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.

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.

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)

According to a survey conducted in 2023in the United States, female school students were more likely than their male counterparts to have experienced cyberbullying. Overall, almost 60 percent of female respondents reported having been bullied via an online platform, compared to 49.5 percent of male respondents.

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.

During the 2018-2019 survey period, it was found that 10.6 percent of high school students in Georgia had been electronically bullied within the past 12 months. This includes being bullied through instant messaging, websites or texting. The U.S. average was 15.7 percent.

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.

During the 2018-2019 survey, it was found that 20.1 percent of high school students in New Hampshire had been electronically bullied within the past 12 months. This includes being bullied through chat rooms, instant messaging, websites or texting. The U.S. average was 15.7 percent.

Bullying is a vexing social and policy problem in the United States. Education scholars consistently advocate for comprehensive anti-bullying policies, however the 49 states that have adopted anti-bullying programs vary in their embrace of this approach. This article addresses the question of why this is the case. First, it provides a new measure of bullying policy comprehensiveness using Item Response Theory. Second, it examines how social and demographic characteristics, as well as neighbor-state policies, relate to this new measure. I find that a state’s support for enumerated groups and the availability of slack financial resources are the strongest explanations for variation in anti-bullying measures. There is also weak evidence consistent with a backlash effect, whereby states whose neighbors have more comprehensive policies adopt less comprehensive legislation. Thus, bullying policies are driven, in part, by state responsiveness to vulnerable populations, but are also constrained by the realities of finite resources.

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.

This study aimed to estimate the prevalence of bullying and to verify the association between nutritional status, demographic and socioeconomic factors, and individual attributes among schoolchildren aged from 11 to 14 years. This is cross-sectional study with a probabilistic sample of 975 adolescents attending public and private schools in Florianópolis, Santa Catarina State, Brazil. Bullying was investigated with a self-administered questionnaire by applying Item Response Theory and dichotomized according to victimization or not. Body mass index (BMI) was classified according to the World Health Organization criteria. Data such as age, school type and location, household income, as well as the education background of the parents were collected by a questionnaire given to the parents. Crude and adjusted analyses were performed using logistic regression. The prevalence of victims of bullying and of overweight/obese adolescents was 13.2% and 29%, respectively. No association was found between bullying and age, sex, school type, mother’s education, household income, and overweight/obesity. The crude analysis model indicated that overweight/obese adolescents and those with individual attributes (fat, thin, tall, short, good-looking, ugly, from a different ethnic background, rich, poor, with a disability and/or other) had a greater chance of being bullied. In the analysis model adjusted by household income and stratified by sex, boys were discriminated for being fat, good-looking, ugly, or for having a disability, while girls were discriminated for being fat, tall, short, ugly, rich, poor, among other individual attributes.

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.

According to a survey conducted in 2023, 50 percent of Americans were very concerned about bullying in public schools in their local area in the United States. Students not meeting learning objectives, the banning of books, sexual abuse, and depression and anxiety among students rounded out the top five issues that Americans were very concerned about in that year.

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.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).

Abstract (en): This project examined the role of technology use in teen dating violence and abuse, and bullying. The goal of the project was to expand knowledge about the types of abuse experiences youth have, the extent of victimization and perpetration via technology and new media (e.g., social networking sites, texting on cellular phones), and how the experience of such cyber abuse within teen dating relationships or through bullying relates to other life factors. This project carried out a multi-state study of teen dating violence and abuse, and bullying, the main component of which included a survey of youth from ten schools in five school districts in New Jersey, New York, and Pennsylvania, gathering information from 5,647 youth about their experiences. The study employed a cross-sectional, survey research design, collecting data via a paper-pencil survey. The survey targeted all youth who attended school on a single day and achieved an 84 percent response rate. The Urban Institute's Justice Policy Center examined the role of youth technology use in teen dating violence and abuse, and bullying. The goal of the study was to expand knowledge about the types of abuse experiences youth have, the extent of victimization and perpetration via technology and new media, such as social networking sites and texting on cellular phones, and how experiencing such cyber abuse within teen dating relationships or through bullying relates to other life factors. This study contributes to the knowledge base on which policy and program developers, school administrators, victim advocates, and criminal justice personnel rely on to develop evidence-based policies and strategies to address these problems. The specific questions asked in this study was in two main parts: Teen Dating Violence and Abuse : To understand the role of cyber abuse in youth dating violence and abuse. How often do youth experience dating violence and abuse victimization? ; How often do youth perpetrate dating violence and abuse? ; Does teen dating violence and abuse vary by gender, and is it reciprocal? ; Does teen dating violence and abuse vary by other subgroup status? ; Does teen dating violence and abuse happen at school? ; Do teen dating violence and abuse victims seek help? ; How often does cyber dating abuse co-occur with other types of violence and abuse, including cyber bullying? ; How does cyber dating abuse relate to other life factors? ; Bullying : To understand the role of cyber bullying in youth's lives. How often do youth experience bullying victimization? ; How often do youth perpetrate bullying? ; Does bullying vary by gender, and do bullying victims and perpetrators overlap? ; Does bullying vary by other subgroup status? ; Does bullying happen at school? ; Do bullying victims seek help? ; How often does cyber bullying co-occur with other types of violence and abuse, including cyber dating abuse? ; How does cyber bullying relate to other life factors? ; The study employed a cross-sectional survey research design to capture the prevalence of youths' experiences with teen dating violence and abuse, and bullying. Particularly in regards to cyber abuse; compared those rates across differing subgroups of youth; and examined the correlational associations between such experiences and other life factors. The study conducted a large-scale survey of 7th to 12th grade youth, using a convenience sampling of schools in the Northeastern United States. The sampling goals were : To achieve a sample size large enough to examine teen dating violence and abuse, and bullying, given that only a portion of any sample would report such experiences. ; To recruit schools that were willing to allow access to youth on a single school day to conduct a survey about sensitive topics. ; To recruit schools with populations diverse enough to yield sizable, racially/ethnically and socioeconomically diverse subgroups of youth. ; The final study sample included ten schools across five school districts located in New Jersey, New York, and Pennsylvania. The survey questions asked youth about their demographic backgrounds; technology use; experiences with dating relationships, including violence and abuse; experiences with bullying; other risky behaviors (e.g., sexual activity, substance use); psychosocial adjustment (e.g., depression, anger/hostility); family relationships; and school experiences. The surveys were conducted in classrooms and administered by school staff trained by ...

