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.

Based on a national school health promotion study from 2023, around ** percent of students in general upper secondary schools and ** percent of students in vocational schools in Finland had not experienced bullying at school. Bullying was more common among students in vocational education than in general upper secondary schools. Roughly **** percent of vocational school students had been bullied, while the corresponding figure among general upper secondary school students was *** percent.

This table contains 2784 series, with data for years 1998 - 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; Canada; Belgium (French speaking);Belgium (Flemish speaking) ...), Sex (2 items: Males; Females ...), Age groups (3 items: 11 years;13 years;15 years ...), Type of bullying (4 items: Hitting; slapping or pushing; Making sexual jokes; comments or gestures; Threatening; Spreading rumours or mean lies ...), Frequency (4 items: Not been bullied in this way; About once a week; More than once a week; Once or twice ...).

Based on a national school health promotion study from 2023, roughly ** percent of fourth and fifth graders in Finland stated that they had not experienced bullying at school. However, *** percent of pupils said that they had been bullied about once a week during the school semester.

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.

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.

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.

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 ** percent of *** graders and ***** percent of **** graders had been bullied ************ times per month by other pupils.

The statistic shows the percentage of students that were bullied in Asia in 2018, broken down by type and gender. In that year, about **** percent of male students and **** percent of female students were physically bullied, followed by **** percent of male students and **** percent of female students that were sexually bullied.

Abstract Background Adolescents are particularly susceptible to the effects of negative social interactions. Thus, knowledge on the behavioral characteristics of adolescents who are targets of bullying can assist with establishing actions directed to protection of the victims. Objective Describe the types of bullying practice and how adolescents perceive this violence, as well as the methods adopted by school to tackle it. Method A cross-sectional study was conducted with 612 public school students aged 10-19 years. Data were collected through the application of a questionnaire developed by the UK-based Kidscape organization. Items were added to this questionnaire aiming to characterize the respondents and their perception regarding the conduct of school administrators in tackling the problem. Statistical analysis involved frequency description and measures of bivariate and multivariate association (α=5%). Results The prevalence of bullying was 21.7%. No significant associations were found between bullying and socio-demographic factors (p>0.05). In most cases, the onset of aggressions was at 6-11 years of age of the victim. Verbal aggression was the most frequently observed type of bullying (82.2%), and the classroom was the location where most aggressions occurred (60.2%). Installation of surveillance cameras was the main action taken by school administrators to tackle the problem. Conclusion Prevalence of bullying in the population studied may be considered high, and verbal aggression was the most frequent type of bullying. Actions of school administrators were concentrated on structural reforms.

One-fifth of U.S. high school students report being bullied each year. We use internet search data for real-time tracking of bullying patterns as COVID-19 disrupted in-person schooling. We first show that, pre-pandemic, internet searches contain useful information about actual bullying behavior. We then show that searches for school bullying and cyberbullying dropped 30-35 percent as schools shifted to remote learning in spring 2020. The gradual return to in-person instruction starting in fall 2020 partially returns bullying searches to pre-pandemic levels. This rare positive effect may partly explain recent mixed evidence on the pandemic's impact on students' mental health and well-being.

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 purpose of this systematic review was to assess the effectiveness of school-based anti-bullying programs in reducing school bullying. The following criteria were used for the inclusion of studies in the systematic review: the study described an evaluation of a program designed specifically to reduce school (kindergarten to high school) bullying; bullying was defined as including: physical, verbal, or psychological attack or intimidation that is intended to cause fear, distress, or harm to the victim; and an imbalance of power, with the more powerful child (or children) oppressing less powerful ones; bullying (specifically) was measured using self-report questionnaires, peer ratings, teacher ratings, or observational data; the effectiveness of the program was measured by comparing students who received it (the experimental condition) with a comparison group of students who did not receive it (the control condition). There must have been some control of extraneous variables in the evaluation by (1) randomization, or (2) pre-test measures of bulling, or (3) choosing some kind of comparable control condition; published and unpublished reports of research conducted in developed countries between 1983 and 2009 were included; and it was possible to measure the effect size. Several search strategies were used to identify 89 anti-bully studies meeting the criteria for inclusion in this review: researchers searched for the names of established researchers in the area of bullying prevention; researchers conducted a keyword search of 18 electronic databases; researchers conducted a manual search of 35 journals, either online or in print, from 1983 until the end of May 2009; and researchers sought information from key researchers on bullying and from international colleagues in the Campbell Collaboration. Studies included in the review were coded for the following key features: research design, sample size, publication date, location of the study, average age of the children, and the duration and intensity of the anti-bullying program for both the children and the teachers.

