Practitioners Families Organisations Researchers Learning login

In focus: Childhood bullying

This resource was written for practitioners. If you are a parent who needs information and strategies to support a child who has experienced or engaged in bullying, please check out our Emerging Minds Families resources.

 

On this page:

Childhood bullying is a complex social issue that goes beyond acts of aggression. It impacts children’s psychological, physical and social wellbeing. Bullying remains a common childhood experience, despite the various prevention and intervention strategies that exist. Approximately one in three (29%) Australian children report experiencing regular bullying (at least once per week) (Mundy et al., 2013). The prevalence of childhood bullying may be even greater than these rates as many incidences are unreported by children or unrecognised by adults (Dale, Russell & Wolke, 2014).

As a practitioner, you may see children who have either been experiencing or engaging in bullying behaviour, or perhaps even both. You might be wondering about the best ways to support the mental health of children who present with issues around bullying. Do you tell the child engaging in the behaviour what they did was wrong? Do children who experience bullying really need mental health support or is it just a part of growing up? Is this an issue for their school and is the school better placed to work it out rather than you? Whatever your experience in responding to childhood bullying, there are many complexities to the behaviour and experience that need to be understood. Along with this understanding there are several skills you can use to support children’s mental health when it comes to bullying.

What is childhood bullying?

There are three elements within the definition of bullying that separate it from other types of aggression: a power imbalance, an intention behind the behaviour, and repetition of the behaviour (Bullying. No Way! 2022).

Bullying behaviour can involve both overt and covert behaviours. Overt bullying behaviour includes actions that can be directly observed, such as hitting, kicking or name calling (Cross et al., 2009). Covert behaviours are those that are less likely to be detected, particularly by adults. Covert bullying behaviours can include social exclusion, spreading rumours or gossiping (Cross et al., 2009), and may occur via digital devices, which is known as cyberbullying. While overt behaviours are observable and often considered more serious by adults, covert behaviours can be more harmful because they increase feelings of social isolation and often remain undetected by adults for longer (Cross et al., 2009).

Extended definitions of bullying involvement including children’s views on what bullying is can be found in the following practice papers.

Identifying and responding to bullying in the pre-teen years: The role of primary health care practitioners Exploring bullying in context: Children’s relationships, friendships and social functioning Prejudice-motivated bullying and its impact on child mental health and wellbeing

What are the risk factors and indicators for bullying?

There are a number of risk factors that can increase a child’s chance of experiencing and/or engaging in bullying behaviour (McClowry, Miller & Mills, 2017):

  • poor family functioning
  • lack of close relationships
  • low socio-economic status
  • history of abuse
  • family violence
  • chronic illness
  • higher weight
  • physical disability
  • behavioural issues
  • diverse gender or sexuality (identifying as LGBTIQ+)
  • mental health difficulties
  • culture (or culturally and linguistically diverse [CALD] if within a largely non-CALD classroom).

Learn more about risk factors for and predictors of bullying involvement in the following practice papers.

Prejudice-motivated bullying and its impact on child mental health and wellbeing Exploring bullying in context: Children’s relationships, friendships and social functioning Identifying and responding to bullying in the pre-teen years: The role of primary health care practitioners

The effects of childhood bullying involvement have been compared with the effects of childhood abuse and neglect

Commissioner for Children and Young People South Australia, 2018

The effects of childhood bullying on mental health

The impact of experiencing or engaging in bullying behaviour is wide reaching and can be long lasting. The effects of childhood bullying involvement have been compared with the effects of childhood abuse and neglect (Commissioner for Children and Young People South Australia, 2018). These distressing social experiences can contribute to the development of negative identities in children. If left unsupported children may experience negative effects into adolescence and adulthood (Arseneault, 2018; McDougall & Vaillancourt, 2015).

Bullying involvement can lead children to be three to six times more likely to experience psychological symptoms such as depression, anxiety and suicidal ideation, than children who haven’t experienced or engaged in bullying (Wolke et al., 2014). They may experience physical symptoms like loss of sleep or appetite. They may also experience poorer academic outcomes due to school avoidance or facing higher anxiety at school (Wolke, Copeland, Angold & Costello, 2013; Nakamoto & Schwartz, 2010; Fekkes et al., 2006).

