October History & Awareness

Below you can find information related to some of the national history and awareness months for October.

October is...

  • National Bullying Prevention Month

Because there are so many different national awareness and history topics for each month, we cannot cover them all.  So if you would like to contribute to next month's Awareness/History Month page, if you have a particular topic/person/event you'd like to see covered, or if you have any questions, feel free to contact our Web Master using the form at the bottom of the page.

National Bullying Prevention Month

Bullying Statistics

Effects of Bullying

  • Students who experience bullying are at increased risk for poor school adjustment, sleep difficulties, anxiety, and depression. (Center for Disease Control, 2015)
  • Students who engage in bullying behavior are at increased risk for academic problems, substance use, and violent behavior later in adolescence and adulthood. (Center for Disease Control, 2015)
  • Students who are both targets of bullying and engage in bullying behavior are at greater risk for both mental health and behavior problems than students who only bully or are only bullied. (Center for Disease Control, 2015)
  • Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches. (Gini and Pozzoli, 2013)

Cyberbullying

Statistics about bullying of students with disabilities

Statistics about bullying of students of color

Weight-Based Bullying

  • 64% of students enrolled in weight-loss programs reported experiencing weight-based victimization. (Puhl, Peterson, and Luedicke, 2012)
  • One third of girls and one fourth of boys report weight-based teasing from peers, but prevalence rates increase to approximately 60% among the heaviest students. (Puhl, Luedicke, and Heuer, 2011)
  • 84% of students observed students perceived as overweight being called names or getting teased during physical activities. (Puhl, Luedicke, and Heuer, 2011)

Bullying and Suicide

  • There is a strong association between bullying and suicide-related behaviors, but this relationship is often mediated by other factors, including depression and delinquency. (Hertz, Donato, and Wright, 2013)
  • Students who bully others, are bullied, or witness bullying are more likely to report high levels of suicide-related behavior than students who report no involvement in bullying. (Center for Disease Control, 2014)
  • Students victimized by their peers were 2.4 times more likely to report suicidal ideation and 3.3 times more likely to report a suicide attempt than youth who reported not being bullied. (Espelage and Holt, 2013)
  • Students who are both bullied and engage in bullying behavior are the highest risk group for adverse outcomes. (Espelage and Holt, 2013)
  • Suicide is not a natural response to being bullied. This myth has the dangerous potential to normalize suicide behavior in response to suicide and thereby create copycat behavior among students (Center for Disease Control, 2014).

Interventions

  • Bullied youth were most likely to report that actions that accessed support from others made a positive difference. (Davis and Nixon, 2010)
  • Actions aimed at changing the behavior of the bullying youth (fighting, getting back at them, telling them to stop, etc.) were rated as more likely to make things worse. (Davis and Nixon, 2010)
  • Students reported that the most helpful things teachers can do are: listen to the student, check in with them afterwards to see if the bullying stopped, and give the student advice. (Davis and Nixon, 2010)
  • Students reported that the most harmful things teachers can do are: tell the student to solve the problem themselves, tell the student that the bullying wouldn’t happen if they acted differently, ignored what was going on, or tell the student to stop tattling. (Davis and Nixon, 2010)
  • As reported by students who have been bullied, the self-actions that had some of the most negative impacts (telling the person to stop/how I feel, walking away, pretending it doesn’t bother me) are often used by youth and often recommended to youth. (Davis and Nixon, 2010)

Bystanders

  • Bystanders’ beliefs in their social self-efficacy were positively associated with defending behavior and negatively associated with passive behavior from bystanders – i.e. if students believe they can make a difference, they’re more likely to act. (Thornberg et al, 2012)
  • Students who experience bullying report that allying and supportive actions from their peers (such as spending time with the student, talking to him/her, helping him/her get away, or giving advice) were the most helpful actions from bystanders. (Davis and Nixon, 2010)
  • Students who experience bullying are more likely to find peer actions helpful than educator or self-actions. (Davis and Nixon, 2010)

 Videos & Articles On Bullying 

What To Do If You're Being Bullied

Sesame Street: Don’t Be A Bully 


You Can Stop Bullying


What To Do When You're Bullied


The 4 Types of Bullying 


 Cyberbullying Infographic

References for Bullying Statistics Above:

Bullying: A guide for parents. (National Autistic Society). Retrieved from http://www.autism.org.uk/Living-with-autism/Education-and-transition/Primary-and-secondary-school/Your-child-at-school/Bullying-a-guide-for-parents.aspx.

