Bullying is universal problem from the playground, to the classroom, to the board room.
You will find here the resources to help you stop bullying – whether you’re the perpetrator, the target, a bystander, a collaborator, or an upstander – these are designed to help you understand what’s happening and give you tools to make it stop.
Start with my special report: What YOU Can DO About Bullying
We offer specific services to address bullying in both classrooms and the workplace.
- Professional Development Series.
- Safe & Bully-Free Classrooms & Safe & Bully-Free Workplaces are the two 4-session training series consisting of 16 – 24 contact hours. The outcomes of the learning experience includes:
- Clear, working definitions of bullying, the types, its behaviors, the roles of individuals and systems, and the statistics.
- Immediately applicable strategies, tools, and resources for all roles.
- The opportunity to experience, practice, and integrate the strategies and tools.
- Safe & Bully-Free Communities is a shorter version of the above series. The goals are to provide families, communities, and organizations with an overview of the definitions, tools, and strategies. How much opportunity there is for practice of the tools is determined by the time allotted. The experience is designed to be no less than 90 minutes (very little practice) and can be up to 3 hours (includes practice opportunities).
- Safe & Bully-Free Classrooms & Safe & Bully-Free Workplaces are the two 4-session training series consisting of 16 – 24 contact hours. The outcomes of the learning experience includes:
- K2K Community Programs. This is a kid2kid model where youth are trained as trainers of younger peers in the tools and strategies needed to successfully mitigate bullying and encourage positive school culture. Click for more information.
- Safe Workplace Series. This is our anti workplace bullying and sexual harassment training series. We offer the information, tools and strategies to mitigate, prevent, and eliminate workplace bullying. The three part series includes the legal definition and impact, defines bullying & harassment within the context of power and language, and supports organizations in exploring policy, procedure, practice, and culture that creates, nurtures, and encourages respect and equity, making workplace bullying & harassment something that can’t take hold.
It is my goal you find something helpful here. Need something else? Contact us and let’s talk about what that might be.
With Respect’s Resources:
K2K: Kid 2 Kid. Kids learning how to be the trainers for their peers to eliminate bullying and improve school culture. This is a community based program.
Defining Bullying. In the classroom and in the workplace.
Intervention & Prevention. They are different.
The following resources are categorized as stats and research first for youth and then for workplace.
Bullying Stats – Youth
- More than one out of every five (20.8%) students report being bullied (National Center for Educational Statistics, 2016).
- The federal government began collecting data on school bullying in 2005, when the prevalence of bullying was around 28 percent (U.S. Department of Education, 2015).
- Rates of bullying vary across studies (from 9% to 98%). A meta-analysis of 80 studies analyzing bullying involvement rates (for both bullying others and being bullied) for 12-18 year old students reported a mean prevalence rate of 35% for traditional bullying involvement and 15% for cyberbullying involvement (Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014).
- 33% of students who reported being bullied at school indicated that they were bullied at least once or twice a month during the school year (National Center for Educational Statistics, 2016).
- Of those students who reported being bullied, 13% were made fun of, called names, or insulted; 12% were the subject of rumors; 5% were pushed, shoved, tripped, or spit on; and 5% were excluded from activities on purpose (National Center for Educational Statistics, 2016).
- A slightly higher portion of female than of male students report being bullied at school (23% vs. 19%). In contrast, a higher percentage of male than of female students report being physically bullied (6% vs. 4%) and threatened with harm (5% vs. 3%; (National Center for Educational Statistics, 2016).
- Bullied students reported that bullying occurred in the following places: the hallway or stairwell at school (42%), inside the classroom (34%), in the cafeteria (22%), outside on school grounds (19%), on the school bus (10%), and in the bathroom or locker room (9%) (National Center for Educational Statistics, 2016).
- 43% of bullied students report notifying an adult at school about the incident. Students who report higher rates of bullying victimization are more likely to report the bullying (National Center for Educational Statistics, 2016).
- More than half of bullying situations (57%) stop when a peer intervenes on behalf of the student being bullied (Hawkins, Pepler, & Craig, 2001).
