Anti Bullying | Top CBSE School in Ghaziabad

Anti Bullying


What is bullying?

Bullying may be defined as the activity of repeated, aggressive behavior

intended to hurt another person, physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person.

bullying occurs when a person is “exposed, repeatedly and over time, to negative actions on the part of one or more other persons”. He says negative actions occur “when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways.

School Bullying:

School bullying is a type of bullying that occurs in an educational setting. Bullying can be physical, sexual, verbal or emotional in nature.

School bullying may be more specifically defined as unwelcome behavior among school-aged children that involves a real or perceived power imbalance. In order to be considered bullying, the behavior must be aggressive, and must include:

  • A difference in power. Children who bully use their physical strength or popularity to control or harm others.
  • Repetition—happening more than once or have the potential to happen more than once.

The long-term effects of school bullying are numerous, and can include sensitivity, anxiety, and depression. Recent statistics suggest that the majority of students will experience bullying at some point in their academic careers. In the early 21st century, increasing attention has been given to the importance of teachers and parents understanding and recognizing the signs of bullying (among both bullies and victims), and being equipped with strategies and tools to address school bullying.

The Challenge:

Have you ever wished you could contribute to reducing bullying in your school? Where would you begin?  Bullied pupils and their parents are always, and rightly advised to report bullying to teachers, to you.

In the past a lot of emphasis was put on building up the resilience, assertiveness and self-esteem of bullied pupils in the hope that they would become “bully proof” but since this was usually a reactive response after damage was already done it was difficult to achieve.  Since it required specialist skills that most teachers do not have, school guidance counselors played a vital role here.  Furthermore, this approach did not prevent bullying as the unreformed perpetrator could then target another pupil instead.

Traditionally, pupils involved in bullying faced punishment if they were identified.  This made several negative outcomes more likely:

(a)    It helped foster a “no ratting” culture in  schools in which observers of bullying behaviour

were reluctant to report it to adults so the bullying continued,

(b)   It triggered resentment in the bullying pupil that made it more dangerous for the targeted

pupil or observers to report the bullying, for fear of a backlash, so they kept silent or

(c)    It caused the bullying to move outside the school where it could be more “safely” carried out. punishment, then, did little to end the bullying – as is obvious from the prevalence of bullying in schools today. An alternative was needed.