Bullying in elementary school often peaks early, impacting students’ academic performance and social development, highlighting the urgent need for early intervention and supportive school environments.
Bullying in elementary school has been shown by a groundbreaking study to be more intense than the commonly held belief that it peaks in high school. The research revealed that bullying incidents were actually more intense and frequent during elementary school years, with a general decline as students progressed through their education. Nevertheless, the study found that approximately one-quarter of students experienced persistent bullying throughout their academic journey, which was associated with reduced academic success and decreased school participation, according to principal investigator Gary Ladd, PhD, a psychology professor at Arizona State University.
“The number of students who reported being bullied at school is deeply concerning,” Ladd noted. “While it’s reassuring that peer victimization generally decreases as children mature, it’s crucial for educators and parents to understand that some students continue to face bullying throughout their entire school experience, potentially leading to long-term effects of bullying on their social development and mental health.”
Previous bullying research typically observed children over short timeframes and primarily examined psychological impacts such as anxiety and depression. This groundbreaking study stands out as the first comprehensive investigation spanning more than ten years, following students from kindergarten through high school graduation while analyzing the relationship between bullying and academic achievement, according to Ladd. The investigation, published in the Journal of Educational Psychology®, was conducted as part of the broader Pathways Project, an extensive longitudinal study examining children’s social, psychological, and academic adjustment in school, supported by National Institutes of Health funding.
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The research, which initially included 383 kindergarten students (190 boys, 193 girls) from Illinois public schools, identified various bullying patterns among children. Students who experienced persistent bullying throughout their education (24 per cent of participants) demonstrated lower academic performance, expressed stronger aversion to school, and showed diminished confidence in their academic self-concept.
Those who faced moderate bullying in elementary school that intensified in later school years (18 per cent) exhibited similar outcomes to chronically bullied students. However, children who experienced decreasing levels of bullying (26 per cent) showed improved outcomes comparable to those who faced minimal or no bullying (32 per cent), indicating potential recovery when bullying situations subside. Male students were notably more likely than female students to experience chronic or escalating bullying.
“The finding that some children can recover from being bullied when it decreases is particularly encouraging,” Ladd remarked. “This offers hope for positive educational outcomes and highlights the importance of early intervention programs to address bullying in schools.”
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The research team encountered significant logistical challenges in monitoring students across more than a decade, from kindergarten through high school, as families relocated throughout the United States. While the study originated in Illinois school districts, participants had spread across 24 states by the study’s fifth year. “Tracking down participants became a nationwide endeavor,” Ladd explained. “We deployed team members by car or plane to maintain contact with these students and ensure the continuity of our research on the impact of bullying.”
The research methodology incorporated annual student surveys conducted by the research team, evaluations from teachers, and standardized test scores in reading and mathematics. Students self-reported their bullying experiences through questions that explored whether they had encountered physical aggression, targeted harassment, or verbal abuse from peers. Ladd emphasized that individual perceptions of bullying in elementary school can vary significantly – what one student might interpret as bullying, another might view as harmless play. However, he cautioned that parents and educators should take all reported incidents seriously to maintain a positive school climate and promote school connectedness.
“Many victimized children are hesitant to discuss their experiences,” Ladd observed. “I’m particularly concerned about emotionally sensitive students whose reports aren’t given proper attention and who endure their struggles privately. They’re often dismissed with platitudes suggesting that such behavior is simply a normal part of childhood development, which can lead to school adjustment problems and negatively impact their peer relationships.”
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The longitudinal nature of the study tracked participants into their early adult years, though approximately 25 per cent of the original sample was lost to follow-up over the extended research period. The demographic composition of the study population consisted of 77 per cent white students, 18 per cent African-American students, and 4 per cent representing Hispanic, biracial, or other ethnic backgrounds. The economic distribution showed that nearly one-quarter of participants came from households with annual incomes below $20,000, while 37 per cent fell within the $20,001-$50,000 range, and 39 per cent belonged to families earning above $50,000 annually.
Ladd emphasized the importance of implementing comprehensive anti-bullying policies and intervention programs in schools and encouraged parents to maintain open dialogues with their children about potential bullying or social exclusion. He noted an evolution in school administrators’ perspectives throughout the study – while early responses often denied the existence of bullying in elementary school problems, this stance has shifted as national awareness of bullying has increased.
“The rise in public consciousness, coupled with tragic stories of bullied children dying by suicide, has significantly elevated societal concern,” he reflected. “However, additional measures are necessary to protect children from being bullied, particularly those who silently endure persistent victimization throughout their educational years. We need to focus on creating a supportive school environment that fosters empathy and promotes positive peer relationships.”
This research underscores the critical need for ongoing efforts to address bullying in elementary schools, particularly among elementary school students, where the problem appears most prevalent. By implementing effective educational interventions and fostering a culture of respect and inclusion, schools can help mitigate the negative effects of bullying on students’ academic motivation, social development, and overall well-being. As we continue to understand the complex dynamics of peer victimization and its impact on academic engagement, it becomes clear that addressing bullying in elementary school is not just a matter of social concern but a crucial factor in ensuring the academic success and healthy development of all students.
Source:
American Psychological Association (January 30, 2017). School Bullying Linked to Lower Academic Achievement, Research Finds. https://www.apa.org/news/press/releases/2017/01/school-bullying
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