In the 2021-22 school year, about 27.7 percent of female students in the United States between the ages of 12 and 18 reported that they were bullied either online or by text. This is compared to 14.1 percent of male students who were cyberbullied in that year.

Decrease the number of high school youth (grades 9-12) who report they were bullied on school property from 18.6% in 2013 to 17.5% by 2020.

This table contains 870 series, with data for years 1994 - 1998 (not all combinations necessarily have data for all years), and was last released on 2007-01-29. This table contains data described by the following dimensions (Not all combinations are available): Geography (29 items: Austria; Belgium (Flemish speaking); Canada; Belgium (French speaking) ...), Sex (2 items: Males; Females ...), Age groups (3 items: 11 years; 15 years;13 years ...), Frequency (5 items: Not bullied others at school; Once or twice; About once a week; Sometimes ...).

It started as a playful comment under a photo. Then another one followed, meaner this time, sharper. Before she knew it, Ava, a 14-year-old high schooler in Ohio, found herself the target of a spiraling wave of online hate. Her story isn't unique. In today's hyperconnected world, social media platforms...

In the third quarter of 2024, Facebook took action on 7.6 million pieces of bullying and harassment related content, down from 7.8 million in the previous quarter. Overall, the first quarter of 2022 saw the highest ever number of bullying and harassment related pieces of content removed by the platform. Between the first quarter of 2020 and the first quarter of 2021, the removal of bullying and harassment content increased significantly.

In 2018, 37 percent of Russian 15 year-old's reported being bullied at least a few times a month, the highest in Europe in this year. By comparison only 12 percent of Dutch 15-year-old's said they were bullied frequently, making the Netherlands the country with the lowest share of bullied students in this year.

Data from the 10- to 15-year-olds’ Crime Survey for England and Wales (CSEW) on the prevalence and nature of bullying.

Introduction

Cyberbullying in the Workplace Statistics: Workplace cyberbullying has now become a huge problem for the youth and workplace professionals as well. 32.3% of employees reported that they were cyberbullied in the U.S. Workplace Bullying Institute Survey of 2024, which means 52.2 million employees are being bullied.

According to the survey, in 62% of the cases, the victims lost their jobs due to bullying, and in only 27% of the cases, the culprits were negatively penalized. In other words, we can also say that 75% of bullying incidents were with one perpetrator, and 55% of these bullies were in supervisory positions.

Given these statistics, it is clear that workplace cyberbullying is common, and there is a dire need to look at policies and support structures in every company.

Data on the direct results of bullying and the proportion of bullying victims who experienced these results in the United Kingdom (UK) as of 2020 shows that the most common reported result was depression and anxiety, with 36 and 44 percent of respondents stating so, respectively. These impacts were followed closely by suicidal thoughts, with 33 percent of respondents having stated to develop such thoughts because of bullying.

As of 2019, approximately 15.7 percent of high school students in the United States had experienced cyber bullying. The cyber bullying victimization rate has remained largely stable since 2011. Cyber bullying includes being bullied through text messages, Instagram, Facebook, or other social media.

Financial overview and grant giving statistics of Anti Bullying Teen Rough Ing

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme files for a brief dscription of the files available with this collection and consult the investigator(s) if further information is needed. The qualitative data are not available as part of the data collection at this time. Numerous high-profile events involving student victimization on school buses have raised critical questions regarding the safety of school-based transportation for children, the efforts taken by school districts to protect students on buses, and the most effective transportation-based behavioral management strategies for reducing misconduct. To address these questions, a national web-based survey was administered to public school district-level transportation officials throughout the United States to assess the prevalence of misconduct on buses, identify strategies to address misconduct, and describe effective ways to reduce student misbehavior on buses. Telephone interviews were also conducted with a small group of transportation officials to understand the challenges of transportation-based behavioral management, to determine successful strategies to create safe and positive school bus environments, and to identify data-driven approaches for tracking and assessing disciplinary referrals. The collection includes 10 Stata data files: BVSBS_analysis file.dta (n=2,595; 1058 variables) Title Crosswalk File.dta (n=2,594; 3 variables) Lessons Learned and Open Dummies.dta (n=1,543; 200 variables) CCD dataset.dta (n=12,494; 89 variables) BVSB_REGION.dta (n=4; 3 variables) BVSB_SCHOOLS.dta (n=3; 3 variables) BVSB_STUDENTS.dta (n=3; 3 variables) BVSB_URBAN.dta (n=8; 3 variables) BVSB_WHITE.dta (n=3; 3 variables) FINALRAKER.dta (n=2,595; 2 variables)

The study assesses school climate and bullying across 45 schools in 20 rural districts and 5 counties of Southern Illinois. Investigators also evaluated the effectiveness of a low-cost, component-based intervention that focused on improving classroom management, playground monitoring, and school-wide disciplinary procedures. This mixed-methods study incorporated hierarchical linear modeling, with mixed-effects longitudinal models for repeated outcomes. The project design incorporated random assignment, with multiple pre- and post-intervention assessments. Major categories of variables include: students' feeling of safety in school areas; students' history of involvement in or observation of bullying; staff opinion and experience of bullying prevention methods; school policies on bullying; staff completion of training workshops; and demographics. The units of analysis are individuals and schools.