- School-based bullying prevention programs decrease bullying by up to 25% (McCallion & Feder, 2013).
- The reasons for being bullied reported most often by students include physical appearance, race/ethnicity, gender, disability, religion, sexual orientation (National
Research & References (Youth):
- Center for Disease Control, National Center for Injury Prevention and Control (2015). Understanding bullying. Retrieved from https://www.cdc.gov/violenceprevention/pdf/bullying_factsheet.pdf
- Davis, S., & Nixon, C. (2010). The youth voice research project: Victimization and strategies. Retrieved from: http://njbullying.org/documents/YVPMarch2010.pdf
- Day, J. K., & Snapp, S. D. (2016). Supportive, not punitive, practices reduce homophobic bullying and improve school connectedness. Psychology of Sexual Orientations and Gender Diversity, 3, 416-425. Retrieved from http://psycnet.apa.org.ezp3.lib.umn.edu/fulltext/2016-41520-001.pdf
- Duong, J., & Bradshaw, C. (2014). Associations between bullying and engaging in aggressive and suicidal behavior among sexual minority youth: The moderating role of connectedness. Journal of School Health, 84, 636-645. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/25154527
- Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after controlling for depression and delinquency. Journal of Adolescent Health, 53. Retrieved from http://www.ncdsv.org/images/JAH_Suicidal-ideation-and-school-bullying_7-2013.pdf
- Gini, G., & Espelage, D. D. (2014) Peer victimization, cyberbullying, and suicide risk in children and adolescents. JAMA Pediatrics, 312, 545-546. Retrieved from
- Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics. Retrieved from pediatrics.aappublications.org/content/early/2013/09/11/peds.2013-0614
- GLSEN. (2013). The 2013 National School Climate Survey. Retrieved from
- Hamm, M. P., Newton, A. S., & Chisholm, A. (2015). Prevalence and effect of cyberbullying on children and young people: A scoping review of social media students. JAMA Pediatrics, 169, 770-777. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/26098362
- 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 Health, 53, 21-26. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3696185/?tool=pmcentrez
- Hatzenbuehler, M. L., & Keyes, K. M. (2013). Inclusive anti-bullying policies and reduced risk of suicide attempts in lesbian and gay youth. Journal of Adolescent Health, 53, S21-S26. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/23790196
- Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512-527. Retrieved from http://bullylab.com/Portals/0/Naturalistic%20ob…
- Kann, L., Kinchen, S., & Shanklin, S. (2014). United States 2013 results. High School Youth Risk Behavior Survey, Center for Disease Control. Retrieved from http://www.cdc.gov/mmwr/pdf/ss/ss6304.pdf
- 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
- Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevelance across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55, 602-611. Retrieved from http://www.jahonline.org/article/S1054-139X(14)00254-7/abstract
- Morin, H. K., Bradshaw, C. P., & Berg, J. K. (2015). Examining the link between per victimization and adjustment problems in adolescents: The role of connectedness and parent engagement. Psychology of Violence, 5, 422-432. Retrieved from http://psycnet.apa.org/buy/2015-45377-003
- National Center for Educational Statistics. (2015). Student reports of bullying and cyberbullying: Results from the 2013 school crime supplement to the National Victimization Survey. US Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015056
- National Center for Education Statistics. (2016). Indicators of School Crime and Safety: 2015. U.S. Department of Education. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=719
- National Center for Education Statistics. (2016). Indicators of School Crime and Safety: 2016. U.S. Department of Education. Retrieved from https://nces.ed.gov/pubs2017/2017064.pdf
- Patchin, J. W., & Hinduja, S. (2016). Summary of our cyberbullying research (2004-2016). Cyberbullying Research Center. Retrieved from http://cyberbullying.org/summary-of-our-cyberbullying-research
- Perren, S., Ettekal, I., & Ladd, G. (2013). The impact of peer victimization on later maladjustment: Mediating and moderating effects of hostile and self-blaming attributions. Child Psychology and Psychiatry, 54, 46-55. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3527635/
