The Future of Bullying

Bullying continues to remain a major issue within schools today. How it will progress over time, and what we will have to do to help stop it, will be challenging as children learn to use new technology and find better ways to hide their behaviors. The stronger grasp we have on understanding this social problem, the better off we will be to help diminish this behavior. While it would be helpful to predict the future of school bullying, we all know this is not possible. However, looking at the history of this problem, how it has progressed, and what is being done to help the issue, we may be able to steer ourselves in the right direction. 

Understanding what the future holds for issues of school bullying would allow us to act proactively to stop this issue by implementing programs and directing our efforts to the areas which need the most attention.  Because the future cannot be predicted, we have to rely on what history has shown us about bullying, along with being familiar with where the issue currently stands.

Over time, we have seen issues of bullying, especially school bullying, greatly increase. In the 18th century bullying was not recognized as an issue and was viewed as a regular and unavoidable part of growing up. It was not until the late 19th and into the 20th century where peer-on-peer harassment was first widely recognized as not only an issue, but a major social problem that needed to be fixed.  Currently, due to research, we now hold a better understanding of what this problem entails. Instead of just realizing bullying is a problem, we can now identify who these perpetrators are and why they are bullying others. We can also predict possible correlations between the home environment and the person who bullies others;  and use that information to explain their behaviors. We also now understand who victims of bullying are, and others who contribute to this issue. With a combination of these findings, we may be able to more effectively address the issue of bullying among adolescents.  

History shows that school bullying continues to increase, including, both the amount of people who are affected by bullying, and the severity of the methods being used. These aggressive behaviors are becoming more violent than ever before. Recently to address these actions, legislation began to fight against these violent behaviors through establishing new laws that prohibit bullying within schools (Smith, 2012). These new laws have forced schools throughout the United States to establish policies within their districts that address bullying among children. However, just when school administrators may have thought school bullying was at its worst, a new dynamic was thrown into the mix.

There has been a major shift taking place regarding how kids bully others. Many of us thought face-to-face bullying was bad enough, yet perpetrators of bullying have taken it to the next level by using the internet to prey on others. Whether kids are using popular social media sites, such as Facebook or YouTube, or texting and sending pictures through their cell phones, bullies are now using technology to socially torture their victims. According to Feinberg and Robey (2008), children who are bullied through the internet may suffer more psychological harm then those who experience face-to-face bullying because, “…the hurtful information can be transmitted broadly and instantaneously and can be difficult to eliminate…” (p. 11). Because cyberbullying has become so widely used, some schools have also made laws to address how students are using the internet. Feinberg (2008) suggests that one of the steps schools can take to help this problem diminish is to incorporate cyberbullying laws into school policies that specifically address bullying behaviors. Another important aspect some schools are looking into is holding all parties surrounding each incident of bullying accountable. In the past, only the bully themselves would be punished, yet lately some schools are setting up stricter guidelines that will also hold bystanders and witnesses of bullying incidents accountable.

Marty Mathiesen, Principal at Nevada Union High School, recently shocked his students by equally punishing all parties involved in a violent attack on an innocent school boy. In the locker room, at Nevada Union High School, a smaller sized boy was psychically beaten up as others sat back and videotaped and encouraged the fight (Massie, 2012). Yet, after Mathiesen got wind of this incident, he made it clear that not only the bully, but the students videotaping this fight would be reprimanded (Massie, 2012). This is exactly what all schools need to do. People who watch these violent acts are the ones fueling the fire. Holding bystanders accountable for these actions along with the bullies, may help stop incidents like these from happening at school; however, parents need to closely watch and be held accountable for what their children are doing outside of school.

By understanding where the issue of bullying currently stands, along with what has already been done to help stop it, we can now try and predict what the future for bullying holds. Taking a glance over history and how bullying has progressed, it seems that this issue will continue to expand. With the new technology that is underway, along with what is currently booming, attempting to stop children from harassing others seems impossible. What makes catching these behaviors so difficult are the many venues that are used to pick on others including, “…email, text, chat rooms, mobile phones, mobile phone cameras, and web sites (Campbell, 2005, p 3).   Trying to keep up with current technology, let alone trying to identify bullying behaviors, can be very overwhelming. That said, the more that administrators go searching to find what their students are up to, the more these behaviors will be hidden. One of the unintended and unidentified consequences of trying to put pressure on kids who bully others is that they will just use other means to harass their peers.