However, prevention and early intervention efforts have been shown to significantly decrease the impacts of childhood bullying, both in childhood and adulthood (Arseneault, 2018; McDougall & Vaillancourt, 2015).


Listen to the following audio (1 minute 49 seconds) to hear senior lecturer and researcher at the University of South Australia, Dr Lesley-Anne Ey, talk about the importance of early intervention in reducing the effects of childhood bullying.

Download the transcript of Dr Lesley Ey talking about early intervention

Learn more about the impacts of childhood bullying on long-term mental health in the following practice papers.

Prejudice-motivated bullying and its impact on child mental health and wellbeing Exploring bullying in context: Children’s relationships, friendships and social functioning Working with families to prevent bullying

Prevention and early intervention efforts have been shown to significantly decrease the impacts of childhood bullying, both in childhood and adulthood

Arseneault, 2018; McDougall & Vaillancourt, 2015

Common misconceptions about childhood bullying

Our thoughts on childhood bullying are influenced by our own experiences and, as practitioners, it is important that we stay mindful of our own beliefs about and perceptions of bullying behaviour.

Bullying has long been considered by some as a childhood ‘rite of passage’ and ‘just something kids do’ (Rettew & Pawlowski, 2016; Sawyer, Mishna, Pepler & Wiener, 2011). While it may seem surprising, this view is still widely held by parents, teachers and other adults in children’s lives. Some adults even consider bullying to be a way of building a child’s resilience and skills in coping with other children (Mishna, 2004).

If we are unaware of how our own experiences or attitudes affect our unconscious bias, they can significantly impact the child we are working alongside. Therefore, it is vital as practitioners that we’re mindful of and reflect upon our attitudes in order to respond to the children we are working with in the most effective and appropriate way.


Watch the following video (59 seconds) to hear Elly Robinson from the Parenting Research Centre talk about common misconceptions of childhood bullying and how they can affect children’s experiences of bullying.

Read more about the differences in how children and adults perceive bullying in the following practice paper.

Key considerations for practitioners responding to childhood bullying

The importance of relationships

Supportive relationships with peers and family is one of the most important protective factors working against the effects of childhood bullying, for both children who experience bullying and those who are engage in the behaviour.

Children who report experiencing frequent bullying but have a group of friends are less likely to experience internalising disorders, such as anxiety or depression (Bayer et al., 2018). Therefore, supporting children to develop skills in building quality peer connections may help reduce the impact of childhood bullying.

Supportive family relationships and home environments can also buffer the negative effects of childhood bullying. Fewer symptoms of depression are reported by children who experience bullying involvement but feel like they are supported by their parents than children who experience bullying involvement but get limited support from their parents (Conners-Burrow, 2009). Feeling supported by family is also associated with less suicidal ideation in children who have experienced bullying behaviour (Bonanno & Hymel, 2010).


Watch the following video (36 seconds) to hear child and family partner Jess talking about the importance of friendships when her child was experiencing bullying.

Read more about children’s friendships, and the importance of social hopefulness and connections in protecting children from the effects of bullying in Exploring bullying in social context (from the practice paper Exploring bullying in context: Children’s relationships, friendships and social functioning).

Supportive relationships with peers and family is one of the most important protective factors working against the effects of childhood bullying

What children say they need from adults when it comes to bullying

Children can, and should, be included in responses to childhood bullying. In the past, adults have commonly decided what is best for children, including how to protect them from harm (O’Higgins-Norman, 2020). There has traditionally been less focus on the unique knowledge that children bring about the experiences that affect them, including bullying.

Involving children in responses to bullying needs to be embedded throughout practice to ensure children’s voice and agency is truly being respected (O’Brien-Higgins, 2020). Children are best able to describe their own context, the people in it, and the impact that bullying behaviours have on them. They have many of ideas about what should be done about bullying. Children and practitioners can work together to explore the best response for that child’s context, whether the child is engaging in or experiencing bullying behaviour. When practitioners are willing to ask, children can support practitioners’ responses by providing insight into what might be helpful or unhelpful.


Watch the following video (4 minutes 40 seconds) to hear from children about what they think adults could do to best respond to bullying.