- Reed, K. P., Nugent, W., & Cooper, R. L. (2015). Testing a path model of relationships between gender, age, and bullying victimization and violent behavior, substance abuse, depression, suicidal ideation, and suicide attempts in adolescents. Children and Youth Services Review, 55, 125-137. Retrieved from http://www.sciencedirect.com/science/article/pii/S0190740915001656
- Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24, 211–223. Retrieved from https://eric.ed.gov/?id=EJ866091
- Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32, 114-130. Retrieved from http://rse.sagepub.com/content/early/2010/02/18/0741932510361247.abstract
- Rose, C. A., & Espelage, D. L. (2012). Risk and protective factors associated with the bullying involvement of students with emotional and behavioral disorders. Behavioral Disorders, 37, 133–148. Retrieved from https://eric.ed.gov/?id=EJ989490
- Rose, C. A., Espelage, D. L., Monda-Amaya, L. E., Shogren, K. A., & Aragon, S. R. (2013). Bullying and middle school students with and without specific learning disabilities. Journal of Learning Disabilities, 3, 239-254. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0022219413496279
- Rose, C. A., & Gage, N. A. (2017). Exploring the involvement of bullying among students with disabilities over time. Exceptional Children, 83, 298-314. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0014402916667587
- Rose, C. A., & Monda-Amaya, L. E. (2012). Bullying and victimization among students with disabilities: Effective strategies for classroom teachers. Intervention in School and Clinic, 48, 99-107. Retrieved from http://journals.sagepub.com.ezp3.lib.umn.edu/doi/abs/10.1177/1053451211430119
- 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 Health, 102(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.
- Shelley, D., & Craig, W. M. (2010). Attributions and coping styles in reducing victimization. Canadian Journal of School Psychology, 25, 84-100. http://cjs.sagepub.com/content/25/1/84
- 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/
- U.S. Department of Education, (2015). New data show a decline in school-based bullying. Retrieved from https://www.ed.gov/news/press-releases/new-data-show-decline-school-based-bullying
- Wright, T., & Smith, N. (2013). Bullying of LGBT youth and school climate for LGBT educators. GEMS (Gender, Education, Music, & Society, 6(1). Retrieved from http://library.queensu.ca/ojs/index.php/gems/article/view/5010
- Youth Risk Behavior Survey. (2015). Middle school YRBS. Centers for Disease Control. Retrieved from https://nccd.cdc.gov/youthonline/App/Default.aspx
- Youth Risk Behavior Survey. (2015). Trends in the prevalence of behaviors that contribute to violence. Centers for Disease Control. Retrieved from
Other websites for youth bullying:
- Bullying and addiction:
Workplace Bullying Statistics
- 37% of the people who are targeted by bullies are considered to be “compassionate and kind” co-workers.
- Only 6% of the targets of workplace bullying are aggressive.
- 96% of American employees experience bullying in the workplace.
- The percentage of bullies who have been after a specific target for a minimum of 1 year: 89%.
- 54% of bullies have been bullying for more than 5 years.
- 80%. That’s the percentage of bullies who are able to have a negative effect on 5 or more co-workers.
- 62% saw sabotaging of others’ work or reputations as the primary form of bullying in the workplace.
- Only 4% of co-workers saw assault or physical intimidation as the primary form of bullying, but psychological intimidation was noted 52% of the time.
- 51% of employees say their company has a policy for dealing with bullies, but only 7% who are aware of a policy against bullying know of anyone who has ever used it.
- Women [53%] are more likely to be bullies in the workplace than men [47%].
- Bosses make up the majority of bullies.
- 20% of recent survey responders reported that workplace bullying cost them upwards of seven hours a week of work.
- $8,800. This is the amount of annual lost wages that workplace bullying costs a target on average.
- Every target of a bully may lose up to 200 hours of productivity annually. If that targeted employee takes sick or vacation time, it may be a total of 400 hours of lost production to the employer.
- In 2011, half of employees in a workplace survey said they were treated rudely at least once a week at their job. This was an increase of 25% from a similar survey in 1998.