Looking at the major groups of kids who are bullied today we see that many of these children are lesbian, gay, bisexual, or transsexual. As time goes on, these findings may diminish because people are becoming more excepting of individuals who identify as such.  People within legislation know that in order to make a positive difference in schools, they must look at these issues with a rested pair of eyes so they can clearly see what areas to target to obtain the best results. Yet, even with the intervention programs or educational guidance they are giving to students and parents, it does not address the issues that trigger this behavior in the first place. What administrators should do in addition to their current efforts, is pay more attention to not just the victim of bullying, but the bully themselves. Victims of bullying need to be attended to, but in order to truly help stop this behavior from happening in the first place, we have to understand why these children are acting out. This will take some critical thinking, but to pull together a constructive way to address issues that may be taking place in a child’s home, may ultimately help solve issues at school and in their families. When a child receives this kind of support they will have the tools they need to help them make better decisions and handle difficult situations that they are faced with (Feinberg, 2008, p. 10)

All in all, it would be naive to say that school bullying will completely stop. Even with the collection of programs, laws, and efforts to stop this, bullying will always be a major issue within our school systems. However, the most important factor to help the bullying issue among adolescents is for administrations to strictly enforce anti-bullying rules while gaining all the support they can get from the communities. With schools taking ownership of this growing problem and persistently pushing forward to make a difference, they will be moving in the right direction to help bring  peace and safety back to the school yards.

References:

Campbell, Marilyn A. (2005) Cyber bullying: An old problem in a new guise? Australian Journal of Guidance and Counseling, 15(1), pp. 68-76.

Feinberg, T., Robey, N. (2008, September). Cyberbullying: Whether it happens at school of off-campus, cyberbullying disrupts and affects all aspects of students’ lives. Principal Leadership. Retrieved from http://www.nasponline.org/resources/principals/Cyberbulling%20NASSP%209-08.pdf 

Massie, K., (2012). Grass Valley students disciplined after posting fight on YouTube: New10/ABC. Retrieved from http://www.news10.net/news/local/story.aspx?storyid=110769

Smith-Ferrell, F., (2012). Tackling the Schoolyard Bully: Combining Policy Making with Prevention. National Conference of State Legislature. Retrieved from http://www.ncsl.org/issues-research/human-services/tackling-the-schoolyard-bully-combining-policy-ma.aspx.

The Truth about Bullying

Bullying is a complex social issue that is often misunderstood.  To some, kids teasing and pestering one another may be viewed as normal behavior. Many people know schoolboys like to play rough, while girls like talk and catch up on the latest news. Should this be considered innocent horseplay and good conversation or are they intentionally hurtful behaviors and destructive gossip sessions? While bullying may appear fairly simplistic, after careful examination of key associations between children who bully, victims, and environmental factors the evidence reveals a much more complex social issue.

In general, most people have a negative perception towards individuals who repeatedly hurt others. Children viewed this way are known as school bullies because they thrive from inflicting fear and pain in others. While it is easy to create resentment towards these individuals, it may be more beneficial to look past these initial actions and narrow in on the root cause of this behavior. Doctor Robin Goodman, a clinical psychologist specializing in bereavement issues, states kids who tend to victimize others generally experience issues of depression and anger, are impulsive, and believe being aggressive towards others is acceptable (2012). Doctor Goodman also asserts many kids who torment others tend to lack self confidence, feeling of belonging at school, and desires for school in general (2012). Here, it is easy to see that the personas bullies try to portray are the opposite from the truth. In fact, many students harass others so they can avoid being picked on themselves. Even unintentionally, these children attempt to make up for what they are missing in their own lives by mistreating others. Deliberately hurting their peers awards them the attention they desire to gain social acceptance, confidence, and a sense of belonging.

There are also many correlations between the types of children who become the victims of bullying. The characteristics of these children are simplistic and easily identifiable. The Hawker and Boulton meta-analysis (2000) found that victims of bullying tend to have symptoms of anxiety, depression, and low self-concept. Many victims are known to be rejected by their peers, lack social skills, and have poor friendships (Card, Stucky, Sawalani, and Little, 2008).  In addition, youth with disabilities or who are lesbian, gay, bisexual, or transgender are main targets for this discrimination (Kosciw & Greytak, 2009). Children who possess these characteristics are seen as easy targets because they are misunderstood and are differently viewed from others.

