The 2013-14 tables are based on data collected from all of the nation’s school districts and schools—approximately 16,500 school districts and 96,500 schools. This set of Excel files contains data for all states, presented by harassment or bullying basis category and by whether students were reported as harassed or bullied or disciplined for harassment and bullying. For each set, there are three spreadsheets: total students, male students, and female students. This Excel file contains data for all states on the number of students that were alleged to be harassed or bullied. The spreadsheet contains data on the total number of allegations of harassment or bullying, and on allegations of harassment or bullying on the basis of sex, race, and disability.

The total number of bullying cases among students reported by schools in Japan peaked at around ******* in the academic year 2023. The number of acknowledged bullying cases in the country increased dramatically in 2012, followed by the enactment of the anti-bullying legislation to identify bullying at an early stage, which was implemented the year after.

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.

These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed. This study tested a model of individual, familial, and peer variables that additively and synergistically increased or decreased the risk for sexual and teen dating violence based on bullying experiences in early adolescence. The study surveyed 1,162 students from three cohorts in four Midwestern middle schools, who were then followed into three high schools. Five waves of surveys collected information about the level of violence in student homes with parents and siblings or with other children, physical abuse, sexual abuse, exposure to domestic violence, frequency of bullying, self-reported delinquency, and exposure to delinquent friends during the middle school years. Waves six and seven were collected during high school and sexual violence and teen dating violence measures were added to the surveys.

The share of primary and lower secondary school pupils in Norway who reported that they had been bullied reached new records in the school year 2023/24. Nearly 11 percent of 7th graders and eight percent of 10th graders had been bullied two to three times per month by other pupils.

The number of bullying cases among students reported by elementary schools in Japan reached nearly 551.9 thousand in the academic year 2022. The number of acknowledged bullying cases at Japanese elementary schools increased dramatically in 2012, followed by the enactment of the anti-bullying legislation to identify bullying at an early stage, which was implemented the year after.

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.

The number of bullying cases among students reported by high schools in Japan reached around 15.6 thousand in the academic year 2022. The number of acknowledged bullying cases at Japanese high schools increased significantly in 2012, followed by the enactment of the anti-bullying legislation to identify bullying at an early stage, which was implemented the year after.

Analysis of ‘School Bullying’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/a5badc93-54ca-4ac9-8482-d0e8fdc7fbb9 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

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.

--- Original source retains full ownership of the source dataset ---

Introduction

In the Netherlands, about 20 % of the adolescents has been bullied online (Dehue, Bolman, & Völlink, 2008). Science, practice and government have a need for effective interventions concerning the prevention of (cyber)bullying. However, existing interventions are aimed at traditional bullying and therefore the specific characteristics of cyberbullying are less targeted. In addition, they often miss a basis in theory and science and are seldom evaluated on efficacy. The aim of the current dissertation was to systematically develop and evaluate the efficacy of a theory-based online computer-tailored intervention for cyberbullying victims: Online Pestkoppenstoppen (OP). OP aims to reduce the number of cyberbullying victims and the number of experiences, depression, anxiety and problem behavior, and to increase self-esteem, self-efficacy, rational thoughts and effective coping. OP tries to achieve this by teaching adolescents how to cope more effectively with (cyber)bullying and its negative effects, and how to use the Internet in a safer way. OP is one of the first systematically developed and theory-based anti- (cyber)bullying interventions. A literature review, a needs assessment, a Delphi study and several focus group interviews were conducted for the development.

Recruitment
In order to enroll sufficient participants for the study, from February 2013 until February 2014, in two recruitment rounds, participants were recruited via schools in the Netherlands (Jacobs et al., 2015). Students were eligible for participation in this trial when they attended the first year of secondary vocational education (SVE). Students had to indicate on a selection questionnaire that, during the preceding six months, they experienced or both perpetrated and experienced at least three of 17 deviant cyber behaviors (see measurements) at least once a month, or that they experienced or both perpetrated and experienced at least one deviant cyber behavior at least twice or three times a month (Vandebosch et al., 2006). Students without any experiences and ‘pure’ bullies (i.e., perpetrators) were excluded from participation. In total 360 respondents passed the inclusion criteria.

To Conclude
This elaborate manner of preparing the intervention does not guarantee the success of an intervention. Due to high dropout rates, no conclusions could be drawn related to the effectiveness of OP in reducing (cyber)bullying and its negative effects. Recruitment, informed consent and continued participation proved to be problematic for this target group.

Recommendations
In developing interventions that focus on combating and preventing (cyber)bullying, a better balance should be sought between the amount and length of information, the type of (personalized) information that is offered and in what way it is offered and the number of questions needed for tailoring and evaluation purposes: Adolescents need to learn as much as possible about effective coping with a minimal amount of information. Moreover, a less overloaded design should be used: It is highly likely that many participants dropped out during the intervention because of the associated research.

The number of bullying cases among students reported by special needs schools in Japan reached 3,032 in the academic year 2022. The number of acknowledged bullying cases at Japanese special needs schools increased significantly in 2012, followed by the enactment of the anti-bullying legislation to identify bullying at an early stage, which was implemented the year after.

