Professional Documents
Culture Documents
problems to which the schools must respond, such as teen pregnancy, alcohol and drug
use, and other forms of violence. However, by focusing on these more "serious" problems
within the schools, administrators may be ignoring an important precursor to these
behaviors.
The second component that creates a culture of bullying within the educational system is
the reaction of the student witnesses. Although some student eyewitnesses will intervene
on behalf of the victim, the majority of students either become passive bystanders or else
active participants in the bullying. Students who act as passive bystanders usually fear the
consequences for themselves in an environment where the adults cannot be relied on to
punish the bullies. Therefore, victims of bullying usually cannot depend on their fellow
students to act as capable guardians against bullying behavior. Students who become
active participants in the bullying act do so because the victim may be viewed by their
peers and the faculty as an acceptable target because of an outcast status within the school
social system. The culture of bullying evolves because both the school and the student
body fail to send the message that bullying behavior is unacceptable behavior. Instead,
they may be sending the message that aggression against a social outcast is tolerated, if
not condoned, as a means of resolving problems and improving one's social standing.
The psychological profile of bullies suggests that they suffer from low self-esteem and a
poor self-image. In addition, bullies can be described as angry or depressed and tend to
act impulsively. In comparison to their peers, bullies possess a value system that supports
the use of aggression to resolve problems and achieve goals. Finally, school is a negative
situation for the bullies, who tend to perform at or below average in school and are
unhappy in school. Further, teachers and peers view them as a disruptive influence. Due
to their psychological profile, value system, and attitude toward school, bullies rely on
aggression to solve school-based problems and to establish their position in the school
hierarchy. While the research clearly demonstrates that bullying behavior is most
common among middle school students and steadily declines with age, bullies may
nonetheless graduate into more serious anti-social behaviors, including drug and alcohol
use/abuse, delinquency, spousal abuse, and adult criminal behavior.
Bullies do not select their targets at random; rather, they select targets specifically for
their vulnerability. Victims are typically shy, socially awkward, low in self-esteem, and
lacking in self-confidence. Furthermore, these characteristics reduce the victims' social
resources and limit the number of friends they have. This makes them a desirable target
for the bullies because the victims are unlikely to successfully defend themselves or have
the social resources to force the bullies to cease their behavior. They are also less likely to
report the behavior to an authority figure. In contrast, bullying victims who are successful
in terminating the victimization typically rely on friends to intervene on their behalf with
the bully or report the behavior to an authority figure. For victims, the act of bullying can
have lasting consequences, including persistent fear, reduced self-esteem, and higher
levels of anxiety. In addition, the research suggests that those students targeted by bullies
in school are more likely to experience adult criminal victimization than those students