While school aged children may be young they do have an understanding of how their behavior affects others. Bullies have an understanding of victimization and who they should and should not victimize. They prey on individuals who will not stand up to them and who are submissive to their demands. Having the courage to stickup for oneself would be very challenging, particularly for victims who have felt this depression and low self-worth for so long.

There are key environmental factors in a child’s home that can play an important role in their participation in school bullying. According to Goodman (2012), children have a higher chance of becoming a perpetrator of bullying when their parents are authoritarian, use physical or verbal violence as coercion, and remain emotionally removed. Whereas victims of bullying may experience parents who cannot understand their struggles, are controlling, and give them little freedom to learn new things in life (Papanikolaou, Chatzikosma, & Kleio, 2011).  Research also shows that victims may come from “over-protected” or “enmeshed” families, making it difficult for them to gain life experience (Smith, 2004, p. 100). In addition, a child’s roll as a victim or bully increases when a child’s behavior is continuously corrected by their parents without explanation (Papanikolaou et al., 2011). How a child is raised and the environment they grow up in greatly effects their life because it provides them with a basic foundation of how to behave and how to treat others. Regardless of a child’s role in bullying, it is important to look at both the behaviors and situation, but also other factors that could be triggering this behavior.

Over the years studies have revealed the truth behind bullying. At one time, this behavior was not understood, yet over the years more information has been discovered helping us to learn more about it. School bullying is a complex issue because many factors contribute to an individual’s involvement. Attempting to uncover the reasons why is challenging because they may stem from within the home, which may be almost impossible to manage. Frequently it is viewed that the victims of acts of bullying are the only people who need support. This is not the case, in fact both parties involved need support to identify and unravel this complex social issue.

 

References:

Card, N. A., Stucky, B. D., Sawalani, G. M. and Little, T. D. (2008). Direct and Indirect Aggression During Childhood and Adolescence: A  Meta-Analytic Review of Gender Differences, Intercorrelations, and Relations to Maladjustment. Child Development, 79: 1185–1229.

Goodman R. F. (2012). Bullies: More Than Sticks, Stones, and Name Calling: NYU Child Study Center. Retrieved from http://www.aboutourkids.org/articles/bullies_more_sticks_stones_name_calling
 
Hawker, D. S. J. & Boulton, M. J. (2000). Twenty Years' Research on Peer Victimization and Psychosocial Maladjustment: A Meta-analytic Review of Cross-sectional Studies. Journal of Child Psychology and Psychiatry, 41, 441–455.

Kosciw, J. G., Greytak, E. A., & Diaz, E. M. (2009). Who, what, where, when, and why: Demographic and ecological factors contributing to hostile school climate for lesbian, gay, bisexual, and transgender youth. Journal of Youth and Adolescence, 38(7), 976-988. (This is APA)

Papanikolaou, M., Chatzikosma, T., Kleio, K. (2011). Bullying at School: The role of the family. Social and Behavioral Sciences, 29, 433-442.

Smith, P. K. (2004). Bullying: Recent Developments. Child and Adolescent Mental Health, 9 (3), 98-103.

 

History of Bullying

Bullying has been a critical issue in schools for decades. Looking back to the 18^th century peer-on-peer harassment was just as commonly seen as it is today. Of course, during that time bullying was newly recognized and little understood. What may be seen as violent behavior today might not have been in that time. While bullying in schools remains a critical issue, throughout the years several events and studies have taken place that have made a significant impact on bullying and have expanded its meaning in many ways.

The term bullying has changed drastically over time. In the 18^th and 19^th centuries bullying was mainly viewed as physical or verbal harassment commonly linked with, “…death, strong isolation or extortion in school children…” (Koo, 2007). Any type of aggressive behavior was simply seen as mischief and a normal part of childhood. In fact, according to Koo (2007), bullying was thought of as an innocent “misadventure” or “misbehavior” among schoolboys (p110). This type of bullying was clearly observed at King’s Boarding School in the U.K when a twelve-year old boy was killed from bullying behaviors by his older classmates (Koo, 2007, p110).  The schoolboys involved were not held accountable for his death because the school viewed the behavior as a normal misadventure among the teens (Koo, 2007). It may be fair to say that this situation would be viewed much different today and that the bullying behaviors then were viewed as a normal part of growing up among children. 

