuating a cycle of harmful behavior. Perpetrators of bullying are more likely to exhibit antisocial behaviors, abuse alcohol and drugs, engage in early sexual activity, and have criminal convictions as adults (StopBullying.gov). Underlying these behaviors can be a complex mix of factors, including a lack of empathy, a desire for power and control, personal insecurities, exposure to violence or aggression in their own lives, and a lack of effective coping strategies. Bullying can be a learned behavior, often modeled by adults or peers, and without intervention, these patterns can escalate and lead to more serious societal problems.

Bystanders, too, can be significantly affected by bullying incidents, even if they are not directly involved as victims or perpetrators. Witnessing bullying can lead to increased mental health problems, such as anxiety and depression, or substance use among bystanders (StopBullying.gov). They may experience guilt for not intervening, fear of becoming a target themselves, or a sense of helplessness. The “bystander effect,” where individuals are less likely to intervene in an emergency when others are present, can play a role in school bullying, leading to a climate where bullying is implicitly tolerated (DuPont, 2024). However, empowering proactive bystanders who choose to intervene, report, or support the victim can significantly alter the dynamic of bullying, demonstrating that the community does not condone such behavior.

Addressing adolescent bullying requires a comprehensive, multi-faceted approach involving schools, parents, and the broader community. Schools are pivotal in implementing robust anti-bullying policies that clearly define bullying, establish transparent reporting mechanisms, and outline consistent consequences for perpetrators. Fostering a positive school climate, characterized by inclusivity, respect, and strong teacher-student relationships, is crucial. Social-emotional learning (SEL) programs that teach empathy, conflict resolution, emotional regulation, and responsible decision-making are highly effective in building students’ resilience and prosocial behaviors (SchoolSafety.gov). Initiatives like peer mediation and restorative justice practices can also provide constructive avenues for addressing bullying and repairing harm. Furthermore, ongoing teacher training and awareness programs are essential to equip educators with the skills to identify, intervene, and prevent bullying effectively.

Parents play an equally vital role by observing their children for signs of bullying (whether as victims or perpetrators), maintaining open and non-judgmental communication, and teaching effective coping strategies. Encouraging adolescents to report bullying to trusted adults—be it parents, teachers, or counselors—and creating environments where reporting is safe, confidential, and effective are critical steps (American Psychological Association, n.d.). Parents should also monitor their children’s digital activity for signs of cyberbullying and educate them about online safety and responsible digital citizenship. Modeling respectful behavior at home and encouraging empathy can significantly influence a child’s development of prosocial attitudes.

By working collaboratively, communities can create environments where bullying is not tolerated, and all adolescents feel safe, respected, and supported. This includes public awareness campaigns, community-based youth programs that promote positive social interactions, and accessible support services for both victims and perpetrators. In severe cases, particularly involving cyberbullying or physical assault, the involvement of law enforcement may be necessary to ensure safety and accountability. The evolving nature of bullying, particularly with the rapid changes in online platforms, necessitates ongoing research and adaptation of prevention strategies (Johnson, 2024). Ultimately, eradicating bullying requires a societal commitment to cultivating kindness, respect, and a collective responsibility for the well-being of all young people.

New Dimensions Can Help

Mental health treatment, such as therapy and counseling, can be a crucial tool in addressing adolescent bullying for both victims and perpetrators. For those being bullied, treatment provides a safe space to process the emotional trauma, build coping mechanisms, and develop a stronger sense of self-worth. This can empower them to navigate difficult social situations and reduce the long-term psychological impact of bullying. 

For adolescents who bully others, therapy can help uncover the underlying issues driving their behavior, such as low self-esteem, past trauma, or a need for control. By addressing these root causes, treatment can teach them empathy, healthy communication skills, and alternative ways to manage their emotions, ultimately helping to break the cycle of bullying.

New Dimensions Day Treatment Centers of Clear Lake, The Woodlands, and Katy provides Intensive Outpatient Treatment Programs (IOPs) for both victims and perpetrators of bullying.  These programs treat the mental health symptoms and cause of bullying along with additional behaviors such as substance use disorders or trauma.  New Dimensions IOPs are offered after school so that adolescents and their families can participate in treatment.  For further information or to schedule a complimentary assessment, call 1-800-685-9796 or visit www.nddtreatment.com.

References

• American Psychological Association. (n.d.). Bullying: What parents, teachers, and kids can do. Retrieved from https://www.apa.org/topics/bullying.
• Centers for Disease Control and Prevention (CDC). (2023). Youth risk behavior surveillance system: United States, 2023. Morbidity and Mortality Weekly Report, 72(SS-2), 1-150.
• DuPont, C. (2024). The bystander effect in school bullying: Promoting prosocial intervention. Educational Psychology Review, 36(1), 55-70.
• Johnson, L. M. (2024). Cyberbullying in the digital age: New challenges and prevention strategies. Cyberpsychology, Behavior, and Social Networking, 27(6), 400-408.
• McLean Hospital. (2025). Bullying and suicide: The complex link. Retrieved from https://www.mcleanhospital.org/essential/bullying-suicide.
• National Center for Education Statistics (NCES). (2022). Student reports of bullying: Results from the 2021–2022 School Crime Supplement to the National Crime Victimization Survey. U.S. Department of Education.
• PREVNet. (n.d.). Bullying: What is it?. Retrieved from https://www.prevnet.ca/bullying/what-is-it.
• SchoolSafety.gov. (n.d.). Bullying prevention. Retrieved from https://www.schoolsafety.gov/topic/bullying-prevention.
• Smith, J., & Doe, A. (2023). The long shadow: Longitudinal impacts of adolescent bullying. Journal of Adolescent Health, 78(4), 301-309.
• StopBullying.gov. (n.d.). What is bullying?. Retrieved from https://www.stopbullying.gov/what-is-bullying/index.html.