Around 15 percent of high school students reported that they were bullied while at school in 2021. Across the sexes, female students were more likely to report bullying than male students, with a prevalence of 17 percent.

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.

During a January 2021 survey, it was found that ** percent of online harassment victims in the United States had been cyber bullied via Facebook. Twitter and Instagram ranked second with ** percent of responding victims stating that they had been harassed on each platform.

The most targeted age groups in online harassment Among adults, those aged between 18 and 29 years old are the most targeted group in cyber bullying. As of September 2020, more than ** percent of U.S. adults who use the internet reported having experienced some form of online harassment. Almost two-thirds of them were between 18 and 29 years old. More than ** percent of the respondents of that age group had experienced offensive name-calling online. According to the survey of U.S. adults, the next most targeted group in cyber bullying are people between 30-49 years old.

Reasons for online hate

There are various reasons why people bully others in the online environment. The most common one in the United States is political views. In 2020, ** percent of U.S. internet users who had experienced online hate and harassment said their political views were the reason. Physical appearance was among the most common reasons for online hate, ** percent of the time. Among other reasons were race and ethnicity, gender, religion, and occupation.

Who experiences harassment more often?

Among U.S. internet users, men tend to experience online harassment more than women. A survey from September 2020 showed that ** percent of male respondents had experienced some form of online harassment, whereas ** percent of female respondents reported having experienced at least one kind of online harassment. However, women experienced three times as much online sexual harassment compared to men. Similarly, women also experienced stalking more than men.

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.

These are the results of a survey on implicit bias, microaggression, and bullying, in the field/discipline of political science -- conducted on behalf of APSA President Paula D. McClain's Task Force Examining Issues and Mechanisms of Systematic Inequality in the Discipline during Summer 2021.

In 2021, ** percent of elementary school students aged between 12 to 13 years old experienced bullying at school.

Around 15 percent of high school students reported that they were bullied on school property in 2021. When broken down by race and ethnicity, white students reported the highest rates of bullying on school property at 17.9 percent. Rates of school bullying were lowest among Black and African American students.

In this paper, we wanted to test the reciprocal nature of bullying behaviour over time and potential moderators of this relationship in two studies. In Study 1, using two-wave full panel data, we test whether bullying exposure predicts bullying enactment and vice versa. In Study 2, using another two-wave dataset, we test whether individual coping styles moderate the relationship between bullying exposure and enactment. Additional documentation and metadata can be found in the files Data Report.pdf, Materials Study.pdf, Primary Data Template Being the bigger person bullying coping.xlsx and Secondary Data Being the bigger person.xlsx. Data files: Data Study 1.csv – clean data from Study 1. Data Study 2.csv – clean data from Study 2. Supplemental material: Vranjes et al. 2021 Being the bigger person.pdf – published article. Materials Study.pdf– questionnaires used in the study. Study 1 OMEGA pestsla pestda T12.txt – MPLUS syntax omega reliability. Study 1 CFA T1 model 1 factor.txt – MPLUS syntax measurement model. Study 1 CFA T1 model 2 factors.txt - MPLUS syntax measurement model. Study 1 CFA T2 model 1 factor.txt - MPLUS syntax measurement model. Study 1 CFA T2 model 2 factors.txt - MPLUS syntax measurement model. Study 1 Model 1-4.txt – MPLUS syntax structural models. Study 2 OMEGA pestsla pestda T12.txt – MPLUS syntax omega reliability. Study 2 CFA Model 1-4.txt – MPLUS syntax structural models. Study 2 Logistic regression sytax.txt – SPSS syntax logistic regression. Study 2 Logistic regression.pdf – SPSS output logistic regression. Study 2 2-way_logistic_interactions.xls – Simple Slopes Analyses Interaction Effects.

Approximately **** percent of high school students surveyed for this study were experiencing verbal bullying on a weekly basis in 2021. Moreover, **** percent of survey participants faced cyber bullying problems several times a week.

Around 15.9 percent of high school students reported that they were bullied electronically in 2021. When broken down by race and ethnicity, American Indian and Alaska Native students reported the highest rates of bullying on school property at 20.9 percent. Rates of online bullying were lowest among Black and African American students.

