Bullying and the Effects on School Achievement

By Diana L MSW Student Intern

True Colors Inc.

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Hartford, CT 06105

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This review focuses upon studies that show a linkage between school bullying and harassment and how it effect school and student achievement.

Literature Review:

A review of articles on bullying and how it affects school achievement discovered numerous studies which show an increase in scholastic achievement when bullying decreases in schools. A 2003 study in the Journal of School Health found that there was a correlation between bullying and school grades, they reported that those students who were harassed, enjoyed school less, had lower grades and have a lower connectivity with the school. The article states that “Numerous studies have demonstrated a link between academic achievement, young people’s attachment to school and health behavior.” (Eisenberg, Neumark-Sztainer, & Perry, 2003, p. 311) In a 2010 Canadian study they also found a link between bullying and student achievement was inversely proportional, the less bullying in school, the better students did in school. The study reported that “The present results suggest that school bullying exerts a pernicious influence on students’ academic performance." (Konishi, Hymel, Zumbo, & Li, 2010, p. 34) Both studies showed that bullying breaks the bond between the student and teacher, which results in lower student achievement.  As a result of bullying the students who are bullied tend to disassociate with their classmates and teachers. In an article by Batsche, D. and Knoff, H. (1994) they stated that bullying creates an environment of fear and intimidation which makes effective schooling difficult (p. 170) and the article goes on to make some recommendations,

Implement intervention strategies specific to aggressive children. Approaches to intervention with aggressive students and their victims fall into five general categories: (a) behavior management; (b) self-control strategies; (c) social skills training; (d) information processing; and (e) cognitive perspective taking (Coie, Underwood, & Lochman, 1991 as cited in Batsche, 1994, p. 172).

In a later study reported in the American Journal of Psychiatry the authors found similar results in their study on bullying. In the study one set of teacher at one school were trained to use intervention techniques to stop bullying and another school was used as a control group. They stated that,

Significant improvement in academic achievement and reduction in out-of-school suspensions and other serious infractions were associated with the experimental but not the control program. Reports from school teachers suggested that many previously passive and withdrawn victimized children often became more verbal and outspoken as the program progressed. (Twemlow, Fonagy, Sacco, Gies, Evans, & Ewbank, 2001, p. 810)

Furthermore, in a paper by California Department of Education (2002) titled, “What We’ve Learned About Safe and Effective Schools “ they found that anti-bullying intervention had to start early, not just in the middle or high schools, but in the elementary schools. The report stated that “Teachers in Beaverton Oregon elementary schools who were trained to spot children with anti-social behaviors who were then taught how to play together. The program reduced suspensions from 175 a year to less than a dozen.” (p. 12) Some of the other findings to reduce bullying according to the report were, teaching respect for others, generate self-respect, and reward achievement. (p. 13 & 14) They also report that,

Create community connections—A dynamic partnership with the community includes volunteers and mentors in the classroom, health and family services on campus, community members on every committee, and recognition and incentive programs for the students. (California Department of Education, 2002, p. 16)

In addition, the report points out that the community involvement should include law enforcement agencies and parents. It also reported that the parental involvement should begin before their children start kindergarten. (p. 16) Another article found that there was a direct correlation between bullying, school climate, parental evolvement and academic achievement. The article stated,

In one of the only comprehensive studies of bullying among middle school students where schools were a unit of analysis, results suggest that schools with less bullying are characterized by positive disciplinary actions, strong parental involvement, and high academic standards (Ma. (2002) as cited in Espelage & Swearer, 2003, p. 377)

The article goes on to state the importance of teachers attitudes and community engagement to end bullying. The article notes after-school programs, recreational centers, churches, libraries, etc. all contribute to reducing bullying in schools. It does “Take a Village” to change the culture. (p. 378) In a 2004 article in the Journal of Counseling and Development, they found a reduction in bullying by using an intervention program that involved, students, teachers and parents.