Report on bullying, harassment and discrimination by school for July 1, 2020 through December 31, 2020. There are two additional file attached which breaks down the statistics by administrative district and data dictionary.

Between August 2018 and June 2019, approximately 15.7 percent of high school students in the United States experienced cyber bullying during the last 12 months. American Indian or Alaskan Native students were most likely than any other group to be bullied online, with 21.3 percent of A//AN survey respondents stating that they had been bullied electronically in the 12 months before the survey. Black students reported the lowest online bullying rate. Cyber bullying includes being bullied through text messages, Instagram, Facebook, or other social media.

Previous studies indicate that when identifying individuals involved in bullying, the concordance between self‐ and peer‐ reports is low to moderate. There is support that self‐ and peer‐ identified victims constitute distinct types of victims and differ in adjustment. Likewise, differentiating between self‐ and peer‐ reports of bullying may also reveal distinct types of bullies. The goal of this study was to examine differences between types of bullies identified via dyadic nominations (self‐identified, victimidentified, and self/victim identified). First, we examined the concordance between dyadic nominations of bullying and traditional measures of bullying (i.e., self‐ and peer‐reports). Second, we compared the behavioral profiles of the bully types to nonbullies, with a focus on aggressive behaviors and social status. Third, we examined whether the types of bullies targeted victims with different levels of popularity, as well as the role of their own popularity and prioritizing of popularity. Participants were 1,008 Dutch adolescents (50.1% male, Mage = 14.14 years, standard deviation [SD] = 1.30) who completed a classroom assessment of dyadic nominations, peer nominations, and self‐report items. Results indicated that victim identified and self/victim identified bullies were more aggressive, more popular, and less socially preferred than self‐identified bullies and nonbullies. Self/victim identified bullies targeted victims with the highest social status. The association between bully type and victims' popularity was further qualified by bullies' own popularity and the degree to which they prioritized popularity. Implications for the implementation of dyadic nominations are discussed.All information about the content of the files is described in 'read me_Malamut et al_2020.pdf'. This file also contains information about the recruitment, participants and data collection. Data and the syntax for the analyses as presented in the paper are also stored.

This study explored whether bullied students (ages 12 through 18, in grades 6 through 12, enrolled during the current school year, and not homeschooled) engage in specific protective behaviors that inhibit learning, put other students' safety at risk, or foster a negative school climate. It also explored whether bullied students' behaviors varied by the type of bullying (direct, verbal, indirect, or cyber) endured. The researchers conducted secondary analyses of the NATIONAL CRIME VICTIMIZATION SURVEY: SCHOOL CRIME SUPPLEMENT, 2009 (ICPSR 28201), using rare events logistic regression, a technique that enables examination of the effects of several independent variables on a dichotomous dependent variable. The dataset produced contains a total of 65 variables, including 18 variables describing direct, verbal, indirect, and cyber bullying behaviors, 4 variables describing response behaviors by those bullied, and 28 variables describing student and school characteristics.

Bullying reports the Total number of bullying incidents and the number of students with at least 1 bullying incident at the school district and state level.

The Wisconsin School Violence and Bullying Prevention Study sought to understand the impact of comprehensive bullying prevention programs on outcomes related to violence, safety, and bullying rates. This study focused on 24 middle schools (grades 6 to 8) in Wisconsin. To examine the effectiveness of the school's current anti-bullying program, the Bullying Prevention Program Assessment tool (BPPAT) was completed at the end of the school year. The BPPAT focused on administrative policy and procedures geared towards students, faculty, parents, or administrators. This tool examined the following items: policy and procedures, program implementation, staff training, parental education and communication, student training, reporting systems, and continuous quality improvement (CQI). Students and faculty were given surveys to determine bullying rates and perceptions of school safety. The school safety survey was given to all students concerning their bullying victimization and perception of school safety. This survey contains the following demographic variables: age, sex, grade, and race. The verified bullying incident data contains incident reporting from faculty, which focused on the type of bullying and the demographics of the perpetrator and victim. After new bullying prevention programs were implemented, students were given the safety and bullying victimization survey which focused on perceptions of bullying and school safety. The number of bullying incidents, number of student victims and perpetrators, and the demographic characteristics of victims and perpetrators were retained in aggregate form for each school were submitted to the Department of Public Instruction (DPI) for analysis.