Bully-Proofing Your School (BPYS) was a school-based intervention program designed to reduce bullying and school violence. The BPYS program differed from other anti-bullying programs by providing teachers with a specific curriculum that could be implemented in the classroom. The purpose of this study was to evaluate the BPYS program at the elementary school and middle school level. The BPYS outcome evaluation consisted of school climate surveys administered to elementary school students (Part 1), middle school students (Part 2), and staff (Part 3) in both treatment and comparison schools. The design of the data collection for the study was a repeated cross-sectional design. The evaluation of BPYS took place over five years. In the spring semesters of 2002, 2003, 2004, 2005, and 2006, all participating schools completed a school climate survey. The researchers collected 4,136 completed elementary school surveys (Part 1), 1,627 completed middle school surveys (Part 2), and 1,209 completed staff surveys (Part 3). For the elementary and middle school students, the mode of data collection was an in-class (group administration) anonymous self-completed survey. For the 1,209 staff surveys (Part 3), the mode of data collection was a mail questionnaire. Part 1 variables include sociodemographic and general school information items, school climate variables, school safety variables, and home and family environment variables. Also included is a filter variable which can be used to select the 3,497 cases that were used in the original analyses. Part 2 variables include sociodemographic and general school information variables, school climate variables, school safety variables, substance use variables, home and family environment variables, variables about guns, variables on activities the respondent participated in, and school attendance variables. Part 3 variables include school and staff characteristics variables, questions about general conditions in the school, questions on how the respondent felt about other people working at the school, questions concerning the resources and participation in the school and the community, and questions regarding staff perceptions of safety at the school.

2016 Prior - The student Attitudes to School (AtoS) Survey measures students’ attitudinal experiences of school across a range of factors. All schools participate in the ATOS unless an exemption is granted. The survey is completed by all students in years 5 to 12.
The questionnaire contains 52 statements which are grouped into 11 factors (eg School Connectedness, Student Safety). The data presented for this indicator is taken from responses to the question “I have been bullied recently at school”. Student responses across a scale of agreement to this question is used. 2017 and Onward The student Attitudes to School (AtoS) Survey measures students’ attitudinal experiences of school across a range of factors. All schools participate in the ATOS unless an exemption is granted. The survey is completed by all students in years 4 to 12. The data presented for this indicator is taken from responses from students who were presented the question “I have been bullied at my school this term”. Responses to the question that have been attributed to a student being bullied are students who responded with “Yes” to this question. To protect confidentiality figures totalling less than 6 are not made publicly available.

Applications of latent transition analysis (LTA) have emerged since the early 1990s, with numerous scientific findings being published in many areas, including social and behavioral sciences, education, and public health. Although LTA is effective as a statistical analytic tool for a person-centered model using longitudinal data, model building in LTA has often been subjective and confusing for applied researchers. To fill this gap in the literature, we review the components of LTA, recommend a framework of fitting LTA, and summarize what acceptable model evaluation tools should be used in practice. The proposed framework of fitting LTA consists of six steps depicted in Figure 1 from step 0 (exploring data) to step 5 (fitting distal variables). We also illustrate the framework of fitting LTA with data on concerns about school bullying from a sample of 1,180 students ranging from 5th to 9th grade (mean age = 12.2 years, SD = 1.29 years at Time 1) over three semesters. We identified four groups of students with distinct patterns of bullying concerns, and found that their concerns about bullying decreased and narrowed to specific concerns about rumors, gossip, and social exclusion over time. The data and command (syntax) files needed for reproducing the results using SAS PROC LCA and PROC LTA (Version 1.3.2) (2015) and Mplus 7.4 (Muthén and Muthén, 1998–2015) are provided as online supplementary materials.

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.

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.

Increasing reports of bullying and cyberbullying in schools in recent years are undeniable and have been recognized as a serious public health problem. Conventional bullying and cyberbullying are not only a problem in higher educational institutions in Pakistan, but also in primary and secondary schools. Although statistics show higher levels of bullying and cyber-risky behaviors among youth, policies and interventions to control the consequences of conventional and cyberbullying are rare in the Pakistani context. This study explores teachers’ perspectives and experiences in identifying bullying strategies in different school contexts. Four hundred fifty-four teachers working in different educational institutions completed an online survey that provided data to draw conclusions and to get a better sense of the situation in educational institutions in Pakistan. According to the results, teachers experience verbal and social bullying more frequently than online and physical bullying. In addition, teachers in lower grades reported noticing more physical bullying than teachers in higher grades. Facebook was reported to be the most common platform students used to bully each other. Researchers also found significant differences between rural and urban teachers’ experiences with social bullying. Bullying intervention strategies should be developed and integrated into educational settings in Pakistan. The data presented will be used to develop tailored anti-bullying interventions that are culturally and socially appropriate for Pakistani educational settings.