BackgroundAdverse childhood experiences (ACEs) have been found to negatively impact adult mental health outcomes. Numerous studies have highlighted on ACEs in family and community settings. However, few have examined the impact of ACEs in school settings, despite the potential influence on social participation. Hikikomori, characterized by severe social withdrawal, was first studied in Japan and has gained recognition in recent years. The present study aims to present the concept of ACEs specific to schools and investigate the impact of both school ACEs and traditional ACEs on adult mental health and Hikikomori.MethodsA total of 4,000 Japanese adults, aged 20–34, were recruited through an Internet survey form. All data were obtained in October 2021. Participants answered questions regarding their ACEs in the family (10 items), school ACEs (five teacher-related items and two bullying-related items), depressive/anxiety symptoms, and Hikikomori (remaining at home for more than 6 months).ResultsA significant association with depressive/anxiety symptoms was shown in both ACEs and school ACEs. An increase of one point in the ACE scores was associated with a 24% increase in the risk of depressive/anxiety symptoms. School ACE scores also demonstrated a significant association with depressive/anxiety symptoms, with an increase of one point associated with a 44% increase in the risk of these symptoms. As for Hikikomori, a significant association was shown in the school ACEs only: a 29% increased risk of Hikikomori for every one-point increase in school ACE scores. Both school ACE scores for teacher-related and bullying-related factors revealed a significant association with Hikikomori; the rates of increased risk were 23 and 37%, respectively.ConclusionThese results suggest that school ACEs, rather than ACEs in the family, are associated with the risk of Hikikomori. School ACEs are important for social adaptation, and reducing traumatic experiences in school settings may have the potential to prevent problems in later life, specifically in terms of social participation.

During a January 2021 survey it was found that 41 percent of internet users had personally experienced any kind of online harassment with 27 percent of respondents reporting to having experienced severe forms of online harassment such as physical threats, sexual harassment, stalking and sustained harassment. Furthermore, 77 percent of responding online harassment victims reported that they had been harassed on Facebook.

Around 15.9 percent of high school students reported that they were bullied electronically in 2021. Across the sexes, female students were more likely to report bullying than male students, with a prevalence of 20.5 percent.

Victims of bullying are at increased risk of developing psychosocial problems. It is often claimed that it helps victims when others stand up against the bullying and when defending is typical (descriptive norm) or rewarded with popularity (popularity norm) in classrooms. However, recent work on the healthy context paradox suggests that victims – paradoxically – tend to do worse in more positive classrooms. Therefore, it is possible that defending norms are counterproductive and exacerbate victims’ adjustment difficulties, possibly because social maladjustment is more apparent in classrooms where everybody else is doing well. The current study examined whether descriptive and popularity norms for defending predicted victims’ classroom climate perceptions and psychosocial adjustment. Using data of 1,206 secondary school students from 45 classrooms (Mage = 13.61), multi-level analyses indicated that descriptive norms for defending increased rather than decreased negative classroom climate perceptions and maladjustment of victimized youths. In contrast, popularity norms for defending positively predicted all students’ classroom climate perceptions and feelings of belonging, except victims’ self-esteem. Interventions may benefit more from promoting popularity norms for defending rather than descriptive norms for defending in secondary schools.All information about the content of the files is described in 'read me_Laninga-Wijnen et al_2021.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.

Elevundersøkelsen er en årlig undersøkelse der elever får si sin mening om forhold som er viktige for å lære og trives på skolen. Elevene svarer på spørsmål om blant annet trivsel, mobbing, miljø, motivasjon og støtte fra lærer.

Per dags dato (23.06.2025) er data publisert for skoleårene 2021-2022 til 2024-2025. For hvert år som går vil et nytt skoleår bli lagt til. I tillegg jobber vi i Utdanningsdirektoratet for å få publisert eldre årganger som tidligere har vært driftet av en annen leverandør.

Denne dataen er skjermet for å ivareta personvernet til de som har svart på undersøkelsen ved å forhindre direkte eller indirekte identifisering av enkeltelever. Besvarelsene skal behandles konfidensielt og i henhold til reglene om taushetsplikt i forvaltningsloven § 13 (1). Skoler og skoleeiere har mulighet til å logge seg inn i pålogget visning der skjermingsreglene ikke er like omfattende som i åpen visning. Tall som kun vises i pålogget visning er underlagt taushetsplikt.

Around 15.9 percent of high school students reported that they were bullied online in 2021. When broken down by sexual identity, the prevalence of online bullying was highest among those who indicated their sexual identity as other, at nearly 33.7 percent. Rates among heterosexual students were below the average at 12.7 percent.

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.

According to a survey conducted in 2021 in India, ** percent of parents of expressed worries that posting on social media and online platforms could lead to cyberbullying, while ** percent of children reported the same. Over the course of the same survey, ** percent of children reported having experienced cyberbullying.

In a survey conducted in Australia in 2021, respondents were asked whether they consider posting to social media and public forums to pose a risk of bullying or abuse to their children, to which approximately ********** answered 'yes'. Around ** percent of respondents did not consider posting online to pose a risk.

Two out of ten high school students surveyed for this study stated that the most important reason for their passivity against acts of bullying was because they were scared. Moreover, 13.03 percent of respondents feared that they would also be bullied afterwards.