The term bullying was not publicly recognized until a well known newspaper made a publication of this behavior. In 1862, after almost seventy-two years of publications the daily newspaper, The Times wrote their first story on bullying when they reported a soldier allegedly died due to bullying (Koo, 2007, p109).  The Times were the first to voice the critical issues of bullying and the major consequences that can follow (Koo, 2007). The writer especially highlighted how the soldier underwent “systematic bullying” in the army and was treated as an, “…object of constant vexations and attack” (Voo, 2007, p110).  This story may have been shocking to many people because society then did not view the behaviors that caused this death to be harmful. In that time bullying was accepted by many as normal behavior. However, as bullying became more prevalent, it began to draw more attention from researchers who wanted to know more about this new phenomenon. 

Historically, the most significant turning point for bullying took place in the mid 1970s. Dan Olweus, a research professor of psychology, was the first to conduct an intensive study on bullying among students using his own systematic researching methods (Voo, 2007, p112). He created the Olweus Bullying Prevention Program (OBPP), which had significant results in reducing school bullying (Hazelden Foundation, 2007). Olweus’s efforts contributed greatly to the fight against bullying because it brought awareness, initiated other professionals to conduct research, and vastly expanded the meaning of bullying (Voo, 2007). Olweus’s efforts have made a great impact on school violence and helped to bring safety back into schools.

Indeed, school violence has never ended. In fact, the consequences of bullying reached its peak when two teen boys shot and killed many of their classmates after allegedly being victims of bullying. In 1999, Columbine High School experienced one of the worst high school shootings in history. This event caused worldwide devastation due to the situation itself, and because it uncovered the raw truth behind bullying. In the same time frame, bullying took another negative turn. With easy access to the internet, many teens have started using cyber space as a play ground for bullying. As more teens have resorted to using cell phones and social networks to communicate, cyber bullying has become a major issue. Presently, cyber bullying is on the rise due to social networks such as facebook and twitter where information can travel in seconds to a countless number of people.  

In response to these matters the federal government has created laws to crack down on these behaviors. Similar to the Olweus Bullying Prevention Program, legislators have implemented programs such as, No Child Left Behind to help keep schools safe (Edmondson & Zeman, 2001). In fact, to assure school safety the federal government has linked school funding to school safety laws, giving schools no option but to implement these law in order to receive funding (Edmondson & Zeman, 2001). To greatly lower school violence, the government has to create policies that hold bullies accountable and support victims. Linking school funding to school safety laws is an effective way to ensure schools are becoming safer for students.  

Today, bullying is viewed much differently than it was in the 1800’s. It took many years for the term to be identified for the serious problems it presents. Due to researchers like Dan Olweus, gaining true understanding of bullying is now possible. Educators have been able to gain insights of these issues so they can help stop them from occurring. Indeed, with the growth of technology bullying will be difficult to track and school administrators will have to stay current as electronics continue to change. It is difficult to determine what the future of bullying will be, yet as the government continues to mandate school safety laws and begins to strictly hold bullies accountable for their actions, schools will become a safer place for children.

References:

Edmondson, L., & Zeman, L. (2011). Making School Bully Laws Matter. Reclaiming Children & Youth, 20(1), 33-38.

Hazelden Foundation, (2007). Olweus Bullying Prevention Program Research and History. Retrieved from http://www.hazelden.org/web/go/olweus

Koo, H. (2007). A Time Line of the Evolution of School Bullying in Differing Social Context. Asia Pacific Education Review, Vol. 8, No. 1, 107-116. Retrieved from https://webspace.utexas.edu/lab3346/School%20Bullying/Koo2007/Koreabullyinghistory2007.pdf   

School’s Responsibility to Stop Bullying

            Innocent children can no longer hide from school bullies. At school or off campus, many children are becoming victims of bullying. The violent acts teenagers display towards their peers are becoming more sadistic and cruel. Due to the rise of bullying schools must take a stance against this behavior. Leaders in education have the responsibility to stop bullying through enforcing policies, providing education, and supporting victims.