Supporting children’s mental health around bullying involvement

Both children who experience bullying and those who engage in the behaviour need support for their mental health and wellbeing. Your intervention will depend on whether the child is experiencing or engaging in the behaviour, but your approach should always be conducted with empathy, curiosity and support.

Children who experience bullying behaviour

Children who experience bullying often blame themselves for the behaviour and consider it a response to assumed flaws. Children who experience bullying also tend to have lower feelings of self-worth than children who have not experienced bullying (Stephens, Cook-Fasano & Sibbaluca, 2018). They may have fewer high-quality friendships and be more vulnerable to effects of bullying on their mental health (Kendrick, Jutengren & Stattin, 2012).

Practitioners can support children who experience bullying to discover alternative reasons for the bullying behaviour. Helping them understand the power imbalances in bullying behaviour or focusing on the intentions of the children who are engaging in bullying behaviour can support a movement away from self-blame. When experiencing bullying, children should be encouraged to make positive connections with others and build a team of supportive people, peers, places and community members.


Listen to the following audio (1 minute 34 seconds) to hear clinical psychologist Jessica talking about how practitioners can support the mental health of children who experience bullying behaviour.

Download the transcript of Jessica talking about supporting the mental health of children who experience bullying

The first module of the course Practice strategies for childhood bullying will guide you through skills for supporting children experiencing bullying behaviour.

Children who engage in bullying behaviour

Zero tolerance bullying policies often focus on punitive or exclusionary discipline that further exacerbates socioeconomic disparities (Borgwald & Theixos, 2013). Children who engage in bullying behaviour are often doing so as a response to their environment, which can include challenges at home such as family and domestic violence or poverty (McClowry, Miller & Mills, 2017). Children who engage in bullying are 2.5 times as likely to experience suicidal ideation, while children who both experience and engage in bullying behaviour are likely to fare worst of all, being at 3.5 times the risk of suicidal ideation (Katsaras et al., 2018). Therefore, supporting the mental health of children who engage in bullying is just as vital as supporting that of the children experiencing the behaviour.

Children can be encouraged to move away from engaging in bullying behaviour through exploration of their values and preferences, particularly those that are in contrast to the bullying behaviour, and by supporting them to display these values in future interactions.


Watch the following video (1 minute 36 seconds) to hear clinical psychologist Miriam talking about how practitioners can support the mental health of children who engage in bullying behaviour.

The second module of the course Practice strategies for childhood bullying will guide you through skills for supporting children who engage in bullying behaviour.

Bullying is a complex social behaviour that has a significant impact on the social, emotional and physical wellbeing of children. There are several ways that practitioners who work with children can support the mental health of not only children who are experiencing bullying, but also those engaging in the behaviour. It is important that practitioners are aware of the impacts of bullying behaviour and their own beliefs about it, understand protective factors and develop the skills necessary to provide that support to children’s mental health.

Resources

Learn more about supporting the mental health of children who experience bullying and engage in bullying behaviour in our other practice development resources.

Online courses

Understanding childhood bullying and mental health Practice strategies for childhood bullying

Podcasts

Childhood bullying and mental health – part 1 Childhood bullying and mental health – part 2 Supporting children who experience bullying Supporting children who engage in bullying

Webinars

Working with children who are experiencing or engaging in bullying behaviour

Practice papers

Key considerations for practitioners responding to childhood bullying Primary health support for bullying in the middle years: Learnings for practitioners Working with families to prevent bullying Exploring bullying in context: Children’s relationships, friendships and social functioning Supporting families to navigate school responses to bullying Prejudice-motivated bullying and its impact on child mental health and wellbeing Identifying and responding to bullying in the pre-teen years: The role of primary health care practitioners

Information for parents and families

In focus: Bullying and child mental health Finding out your child is experiencing or engaging in bullying Understanding your child’s experience of bullying Making a plan with your child to address bullying Taking action to stop your child being bullied Protecting your child from bullying harm Understanding and addressing your child’s bullying behaviour Helping your child to stop their bullying behaviour

References

Arseneault, L. (2018). Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: Implications for policy and practice. Journal of Child Psychology and Psychiatry, 59(4), 405–421.