The number of bullying cases among students reported by middle schools in Japan reached around 111 thousand in the academic year 2022. The number of acknowledged bullying cases at Japanese middle schools increased significantly in 2012, followed by the enactment of the anti-bullying legislation to identify bullying at an early stage, which was implemented the year after.

Schools in Japan reported ****** cases of cyberbullying among students in fiscal year 2023. The number of cases strongly increased in recent years. Growing public awareness Cyberbullying is a form of bullying that involves devices such as smartphones and computers as well as accompanying digital technologies. As a breakdown of cyberbullying incidents among students by school level shows, middle schools and elementary schools report the largest number of cases. Cyberbullying became a widely discussed topic in Japan in 2020 due to the suicide of the professional wrestler and reality TV star Hana Kimura. The incident led to calls for further regulation of social media as well as stricter punishments for offenders. As the court procedure for cyberbullying cases was criticized for being too costly and time-consuming, the Japanese parliament introduced a law in April 2021 that makes it easier for victims to seek out offenders by reducing the number of required court proceedings to one. Similar to the number of cyberbullying cases, the total number of reported bullying cases among students increased strongly compared to the mid-2010s, which partly reflects a growing attention paid to the issue. Suicides among students in Japan The issue of bullying is often referred to in discussions on youth suicides in Japan. The Ministry of Education, Culture, Sports, Science, and Technology (MEXT) records a considerable number of suicides among students each year. Although there are much more bullying cases reported by elementary and middle schools than by high schools, the number of suicides is particularly high among high school students. While in many cases it is not possible to determine one specific factor, a ranking of the main reasons for committing suicide among students shows that problems with family members, mental health issues, as well as worries over future prospects account for larger shares than bullying among those cases for which specific factors could be determined. Similar to bullying, academic pressure has frequently been cited by news reports and other sources as harming students’ mental well-being. This is particularly the case for high school students, who have to undergo stressful preparations for university entrance exams, which play an important role in deciding the future of the individual student.

The survey focused on violence against children and adolescents in Finland, surveying different forms and manifestations of violence. The respondents were sixth grade (12-13 year olds) and ninth grade (15-16 year olds) pupils in schools. The main themes in the survey were experiences of crime (such as robberies, thefts, threats, assaults and domestic violence), sibling and peer victimisation, sexual violence, harassment and threats via the internet and cyber-bullying. Data collection was carried out during a class. Compared to the previous data collection in 2013, the section measuring violence in digital environments in particular was revised. First, the respondents were asked about their home, family structure, relationships with family and friends, health, any experience of substance abuse, leisure activities and hobbies. They were also asked about any inappropriate behaviour, such as hitting, intimidating, encouraging sexual activity or offering intoxicants, which may have been initiated by the instructor or coach of the recreational activity. So-called conventional crime was charted by asking whether the respondents had been subjected to robbery, theft, vandalism, assault or attempted assault, threats, how often, whether they had told anyone, and whether they had suffered any injuries. Further questions dealt with the scene of the crime and the perpetrator's identity, including his/her sex, age, and ethnicity. Sibling and peer violence was studied with questions about assault, and physical and emotional bullying. Regarding witnessing violence against family members, the respondents were asked whether they had seen or heard their mother, father or sibling being verbally or physically abused (e.g. hit with a fist or an item, attacked with a knife) or threatened with violence at home, and who the perpetrator had been, how old the respondent had been when the (first) incident had occurred, and whether the victim had sustained visible injuries or injuries that required professional treatment. Another question investigated whether a family member had been verbally or physically abused, threatened with violence etc. in public. Parents' means of approaching a conflict situation with the respondent were charted (e.g. sulking, insulting, threatening with violence, spanking on the bottom, kicking). Relating to sexual activity with adults (or people at least five years older), the respondents were asked, among other things, whether they had experienced sexual advances from or been in sexual contact with adults, what had happened (e.g. sexual propositions, fondling, exposure of genitals), how old they had been, whether the respondent had known the adult, which of them had initiated the activity, whether coercion, violence, gifts or alcohol were involved, whether the respondent viewed the situation as sexual abuse, and whether the respondent had told anyone about the incident and if not, why. In addition, ninth-grade respondents were asked about sexual experiences, such as first kisses, dating and sex, with peers. Background variables included, among others, the respondent's class grade, gender, age, household composition, and country of birth (categorised) as well as parents' ages, occupations, employment statuses, countries of birth (categorised), and educations. Language spoken at home and financial situation of the family were also inquired about.

Special needs schools in Japan reported 3,032 incidents of bullying behavior among the student body in the academic year 2022, with class teachers being the confidant of victims in 76.8 percent of all cases. Following the enactment of the anti-bullying legislation in 2013, the government required schools to implement measures to identify bullying at an early stage.