Center for Disease Control, National Center for Injury Prevention and Control (2012). Understanding bullying. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/bullyingfactsheet2012-a.pdf.

Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies. Retrieved from: http://njbullying.org/documents/YVPMarch2010.pdf.

Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health53. Retrieved from: http://www.ncdsv.org/images/JAH_Suicidal-ideation-and-school-bullying_7-2013.pdf.

Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics. Retrieved from: http://pediatrics.aappublications.org/content/early/2013/09/11/peds.2013-0614

Hatzenbuehler, M. L., & Keyes, K. M. (2012). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health53, 21-26. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3696185/?tool=pmcentrez.

Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development10(4), 512-527. Retrieved from: http://bullylab.com/Portals/0/Naturalistic%20observations%20of%20peer%20interventions%20in%20bullying.pdf.

Hertz, M. F., Donato, I., & Wright, J. (2013). Bullying and suicide: A public health approach. Journal of Adolescent Health53. Retrieved from: http://www.ncdsv.org/images/JAH_Bullying-and-Suicide-a-public-health-approach_7-2013.pdf.

Kann, Laura, Steve Kinchen, and Shari Shanklin. "United States 2013 Results." High School Youth Risk Behavior Survey. Center for Disease Control, June 2014. Retrieved from: http://www.cdc.gov/mmwr/pdf/ss/ss6304.pdf.

Kosciw, J. G., Greytak, E. A., Bartkiewicz, M. J., Boesen, M. J., & Palmer, N. A. GLSEN, (2011). The 2011 national school climate survey. Retrieved from: http://glsen.org/sites/default/files/2011%20National%20School%20Climate%20Survey%20Full%20Report.pdf.

(2009). C. Marshall, E. Kendall, M. Banks & R. Gover (Eds.), Disabilities: Insights from across fields and around the world (Vol. 1-3). Westport, CT: Praeger Perspectives.

McCallion, G., & Feder, J. (2013). Student bullying: Overview of research, federal initiatives, and legal issues. Congressional Research Service. Retrieved from: http://www.fas.org/sgp/crs/misc/R43254.pdf.

Petrosino, A., Guckenburg, S., DeVoe, J., & Hanson, T. Institute of Education Sciences, (2010). What characteristics of bullying, bullying victims, and schools are associated with increased reporting of bullying to school officials?  Washington, D.C.: National Center for Education Evaluation and Regional Assistance. Retrieved from: http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2010092_sum.pdf.

Puhl, R. M., Luedicke, J., & Heuer, C. (2011). Weight-based victimization toward overweight adolescents: Observations and reactions of peers. Journal of School Health81(11), 696-703. Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/21972990.

Puhl, R. M., Peterson, J. L., & Luedicke, J. (2012). Strategies to address weight-based victimization: Youths' preferred support interventions from classmates, teachers, and parents. Journal of Youth and Adolescence42(3), 315-327. Retrieved from: http://www.yaleruddcenter.org/resources/upload/docs/what/bias/Youth_Preferred_Interventions_JYA_11.12.pdf.

Rosenthal, L., Earnshaw, V. A., Carroll-Scott, A., Henderson, K. E., Peters, S. M., McCaslin, C., & Ickovics, J. R. (2013). Weight- and race-based bullying: Health associations among urban adolescents. Journal of Health Psychology. Retrieved from: http://www.yaleruddcenter.org/resources/upload/docs/what/communities/WeightRaceBullying_Phys….

Russell, S. T., Sinclair, K., Poteat, P., & Koenig, B. (2012). Adolescent health and harassment based on discriminatory bias. American Journal of Public Health102(3), 493-495. Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/22390513.

Saylor, C.F. & Leach, J.B. (2009) Perceived bullying and social support students accessing special inclusion programming. Journal of Developmental and Physical Disabilities. 21, 69-80.

Thornberg, T., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene? Western Journal of Emergency Medicine 8(3), 247-252. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415829/.

US Department of Education, National Center for Educational Statistics (2015) . Student Reports of Bullying and Cyberbullying: Results from the 2013 School Crime Supplement to the National Victimization Survey. Retrieved from: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015056

 

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