- Many workplace bullies also score high on tests of narcissism and self-orientation.
- Less than a third of American employees say they’re engaged at work.
- A survey conducted by Neuro Drinks found that only 9% of people say they’re happy at the office.
- In Australia, the financial cost of workplace bullying is estimated to be as high as $13 billion per year.
- There is an active bully in two-thirds of all workplaces. They are also more likely to be in some sort of authoritative position.
- 100% of workers who indicated there was an active bully in their workplace also stated the actions of this person/persons was having a negative effect on staff morale.
- Only 50% of people who see workplace bullying will report it, but 90% of people say that workplace bullying has a negative effect on the entire company culture.
- 23.5% of those who indicated they had been bullied stated that the bully did not act alone and that there were others involved.
- 72%. That’s the percentage of people who will leave a job because they’ve been bullied or witnessed bullying in the workplace.
- Workplace bullying results in higher stress levels for 9 out of every 10 employees.
- 16.6% of respondents to an Australian survey said that they had known of, or worked with a staff member who, after being targeted by a workplace bully, later committed suicide.
Workplace Bullying & Harassment Research
The Bully-free Workplace: Stop Jerks, Weasels, and Snakes From Killing Your Organization (2011) By Gary Namie, PhD & Ruth Namie, PhD. Hoboken, NJ: John Wiley & Sons. Available here .
The Bully At Work: What You Can Do to Stop the Hurt and Reclaim Your Dignity On the Job (2000, 2003, 2009) By Gary Namie, PhD & Ruth Namie, PhD. Naperville, IL: Sourcebooks. Second edition: Available here.
Use links below to access all study synopses & downloadable reports.
- U.S. National Prevalence (Scientific surveys)
2007 US / 2010 US / 2014 US
- U.S. Business Leaders’ Opinions (Scientific poll)
- Why bullying happens
- Discovering the phenomenon
- Perpetrator & target gender
2000 / 2003 / 2007 US / 2010 US / 2012-SE / 2014 US
- Race of bullied targets
2014 US / 2010 US
- Age of bullied targets
- Politics & bullying
2010 US / 2014 US / 2012-E
- Perpetrator rank
2003 / 2007 US / 2009-A / 2012-H / 2014 US / 2012-F
- Lone perpetrator or multiples
2007 US / 2012-H / 2014-B
- Target selection factors
2000 / 2003 / 2007 US / 2012-I / 2014-A
- Targets’ prior abuse
2011-F / 2013-H 2014-C
- Bullying tactics
2003 / 2007 US / 2011-I / 2012-F
- Where bullying occurs
2007 US / 2013-Industry
- Bullying rate compared to discrimination
2000 / 2007 US / 2014
- Targets’ responses to bullying
2007 US / 2012-SE / 2013-D / 2013-I / 2012-D / 2014-C
- Exposure time to bullying
2000 / 2007 US
- Barriers to leaving
- Health harm from bullying
2000 / 2003 / 2012-D / 2013-E / 2013-I / 2012-D 2014-C
- Mental Health Professionals
2013-E / 2014-C
- Vacation/leave time for targets
2011-H / 2013-A
- Economic impact for targets
2000 / 2009-B / 2011-A / 2012-SE / 2014 US
- Support for bullied targets
2000 / 2011-L / 2012-D
- Coworkers’ actions
2008 / 2014 US / / 2012-D
- Reasons for coworkers’ actions
- What stopped the bullying — “victory” “justice”
2000 / 2007 US / 2011-J / 2012-F / 2014
- Target support for unions
2011-A / 2011-C
- Support for perpetrators
2007 US / 2013-F
- Consequences for perpetrators
- Employers’ attitudes & actions
2008 / 2010 US / 2012-E / 2012-G / 2013-B / 2013-BL / 2014 US
- Employer policies
2012-SE / 2012-B
- HR & bullying
2012-SE / 2012-C
- Effect of recession
2009-A / 2010 US
- Internet/Social media use & bullying
2011-E / 2011-G
- Support for a law
2010 US / 2014 US