Bayer, J. K., Mundy, L., Stokes, I., Hearps, S., Allen, N. & Patton, G. (2018). Bullying, mental health and friendship in Australian primary school children. Child and Adolescent Mental Health, 23(4), 334–340.

Bonanno, R. A. & Hymel, S. (2010). Beyond hurt feelings: Investigating why some victims of bullying are at greater risk for suicidal ideation. Merrill-Palmer Quarterly, 56(3), 420–440.

Borgwald, K. & Theixos, H. (2013). Bullying the bully: Why zero-tolerance policies get a failing grade. Social Influence, 8(2–3), 149-160.

Bullying. No Way! (2022). Understanding bullying.

Commissioner for Children and Young People South Australia. (2018). The Bullying Project: What South Australian children and young people have told us about bullying. Adelaide: Commissioner for Children and Young People SA.

Conners-Burrow, N. A., Johnson, D. L., Whiteside-Mansell, L., McKelvey, L. & Gargus, R. A. (2009). Adults matter: Protecting children from the negative impacts of bullying. Psychology in the Schools, 46(7), 593–604.

Cross, D., Shaw, T., Hearn, L., Epstein, M. & Monks. H. (2009). Australian covert bullying prevalence study. Perth, Australia: Child Health Promotion Research Centre, Edith Cowan University.

Dale, J., Russell, R. & Wolke, D. (2014). Intervening in primary care against childhood bullying: an increasingly pressing public health need. Journal of the Royal Society of Medicine, 107(6), 219–223.

Fekkes, M., Pijpers, F. I. M., Fredriks, A. M., Vogels, T., & Verloove-Vanhorick S. P. (2006). Do bullied children get ill, or do ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. Paediatrics, 117(5), 1568–1574.

Katsaras, G. N., Vouloumanou, E. K., Kourlaba, G., Kyritsi, E., Evagelou, E. & Bakoula, C. (2018). Bullying and suicidality in children and adolescents without predisposing factors: A systematic review and meta-analysis. Adolescent Research Review, 3(2), 193–217.

Kendrick, K., Jutengren, G., & Stattin, H. (2012). The protective role of supportive friends against bullying perpetration and victimization. Journal of Adolescence, 35(4), 1069–1080.

McClowry, R. J., Miller, M. N., & Mills, G. D. (2017). What family clinicians can do to combat bullying. The Journal of Family Practice, 66(2), 82–89.

McDougall, P. & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychology, 70(4), 300–310.

Mishna, F. (2004). A qualitative study of bullying from multiple perspectives. Children & Schools, 26(4), 234–247.

Mundy, L. K., Simmons, J. G., Allen, N. B., Viner, R. M., Bayer, J. K., Olds, T., Williams, J., Olsson, C., Romaniuk. H., Mensah, F., Sawyer, S. M., Degenhardt, L., Alati, R., Wake, M., Jacka, F., & Patton, G. C. (2013). Study protocol: the Childhood to Adolescence Transition Study [CATS]. BMC Paediatrics, 13(160), 1–13.

Nakamoto, J. & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19(2), 221–242.

Rettew, D. C. & Pawlowski, S. (2016). Bullying. Child and Adolescent Psychiatric Clinics of North America, 25(2), 235–242.

Sawyer, J., Mishna, F., Pepler, D. & Wiener, J. (2011). The missing voice: Parents’ perspectives of bullying. Children and Youth Services Review, 33(10), 1795–1803.

Stephens, M. M., Cook-Fasano, H. T. & Sibbaluca, K. (2018). Childhood bullying: Implications for physicians. American Family Physician, 97(3), 187–192.

Wolke, D., Copeland, W. E., Angold, A., & Costello, E. J. (2013). Impact of bullying in childhood on adult health, wealth, crime and social outcomes. Psychological Science, 24(10), 1958–1970.

Wolke, D., Lereya, S. T., Fisher, H. L., Lewis, G. & Zammit, S. (2014). Bullying in elementary school and psychotic experiences at 18 years: a longitudinal, population-based cohort study. Psychological Medicine, 44(10), 2199–2211.

Discover more resources

Subscribe to our newsletters