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- Definition: Estimated percentage of public school students in grades 7, 9, 11, and non-traditional programs who had mean rumors or lies spread about them on the internet by other students in the previous year, by number of occasions and sexual orientation (e.g., in 2013-2015, an estimated 11.4% of gay, lesbian, and bisexual students in grades 7, 9, 11, and non-traditional programs in California were cyberbullied four or more times in the previous year).
- Data Source: WestEd, California Healthy Kids Survey. California Department of Education (Jul. 2017).
- Footnote: Years presented comprise two school years (e.g., 2013-14 and 2014-15 school years are shown as 2013-2015). County- and state-level data are weighted estimates; school district-level data are unweighted. Students in non-traditional programs are those enrolled in community day schools or continuation education. The notation S refers to (a) data for school districts that have been suppressed because there were fewer than 10 respondents in that group, and (b) data for counties that have been suppressed because the sample was too small to be representative. N/A means that data are not available.
Learn More About Bullying and Harassment at School
- Measures of Bullying and Harassment at School on Kidsdata.org
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On kidsdata.org, measures of bullying and harassment at school come from:
- Student reports of being bullied or harassed on school property in the previous year for any reason or for a bias-related reason (i.e., on the basis of a physical or mental disability, gender, race/ethnicity or national origin, religion, or sexual orientation)
- Student reports on the number of times in the previous year they were bullied or harassed at school on the basis of a disability, their gender, their race/ethnicity or national origin, their religion, and sexual orientation
- Student reports on the number of times in the previous year they were cyberbullied by other students
- School staff reports of the extent to which bullying or harassment among students is a problem at their school
Data based on student reports are available by grade level (7, 9, 11, and/or non-traditional), gender, level of school connectedness,* parent education level, and sexual orientation.
*Levels of school connectedness are based on a scale created from responses to five questions about feeling safe, close to people, and a part of school, being happy at school, and about teachers treating students fairly. -
- Bullying and Harassment at School
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- Bullying/Harassment, by Grade Level
- Bias-Related Bullying/Harassment, by Grade Level
- Disability as Reason for Bullying/Harassment, by Grade Level
- Gender as Reason for Bullying/Harassment, by Grade Level
- Race/Ethnicity or National Origin as Reason for Bullying/Harassment, by Grade Level
- Religion as Reason for Bullying/Harassment, by Grade Level
- Sexual Orientation as Reason for Bullying/Harassment, by Grade Level
- Cyberbullying, by Grade Level
- Student Bullying/Harassment Is a Problem at School (Staff Reported)
- Children's Emotional Health
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- Hospitalizations for Mental Health Issues, by Age Group
- Depression-Related Feelings, by Grade Level
- Youth Who Reported Needing Help for Emotional or Mental Health Problems
- Receipt of Mental Health Services Among Children Who Need Treatment or Counseling (Regions of 70,000 Residents or More)
- Students Who Are Well-Behaved (Staff Reported)
- Student Depression or Mental Health Is a Problem at School (Staff Reported)
- School Emphasizes Helping Students with Emotional and Behavioral Problems (Staff Reported)
- Disconnected Youth
- Pupil Support Services
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- Number of Pupil Support Service Personnel, by Type of Personnel
- Ratio of Students to Pupil Support Service Personnel, by Type of Personnel
- School Provides Adequate Counseling and Support Services for Students (Staff Reported)
- School Provides Services for Substance Abuse or Other Problems (Staff Reported)
- School Collaborates with Community Organizations to Address Youth Problems (Staff Reported)
- School Safety
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- Perceptions of School Safety, by Grade Level
- Fear of Being Beaten Up at School, by Grade Level
- Physical Fighting at School, by Grade Level
- Carrying a Gun at School, by Grade Level
- Carrying a Weapon Other Than a Gun at School, by Grade Level
- Perceptions of School Safety for Students (Staff Reported)
- Perceptions of School Safety for Staff (Staff Reported)
- Student Physical Fighting Is a Problem at School (Staff Reported)
- Student Weapons Possession Is a Problem at School (Staff Reported)
- School Attendance and Discipline
- School Climate
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- Academic Motivation (Student Reported), by Grade Level
- School Connectedness (Student Reported), by Grade Level
