How Bullying Effects Learning

According to the National Institute of Child Health and Human Development (NICHD), approximately 16%-20% of middle- and high-school children are the victims of bullying on a daily basis (Whitted, & Dupper, 2005). Bullying can take the form of physical aggression or verbal abuse. The NICHD also maintains that bullying is beginning to emerge as a pattern of behavior in children at a much younger age than in the past. Bullying can result in a number of deleterious outcomes, including fear of going to school, physical injury, lower academic performance and others. The issue has become serious enough that eight states have adopted legislation that requires public schools to implement bullying education, awareness and prevention

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subjected to bullying than boys. According to Baldry (2004), ôVictims of bullying, especially girls, are also more likely to report the worst mental health condition, with higher levels of depression and suicide ideationö (p. 344). Despite such evidence, both boys and girls, when treated to ongoing and persistent violence, suffer from a series of somatic ailments. Baldry (2004) reports that those who are subjected to such a level of bullying report somatic complaints that include headaches and stomach aches, have worse physical health overall, and are at increased risk for the development of poor mental and physical health (p. 344). Henry (2004) maintains that when bullying is persistent and severe, children subjected to it can often experience symptoms that are comparable to those who suffer from Post Traumatic Stress Disorder (PTSD), (p. 23). This includes increased levels of fear and anxiety, withdrawal, depression and other negative cognitive effects. Henry (2004) maintains that boys are more often willing to engage in bullying behavior and view it as a norm because of social attitudes that view boys as ômachoö and lead to ôpositive social attitudes to aggression with tough/powerful idealsö (p. 23). Such norms create a
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