Preventing Bullying for International Schools
Course introduction
In this module, we will cover:
• some common characteristics of those who are involved in bullying
• how to recognise a child who may be being bullied
• the damaging physical and emotional effects of bullying behaviour.
Module 2 – The Effects of Bullying Behaviour
Common characteristics
Many people wonder why a child or young person doesn’t ‘stand up’ and confront the person or people bullying
them, or tell others they are being bullied so that they can put a stop to the behaviour that is causing them so much
distress. Unfortunately, as we have mentioned, there is typically a power imbalance which causes the target to feel
unable to defend themselves and afraid of the consequences of telling others.
The perpetrator may use threats of physical harm, or social pressure (e.g. telling them they’ll be labelled a ‘snitch’ or
seen as weak) to stop them telling others who could otherwise help. This can further isolate and frighten a child
which makes them even more vulnerable to bullying and so a vicious cycle is formed.
Research shows that children who regularly experience bullying can have common characteristics, and generally fall
into two categories: either
1. Passive/submissive, or
2. Provocative.
The common characteristics of the first category – ‘passive/submissive’ – are:
• they have a tendency to be anxious or insecure
• they may suffer low self-esteem, with negative feelings about themselves
• they may have few friends
• they are unlikely to use physical aggression to retaliate.
The common characteristics of the second category – ‘provocative’ – are:
• A mix of anxious and aggressive behaviour patterns, coupled with poor concentration.
• An ability to provoke groups of people, rather than just individuals.
• Poor social skills. –Learning difficulties leading to poor social skills could result in
‘provocative victim’ behaviour.
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aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
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without permission in writing by Tes Global Ltd.
Perpetrators
Children that display bullying behaviours also share a number of common characteristics.
They tend to:
• be more aggressive, both to other children and adults
• have high social status /popularity within the group
• have relationships with parents that are characterised by poor communication and experience
violence in the home
• have a strong need to dominate others
• lack empathy towards the person they are bullying or anyone who witnesses it.
The witnesses or bystanders
When a bullying incident occurs, there are typically witnesses or bystanders that have different roles to play.
These include:
• reinforcers who give positive feedback to the perpetrator, perhaps by smiling or laughing, liking an online
message or post or sharing an online message or post, providing an audience
• outsiders who stay back, stay silent and thereby condone the bullying behaviour
• defenders or upstanders who take action to stop bullying behaviour.
The barriers that prevent children from taking action to defend another are complicated, but may include:
• concern for their own safety
• concern that they may become the next target
• fear that they may make matters worse
• fear of getting involved and of consequent blame
• bystander effect (or Genovese syndrome). This is a social psychological phenomenon where people are less
likely to help someone if others are present/others fail to act
• a culture of silence (e.g. reluctance to be seen as a ‘snitch’ or ‘grass’)
• fear of losing popularity or status in the group.
Signs that a child may be being bullied
You should be alert to changes in a child’s behaviour and signs that they may be experiencing bullying. If a child
shows some of the following signs, bullying may be the reason and you should encourage them to share with you, or
with an adult they trust, anything that might be causing concern.
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Signs may include:
• changes to usual behaviour such as becoming more withdrawn, depressed or anxious or acting out towards
others (including siblings)
• asking for money – or starting to steal
• money/food/clothes/possessions are missing or destroyed
• unexplained physical injuries
• persistent absence from school
• asking to be driven to school and other places
• change in eating habits (eating less or more)
• seeming upset or agitated after using electronic devices.
• changing their usual routine
• unexplained illness (e.g. frequent tummy upsets and headaches)
• becoming withdrawn, starting to stammer, lacking confidence
• self-harm, suicidal ideation
• refusing to talk about what is happening
• crying themselves to sleep, having nightmares, bed wetting.
The effects of bullying behaviour
Experiencing bullying can impact a person’s emotional, physical, social and academic wellbeing. Its effects can last
long into adulthood. These may include:
• feelings of deep unhappiness and sadness, that more commonly lead to depression and anxiety, and in some
cases to self-harm and suicidal thoughts
• feelings of shame, inadequacy and weakness
• feelings of deep anger and bitterness
• physical illness including stomach aches, stress, insomnia and exhaustion
• low self-esteem that can affect success in education or work, as well as the ability to make friends and form
healthy social relationships.
There is also much evidence to show that the long-term effects of bullying are also corrosive right through
adulthood. Research into the impact of bullying on mental health shows that victims of bullying are:
• twice as likely to develop clinical depression
• two to three times more likely to develop an anxiety disorder
• at double the risk of developing psychotic symptoms
• three times more likely to self-harm.
All roles in bullying are at an increased risk of suicide ideation, with targets of bullying two to three times more likely
to consider suicide.
Being a perpetrator of bullying behaviour increases the risk of later becoming depressed by 30% and of engaging in
offending behaviour by more than half *.
Research suggests that the children most at risk of long term adverse effects are those who both bully others, and
are targets of bullying (often called ‘bully-victims’ in research).
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
*Farrington, D. P., Lösel, F., Ttofi, M. M., & Theodorakis, N. (2012). School bullying, depression and offending
behavior later in life: an updated systematic review of longitudinal studies: National Council for Crime Prevention
In summary
In this module we have considered the typical characteristics of people who may experience or display bullying
behaviour, and the people who observe and sometimes participate in the behaviour (bystanders). We have also
covered the behavioural signs that might suggest a child is being bullied and we have spent time understanding the
effects of bullying, both at the time of the experience and in later life. In the next module we will cover strategies to
handle bullying.
You are now ready to complete the corresponding questionnaire. Click ‘Questionnaire 2’ to begin the questions.
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.
No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.