- School Supports (Student Reported), by Grade Level
- Caring Relationships with Adults at School (Student Reported), by Grade Level
- High Expectations from Adults at School (Student Reported), by Grade Level
- Meaningful Participation at School (Student Reported), by Grade Level
- Students Who Are Motivated to Learn (Staff Reported)
- School Motivates Students to Learn (Staff Reported)
- School Is a Supportive and Inviting Place to Learn (Staff Reported)
- Adults at School Care About Students (Staff Reported)
- Adults at School Believe in Student Success (Staff Reported)
- School Welcomes and Facilitates Parent Involvement (Staff Reported)
- School Gives Students Opportunities to Make a Difference (Staff Reported)
- School Fosters Youth Resilience or Asset Promotion (Staff Reported)
- Students Respect Each Other’s Differences (Staff Reported)
- Cultural or Racial/Ethnic Tension at School (Staff Reported)
- Youth Alcohol, Tobacco, and Other Drug Use
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- Alcohol/Drug Use in Past Month, by Grade Level
- Alcohol/Drug Use on School Property in Past Month, by Grade Level
- Alcohol Use in Past Month, by Grade Level
- Alcohol Use in Lifetime, by Grade Level
- Binge Drinking in Past Month, by Grade Level
- Drinking and Driving or Riding with a Driver Who Has Been Drinking, by Grade Level
- Cigarette Use in Past Month, by Grade Level
- Cigarette Use in Lifetime, by Grade Level
- E-Cigarette Use in Past Month, by Grade Level
- E-Cigarette Use in Lifetime, by Grade Level
- Marijuana Use in Past Month, by Grade Level
- Marijuana Use in Lifetime, by Grade Level
- Student Alcohol and Drug Use Is a Problem at School (Staff Reported)
- Substance Abuse Prevention Is an Important Goal at School (Staff Reported)
- Substance Use Prevention Education Is Provided at School (Staff Reported)
- Youth Suicide and Self-Inflicted Injury
- Why This Topic Is Important
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Bullying is considered a significant public health problem (1, 2). National estimates indicate that between 20 and 30 percent of children and youth are bullied at school each year, with certain vulnerable groups at even higher risk, including students with disabilities and LGBTQ youth (1, 2). This aggressive behavior, which may be physical, verbal, or social—and may occur in person or online—can have long-term harmful effects (1, 2). In addition to the risk of physical injury, victims of bullying are at risk for depression, anxiety, suicidal behavior, physical health problems, substance abuse into adulthood, low academic achievement, and poor social and school adjustment (1, 2).
Any involvement in bullying, whether as a bully, victim, or witness, is associated with negative outcomes (1, 2). For example, youth who bully others are more likely to experience depression and engage in delinquent or suicidal behavior than non-bullies (1, 2). In addition, those who report being both a victim and a bully have the highest risk of suicidal behavior among any group involved in bullying (1, 2). It is important to note that bullying may not cause suicidal behavior, but it is one of several risk factors that appears to increase the chances of such behavior. Even youth who only witness bullying are more likely to report feelings of helplessness and other negative feelings than those who have not witnessed bullying (1, 2). Further, the fear of being bullied or harassed may disrupt a child’s ability to excel in school and life (2).For more information on bullying and harassment at school see kidsdata.org’s Research & Links section.
Sources for this narrative:
1. National Academies of Sciences, Engineering, and Medicine. (2016). Preventing bullying through science, policy, and practice. National Academies Press. Retrieved from: https://www.nap.edu/catalog/23482/preventing-bullying-through-science-policy-and-practice
2. National Center for Injury Prevention and Control. (2014). The relationship between bullying and suicide: What we know and what it means for schools. Centers for Disease Control and Prevention. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/bullying-suicide-translation-final-a.pdf - How Children Are Faring
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According to 2013-2015 estimates, more than one in four California youth in grades 7, 9, 11, and non-traditional programs had been bullied or harassed at school in the previous year, and around one in five had been cyberbullied by other students. During the same period, school staff reports that bullying/harassment among students was a moderate or severe problem ranged from 24% of responses from elementary school staff to 45% of middle school staff reports. In each grade level, estimates of bullying and cyberbullying tended to be higher among girls than among boys in 2013-2015. Across all types of bullying and harassment, gay, lesbian, and bisexual students and those with low levels of school connectedness were more likely to be victimized than their straight and more connected peers.