            An organization is only as strong as the foundation which supports it. Setting policies and procedures for educators to utilize are essential because they allow issues to be resolved fairly. These guiding principles are seen as the backbone within organizations because they provide core structure and guidelines for responding to situations.  If policies are not followed correctly it can be damaging to victims and the school itself. In 2010, a Michigan school district experienced this when they were ordered to pay $800,000 to a student who they failed to protect from bullying for many years (Myers & Roskamp & CaCaw, 2010, p 4).  The school’s efforts to help this student were explained as, “…repetitious, insufficient, and ineffective…” (Meyers, 2010, p. 4). Here, the school failed to follow their anti-bullying policies which had lasting effects on the victim and the school. To stop bullying schools must not only establish anti-bullying policies but they have to enforce them.

            Implementing anti-bullying policies are equally important as educating school staff and students on these issues (Glasner, 2010, p. 540). Using education as a tool to bring awareness about bullying is crucial. Schools have the responsibility to help stop bullying by formulating educational and awareness programs into their curriculum. Teachers also need to stay educated. As more students resort to using electronic devices to harass classmates, educators also have the responsibility to keep up with technology advancements (Glasner, 2010, p. 540). Teachers and students should be educated on these behaviors so they understand what it is and how to handle it. 

            Additional efforts to fight against bullying include offering support to victims and their families. When a child is being harassed they may be fearful and see no escape if they have to experience this behavior alone. It is important for administrators to take action for every complaint of bullying and to provide supportive assistance to families. According to Brenchley (2012), “A safe and supportive school climate can be one of the best tools in preventing bullying.” School should be a safe place where students can go to learn without being fearful of their classmates. Creating a healthy learning space for children will allow them to feel comfortable and keep them feeling safer at school.

            All in all, policy verse practice is a common issue seen throughout educational systems. If anti-bullying policies are created without being applied, the system has failed. As peer-on-peer harassment inflates, more critical resolutions must be uncovered. If schools are not supporting students who are bullied, situations can grow out of control. Bullying is critical issue and to help minimize it school administrators, students, and their families must come together.

                                                           

                                                          References:

Glasner, A. (2010). On the Front Lines: Educating Teachers about Bullying and Prevention Methods. Journal of Social Sciences, 6: 537-541. Retrieved from http://vc.bridgew.edu/cgi/viewcontent.cgi?article=1004&context=marc_pubs

Myers, J, & Roskamp, T, & CcCaw, D, (2010). Cyber Bullying: What’s an Administrator to Do? Literature Review. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/30360_10.pdf

Brenchley, C. (April 13, 2012). Top 5 Ways Educators Can Stop Bullies. U.S. Department of Health and Human Services. Retrieved from http://www.ed.gov/blog/2012/04/top-5-ways-educators-can-stop-bullies/.

Bullying in Schools

Terrified. Humiliated. Powerless. And many times, with no way out.  These are the feelings that surface everyday for victims of bullying.  For many of us, this idea sounds strange but for some it is all too familiar.  There are many ways to hurt someone else and for some students, as you may know, it is a refreshing game they like to play. 

Violent behavior seen in school playgrounds, classrooms, and neighborhoods continues to increase.  The historical games many of us remember playing in school such as kickball, tag, or hopscotch are no longer desired activities in middle school.  Instead, more adolescence use their energy to bully other classmates.  The behavior of bullying is an act of violence; unwanted yet unavoidable.  It can be defined as a repeated attack towards someone to cause harm or instill feelings of fear or embarrassment.  Those who bully use various forms of verbal, physical, and psychological abuses to gain control of their victims.  No matter which form is used – whether rumors are being spread, threats are being made, or physical violence is taking place –these experiences can have devastating effects on the well being, education, and life in general for not only the victims but the bystanders, families, and bullies.

Nothing positive surrounds the act of bullying.  The only thing beneficial is perhaps the bullies own perceived gratification they receive.  People who bully others do it for self empowerment and entitlement; they do it to gain a sense of power over others.  Real power or not, bullies feed off the reactions they receive; many times by the teachers, bystanders, and school personnel who possibly do little to stop this behavior.

 Some people may believe witness of bullying and others who are aware of it taking place are equally responsible for the bullying occuring because everyone has the ability to stop this violent behavior from happening. Watching at a distance does not mean you are not involved and cannot take action as well.