Seafarers working in remote ports and onboard fishing vessels often face isolated, high-risk environments, making them vulnerable to sexual harassment, intimidation, and assault. In the United States and other countries, scientists, called fishery observers, are required by the government to be deployed alongside fishing crews for extended periods to collect essential fisheries data and report potential fishing regulation violations they witness. Although many fishery observers who experience harassment submit official report statements, the true prevalence of the problem is unknown due to nondisclosure. This study uses anonymous responses from annual surveys distributed to North Pacific groundfish and halibut fishery observers to understand barriers to disclosure and estimate disclosure rates. By adjusting the annual counts of observers who submitted official harassment statements with these estimated disclosure rates, we provide the first estimates of the true number of victimized observers (prevalence) each year in a federal fisheries monitoring program in the United States. Model selection suggested that disclosure was influenced by the type of harassment experienced and not by observer demographics or employment year. Estimated disclosure rates (victimized observers who reported annually via official statement) were lowest for sexual harassment (0.18; 95% CI 0.11-0.29); higher for intimidation, coercion and hostile work environments (0.37; 95% CI 0.28-0.47); and highest for assault (0.57; 95% CI 0.41-0.73). Overall, 45% (95% CI 39-51%) of observers who experienced victimization disclosed harassment in a given year. We estimate that 22-38% of observers were victimized annually during the 2016-2022 study period, with rates of 24-60% for females and 12-24% for males. Victimization rates computed from raw survey summary statistics suffer from self-selection bias while rates derived solely from submission of official statements suffer from bias in underreporting. Supplementing official statements with estimates of disclosure rates from anonymous survey data provides a means of mitigating for these two forms of biases to obtain estimates of victimization untangled from fluctuations in reporting tendencies. When disclosure and victimization are teased apart, the effectiveness of risk reduction strategies can be better assessed over time.

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. Female students were more likely than male students to be bullied online, with 20.4 percent of female survey respondents stating that they had been bullied electronically in the 12 months before the survey. Cyber bullying includes being bullied through text messages, Instagram, Facebook, or other social media.

This NIJ-funded project extended an evaluation of the Olweus Bullying Prevention Program (OBPP) conducted as part of a project funded by the Centers for Disease Control and Prevention (CDC). The OBPP is a comprehensive school-based program designed to prevent youth violence and bullying by improving school climate. The CDC-funded project used a multiple baseline experimental design that randomized the order and timing of implementing the OBPP in three urban public middle schools in the southeastern United States over a five-year period from 2010-2015. The project collected outcome data from random samples of students at the three participating middle schools on their frequency of aggression and victimization, peer factors related to aggression, and school climate variables every three months, and obtained ratings of student's frequency of aggression and victimization from teachers. The NIJ-funded project extended the CDC-funded project by continuing the implementation of OBPP in schools that were already receiving the program, implementing OBPP in the remaining school that served as the control school for the Virginia Commonwealth University - Violence Prevention Project (VCU-VPP), and collecting an additional 10 waves of data from 2015 to 2018. The dataset included in this study includes data from both the CDC and NIJ-funded projects across 29 waves of data collection from 2011 to 2018.

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. Students attending the ninth grade were most likely than any other group to be bullied online, with 16 percent of 9th grade survey respondents stating that they had been bullied electronically in the 12 months before the survey. Cyber bullying includes being bullied through text messages, Instagram, Facebook, or other social media.