When students are bullied or harassed at school, it is most often for reasons of bias (related to disabilities, gender, race/ethnicity or national origin, religion, or sexual orientation). In 2013-2015, an estimated 29% of 7th graders, 28% of 9th graders, 24% of 11th graders, and 22% of non-traditional students statewide were bullied or harassed in the previous year for one or more bias-related reasons. The prevalence of bias-related bullying/harassment varied widely depending on the reason for bias and the group affected. For example, bullying and harassment for reasons related to race/ethnicity or national origin were twice as common among African American/black (27%), Asian (25%), and Native Hawaiian/Pacific Islander (29%) students when compared with their white counterparts (12%). Among students identifying as gay, lesbian, and bisexual, about half were bullied or harassed because they were, or were thought to be, gay or lesbian. - Policy Implications
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Bullying and harassment at school have come under closer scrutiny by schools and policymakers in recent years (1, 2). Bullying is pervasive in schools nationwide and can have lasting harmful consequences on child health and well being (1, 2, 3). Although any student can be a victim, certain groups are at higher risk of being bullied or harassed, such as LGBTQ youth and students with disabilities (1, 2).
California has enacted laws to address bullying and cyberbullying, and state and federal policies provide guidance on effective school discipline strategies (4, 5). In particular, schools are required to use alternatives to suspensions and expulsions, as overuse of these practices has not resulted in safer schools or improved student behavior (3, 4). State and federal policies also encourage schools to teach students social and behavioral skills and to create positive, supportive school environments (4). Comprehensive strategies that focus on building protective factors (e.g., social skills, caring relationships with adults, student connectedness to school, etc.) and addressing bullying in tandem with other negative behaviors, such as substance use and violence, are most likely to succeed (1, 3, 6).
Policy and program options that could prevent and address bullying/harassment at school include:
- Incorporating anti-bullying efforts into a comprehensive, well-coordinated school-wide system to support student needs and create a positive school climate, as research shows that a supportive school atmosphere is linked to lower bullying rates and other positive outcomes (1, 3, 6)
- Engaging all school stakeholders—leaders, teachers, students, families, community members, and others—to develop and disseminate a shared anti-bullying mission statement, code of conduct, school policies, and a bullying reporting system (3, 6, 7)
- Providing training for students, staff (e.g., teachers, coaches, counselors, nurses, administrators), parents, and others on how to deal with bullying incidents, focusing in particular on empowering bystanders to prevent bullying (3, 6)
- Following state and federal law, implementing prevention-oriented school discipline policies that are clear, fair, consistent, and promote a positive learning environment; such policies should be based on a tiered system of appropriate responses to misconduct that keep students in school when possible, and should include clear, equitable classroom behavior management practices (4, 8)
- Ensuring that school policies and practices are responsive to the diverse cultural norms of students/families and include a focus on reducing harassment of vulnerable populations, including youth with disabilities and LGBTQ youth; this may involve staff training, student support, information sharing, and public statements of policy (3, 6)
- Ensuring that anti-bullying efforts focus on a wide array of settings where incidents may occur, e.g., hallways, restrooms, buses, routes to and from school, and online (1, 3, 7)
- Providing students with opportunities to develop social and behavioral skills (such as self-regulation, problem solving, relationship building, and decision making), along with high expectations and support from adults (1, 3, 6)
- Encouraging social media companies to publish anti-bullying policies on their websites and to implement, evaluate, and strengthen methods of preventing and addressing bullying online (1)
For more policy ideas and information, see the federal government’s stopbullying.gov and the California Department of Education. Also see Policy Implications on kidsdata.org under School Climate, Pupil Support Services, and School Attendance and Discipline.