Schools should explore the implementation not only of programs that assist bullies and aid their victims but also of those that strengthen the positive relationships between teachers, bullies, victims and all the other students who also lose a sense of security and academic accomplishment as a result of being bystanders to bullying. (Newman-Carlson & Horne, Summer 2004, p. 259)

The article stated that after 2 years the frequency of bullying decreased by 50%. (Olweus (1993) as cited in Newman-Carlson & Horne, Summer 2004, p. 259)

In an article by Jonathan Cohen in the Harvard Education Review, he writes that it is not enough to focus on the bullies and victims but you must also focus on the “witnesses” or bystanders of the violence. He writes that the intervention should be multidimensional and that, “a schoolwide effort that that allows all members of the community to articulate a shared vision about what kind of school people want…” (Cohen, Summer 2006, p. 212) He goes on to write that the intervention program should include both short and long term goals and that it should provide the resources that are necessary to support the plan. In addition, he writes that the intervention should also include the school-home-community. (p. 212) That conclusion of a school wide intervention was also supported in a study published by Fonagy, P., Twemlow, S., Vernberg, E., Sacco, F., & Little, T. (2005), they concluded that, “It appears to significantly benefit educational performance of children in the participating elementary schools. The program focuses attention on the interaction between the bully, victim and audience of bystanders who are seen as pivotal in either promoting or ameliorating violence. (p.CR317)

            From the research it is clear that a broad approach to end bullying is needed, that the focus cannot just be on the bully or just the school, but it must be focused on the whole community. That there has to be a wholesale intervention to bring about a change in culture that involves the community, parents, school administration, teachers and students in order to stop the bullying. In addition, it must be an ongoing process and not just a onetime intervention.

            This past October the Office for Civil Rights in the U.S. Department of Education send out a letter on their bullying policy and in the letter they said, “Bullying fosters a climate of fear and disrespect that can seriously impair the physical and psychological health of its victims and create conditions that negatively affect learning, thereby undermining the ability of students to achieve their full potential”. (Ali, 2010, p. 1)

Works Cited

Ali, R. (2010, October 26). Dear Colleague Letter: Harassment and Bullying. Retrieved November 16, 2010, from U. S. Department of Education: http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201010.pdf

Batsche, G., & Knoff, H. (1994). BULLIES AND THEIR VICTIMS: UNDERSTANDING A PERVASIVE PROBLEM IN THE SCHOOLS. School Psychology Review , 23, pp. 165 - 175.

California Department of Education. (2002). What We’ve Learned About Safe and Effective Schools. Retrieved October 29, 2010, from Safe Schools: A Planning Guide for Action: http://www.gonzales.k12.ca.us/ssf/Safe_Schools_Planning/SSG2.PDF

Cohen, J. (Summer 2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. (2. 237, Ed.) Harvard Educational Review , 76 (2).

Eisenberg, M., Neumark-Sztainer, D., & Perry, C. (2003, October). Peer Harassment, School Connectedness and Academic Achievement. Journal of School Health , pp. p. 311 - 316.

Espelage, D., & Swearer, S. (2003). Reseach on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here. School Psychology Review , 32 (3), pp. 365 - 383.

Fonagy, P., Twemlow, S., Vernberg, E., Sacco, F., & Little, T. (2005, Vol 11(7)). Creating a peaceful school learning environment: the impact of an antibullying program on educational attainment in elementary schools. Medical Science Monitor , pp. CR317-325.

Konishi, C., Hymel, S., Zumbo, B., & Li, Z. (2010). Do School Bullying and Student–Teacher Relationships Matter for Academic Achievement? Canadian Journal of School Psychology , 25 (1), pp. 19 - 38.

Newman-Carlson, D., & Horne, A. (Summer 2004). Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle Schools. Journal of Counseling and Development , 82 (3), pp. 259 - 267.

Twemlow, S., Fonagy, P., Sacco, F., Gies, R., Evans, R., & Ewbank, R. (2001, MAY). Creating a Peaceful School Learning Environment: A Controlled Study of an Elementary School Intervention to Reduce Violence. Retrieved 10 29, 2010, from American Journal Psychiatry: http://ajp.psychiatryonline.org/cgi/reprint/158/5/808

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