The project “Wired into each other” is a three-year longitudinal social network study conducted by the Research Center for Educational and Network Studies (RECENS) of Corvinus University of Budapest and the Hungarian Academy of Sciences. The study involved the collection of a unique, large-scale survey dataset about the evolution of interpersonal relations and various individual behaviours and attitudes in more than 40 student communities from Hungary between 2010 and 2013. The project aimed at a) developing novel measures of informal social networks among students and b) gaining new insight into the social processes shaping adolescent communities. In scope of this, the RECENS team developed a multi-item network questionnaire about peer relations in more than 30 different aspects, including contact, affection, behavioural perceptions, role and status attributions, and bullying. Using this measurement tool, the team collected data of unprecedented depth about the multidimensional nature of social processes in school communities. The dataset allows researchers to study the social mechanisms behind status competition, group formation, ethnic integration (with focus on the Roma minority group), bullying and victimization, school performance, substance use, and other phenomena.

In the academic year 2022, schools in Japan reported around 682 thousand incidents of bullying behavior among the student body, with 51.4 percent of cases being identified through school initiatives like surveys. Following the enactment of the anti-bullying legislation in 2013, the government required schools to implement measures to identify bullying at an early stage.

The Civil Rights Data Collection (CRDC), formerly administered as the Elementary and Secondary School Civil Rights Survey, is an important part of the U.S. Department of Education's (Department) Office for Civil Rights (OCR) strategy for administering and enforcing civil rights laws in the nation’s public school districts and schools. The CRDC collects a variety of information including student access to rigorous courses, programs, resources, instructional and other school staff, and school climate factors such as student discipline and harassment and bullying. Much of the data is disaggregated by race/ethnicity, sex, disability and whether students are English Learners.Since the 2011–12 school year, OCR has collected data from all public districts and their schools in the 50 states and Washington, DC. Over time the CRDC’s collection universe has grown to include long-term secure justice facilities, charter schools, alternative schools, and special education schools that focus primarily on serving students with disabilities. OCR added the Commonwealth of Puerto Rico to the CRDC, beginning with the 2017-18 CRDC. From 1968 to 2010, civil rights data were collected from a sample of public districts and their schools, except for the 1976 and 2000 collections, which included data from all public schools and districts.The purpose of the CRDC Archival Download Tool (Archival Tool) is to make the Department’s civil rights data from 1968 to 1998 publicly available. The Archival Tool organizes civil rights data by year, and provides users with access to the data, survey forms, and other relevant documentation. The tool also includes documentation on key historical CRDC data changes from 1968 to 1998. Users may extract district-level civil rights data. For instructions and information on using the Archival Data Download Tool, please view this page.Important Consideration: Past collections and publicly released reports may contain some terms that readers may consider obsolete, offensive and/or inappropriate. As part of the Department’s goal to be open and transparent with the public, we are providing access to all civil rights data in its original format.Privacy notice:The Department of Education’s Disclosure Review Board determined that the CRDC files for 1968-1998 are safe for public “re-release” under the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99).Data were collected via a sample of school districts and all individual schools within these districts.Related Projects:CRDC 2000: https://www.datalumos.org/datalumos/project/218422/viewCRDC 2004: https://www.datalumos.org/datalumos/project/218423/viewCRDC 2006: https://www.datalumos.org/datalumos/project/218424/viewCRDC 2009-2010: https://www.datalumos.org/datalumos/project/218425/viewCRDC 2013-2014: https://www.datalumos.org/datalumos/project/100445/viewCRDC 2015 - 2016: https://www.datalumos.org/datalumos/project/103004/view

O presente trabalho buscou aprofundar a temática acerca do bullying e da violência escolar. Nessa perspectiva, intentamos compreender o conceito de bullying, e as consequências desse tipo de violência, em especial, no espaço escolar. Para tanto, usamos como referencial teórico autores que se debruçam sobre esta temática como: Gomes (2013); Silva (2017), dentre outros. Esse estudo objetivou também, responder, por meio da revisão bibliográfica, alguns questionamentos, tais como: O que desencadeia o processo de agressividade? Quais as consequências no processo de ensino-aprendizagem? Isto posto, elegemos como objetivo principal, a identificação e caracterização da violência escolar, praticadas nas instituições de ensino, seus gatilhos e prováveis consequências sociais e cognitivas. A pesquisa busca, também, se ancorar na legislação vigente em nosso país, a exemplo do Estatuto da criança e do Adolescente, lei 8069 e a Lei 9394 que estabelece as Diretrizes e Bases da Educação Nacional. Apresentamos uma reflexão sobre a contribuição, em conjunto, da família e da escola na minimização deste problema. Buscamos, também, em nossos estudos entender quais ações podem ser implementadas, nas escolas que tenham como alvo o enfrentamento e a correção de comportamentos agressivos e antissociais. O estudo chegou à conclusão de que há diferenças entre violência escolar e bullying, ambos eventos apresentam causas e propagações distintas, porém estão presentes na escola, atingindo os alunos e seu desenvolvimento como cidadãos e que para solucionar é necessário políticas públicas sólidas e que a escola, família e comunidade estejam empenhadas no tolhimento desses conflitos.

In the academic year 2022, special needs schools in Japan reported 3,032 incidents of bullying behavior among the student body, with around 39 percent of cases being identified through school initiatives like surveys. Following the enactment of the anti-bullying legislation in 2013, the government required schools to implement measures to identify bullying at an early stage.