The power bullies gain over others is jaw dropping.   According to Paul Langan, author of Bullying In Schools (2011) asserts, “…approximately 160,000 kids skip school to avoid being picked on by their peers” (p.9).  This shows students are forced to miss out on their education because they are too scared to even step on campus.  More seriously, sometimes students pass the point of being too scared and enter the point of no return. Many teen suicides have been linked to bullying.  Langan (2011), stresses the United States looses over 4,000 teens a year to suicide as a result of being bullied (p.9).  Halyee Fentree and Paige Moravetz, two 14-year old girls, were included in these findings.  During a weekend sleepover party these young girls committed suicide after allegedly being bullied (Prois, (2011).

According to the U.S. Department of Health & Human Services (2012) the act of bullying affects not only the victim but also the bully and bystanders.  For example, kids who are bullied can struggle with depression, their health, and academic achievement; whereas bullies themselves tend to participate in high risk behavior, drug use, and lead a more dysfunctional lifestyle (U.S. Department of Health & Services (2012).  They also concluded that people who witness bullying have an increased chance to experiment with drugs or alcohol and may even skip school.

Bullying can also cause financial difficulties for families. The parents of children who have been bullied may be forced to leave their jobs to properly care for their children. In addition, depending on the psychological toll bullying has caused a child, many families may be forced to pay for counseling sessions.  A child may even be forced to switch schools which can cost more time away from work for parents.

At times, the people who are responsible for stopping this kind of behavior may be the ones causing it.  CNN News’ Anchors Michael Martinez and Tom Laabs report that a young middle aged boy experienced this first hand when he was bullied by his teacher and classmates at Kopachuck Middle School (2011).  Feeling pure humiliation, the adolescent was forced to switch schools after the video of him being bullied went viral when his parents felt they had no choice but to air the video online to bring awareness because the school administration failed to take action.

 In a similar situation ABC News' 20/20 anchors Jim Dubreuil and Eamon Mcniff report Tyler Long, a 17-year old with Asperger’s Syndrome, committed suicide allegedly after enduring several years of bullying.  They stressed, that for years Tyler’s parents exhausted their attempts informing school officials of the bullying taking place; however, even after all the efforts and death of this young teen, the school personnel still failed to take action.

There have been many programs implemented to help support victims of bullying.  A report by Chetry and Garrett (2010) supports a program called Sociable Kidz implemented to help supply children with tools they need to face their bullies (Chetry & Garrett, 2010).  A parent of one of the children enrolled in the program expressed, ‘They’re helping him believe in himself’ (Chetry & Garrett, 2010). Tracking the true success of programs like this may be difficult, but the testimonies from parents may be satisfying enough.

The technological capabilities we see today allow people to communicate quickly to a large amount of people.  Because of this, and new social networks like Facebook and Twitter, bullying has become easier than ever.  The Government’s role should be to set guidelines to manage the issue of bullying. This alone will make a significant impact on future bullying.  

   A rise in bullying is being seen in schools among teenagers and by taking a closer look at why bullying is an issue, the affects it has on others, along with other key factors will allow us to have a better understanding of this behavior.   There has to be a fair, firm, yet consistent way of addressing this behavior. This worldwide issue may be difficult to conquer; however, the behavior of bullying will see a positive change if teachers are enforcing rules, parents are supporting their children, and students are being held accountable.

References:

Chetry K. & Garrett D. (2010, December 10). ‘Sociable Kidz’ program helps vulnerable children combat bullying. CNN. Retrieved from http://www.cnn.com/2010/LIVING/12/09/bullying.autism/index.html?iref=allsearch

Dubreuil J. & McNiff E. (2010, October 15). Bullied to Death in America’s Schools. ABC News 20/20. Retrieved from http://abcnews.go.com/2020/TheLaw/school-bullying-epidemic-turning-deadly/story?id=11880841#.UFf32Y1lT_t

Langan, P. (2011). Bullying in Schools: What You Need to Know. New Jersey: Townsend Press, Inc.

Martinez M. & Laabs T. (2012, September 1).Washington state teacher placed on leave again in pupil bullying case. CNN. Retrieved from http://www.cnn.com/2012/09/01/us/washington-bullying-school/index.html

Prois, J. (2011, April 21). Bullied Middle Schoolers, Paige Moravetz and Haylee Fentress, Take Lives In Suicide Pact. The Huffington Post. Retrieved from http://www.huffingtonpost.com/2011/04/21/marshall-middle-school-suicide_n_852252.html

U.S. Department of Health and Human Services. (2012, September 15). Effects of Bullying. Retrieved from http://www.stopbullying.gov/at-risk/effects/index.html