Sources for this narrative:
1. National Academies of Sciences, Engineering, and Medicine. (2016). Preventing bullying through science, policy, and practice. National Academies Press. Retrieved from: https://www.nap.edu/catalog/23482/preventing-bullying-through-science-policy-and-practice
2. National Center for Injury Prevention and Control. (2014). The relationship between bullying and suicide: What we know and what it means for schools. Centers for Disease Control and Prevention. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/bullying-suicide-translation-final-a.pdf
3. American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Retrieved from: http://www.aera.net/Publications/Books/PreventionofBullying/tabid/14872/Default.aspx
4. Fix School Discipline. (2017). Toolkit for educators. Public Counsel. Retrieved from: http://www.fixschooldiscipline.org/educator-toolkit
5. Hinduja, S., & Patchin, J. W. (2016). State cyberbullying laws: A brief review of state cyberbullying laws and policies. Cyberbullying Research Center. Retrieved from: https://cyberbullying.org/Bullying-and-Cyberbullying-Laws.pdf
6. David-Ferdon, C., & Simon, T. R. (2014). Preventing youth violence: Opportunities for action. National Center for Injury Prevention and Control. Retrieved from: https://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action.pdf
7. stopbullying.gov. (n.d.). How to prevent bullying. U.S. Department of Health and Human Services. Retrieved from: http://www.stopbullying.gov/prevention/index.html
8. Morgan, E., et al. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the juvenile justice system. Council of State Governments Justice Center. Retrieved from: http://csgjusticecenter.org/youth/school-discipline-consensus-report
- Research & Links
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- Websites with Related Information
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- Adolescent Violence Prevention Knowledge Path, National Center for Education in Maternal and Child Health
- Bullying and Hate-Motivated Behavior Prevention, California Dept. of Education
- California Safe and Supportive Schools, WestEd
- California Safe Schools Coalition
- Cyberbullying Research Center
- Gay, Lesbian & Straight Education Network (GLSEN)
- National Center for Injury Prevention and Control: Bullying Research, Centers for Disease Control and Prevention
- National Center on Safe Supportive Learning Environments, American Institutes for Research
- Positive Behavioral Interventions & Supports: School, U.S. Office of Special Education Programs
- Stopbullying.gov, U.S. Dept. of Health & Human Services
- Williams Institute, UCLA School of Law
- Youth.gov, Interagency Working Group on Youth Programs
- Key Reports and Research
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- 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools, 2018, Gay, Lesbian and Straight Education Network (GLSEN), Kosciw, J. G., et al.
- Adult Psychiatric Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence, 2013, JAMA Psychiatry, Copeland, W. E., et al.
- Advances in Research with LGBTQ Youth in Schools, 2016, Psychology of Sexual Orientation and Gender Diversity, Heck, N. C., et al.
- Bullying Gets Under Your Skin: Health Effects of Bullying on Children and Youth, 2015, stopbullying.gov, Vaillancourt, T., & Edgerton, E.
- CalSCHLS Administration Guide, WestEd
- Connecting the Dots: An Overview of the Links Among Multiple Forms of Violence, 2014, Centers for Disease Control and Prevention & Prevention Institute, Wilkins, N., et al.
- Cyberbullying Fact Sheet: Identification, Prevention, and Response, 2018, Cyberbullying Research Center, Hinduja, S., & Patchin, J. W.
- LGBTQ Youth in California’s Public Schools: Differences Across the State, 2017, Williams Institute, Choi, S. K., et al.
- Mislabeled: The Impact of School Bullying and Discrimination on California Muslim Students, 2015, Council on American-Islamic Relations - California, Dadabhoy, F.
- Preventing Bullying Through Science, Policy, and Practice, 2016, National Academies Press, National Academies of Sciences, Engineering, and Medicine
- Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations, 2013, American Educational Research Association
- Relationship Between Peer Victimization, Cyberbullying, and Suicide in Children and Adolescents: A Meta-Analysis, 2014, JAMA Pediatrics, van Geel, M., et al.
- Social Bullying: Correlates, Consequences, and Prevention, 2013, National Center on Safe Supportive Learning Environments, Stuart-Cassel, V., et al.
- The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools, 2014, Centers for Disease Control and Prevention, National Center for Injury Prevention and Control
- The Role of Technology in Youth Harassment Victimization, 2016, U.S. Dept. of Justice Office of Justice Programs, Mitchell, K. J., et al.
- County/Regional Reports
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- 2017 Kern County Report Card, Kern County Network for Children
- Santa Monica Youth Wellbeing Report Card, Santa Monica Cradle to Career
- More Data Sources For Bullying and Harassment at School
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- California School Climate, Health, and Learning Surveys Data Dashboard, WestEd & California Dept. of Education
- Child Trends Databank: Bullying
- Indicators of School Crime and Safety, National Center for Education Statistics
- National Survey of Children's Exposure to Violence, U.S. Dept. of Justice Office of Juvenile Justice and Delinquency Prevention
- Youth Risk Behavior Surveillance System (YRBSS), Centers for Disease Control and Prevention
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