Academic performance typically suffers. According to the American Psychological Association, students who are bullied score lower on standardized tests and receive poorer grades than their non-bullied peers. The Centers for Disease Control and Prevention (CDC) also links bullying to increased absenteeism—students who experience bullying are more likely to miss school, sometimes for safety or mental health reasons.

In classrooms where bullying is not effectively addressed, the entire learning climate can become unsafe. Non-targeted students may also feel anxious about becoming future targets, which leads to a decrease in classroom engagement and trust. Teachers may find it harder to build a supportive and respectful community, and instructional time may be lost due to managing conflicts or student disengagement.

Addressing bullying in the classroom requires proactive strategies, including clear behavior expectations, social-emotional learning (SEL) integration, restorative justice practices, and ongoing teacher training in identifying and responding to bullying. Creating a classroom culture rooted in empathy, respect, and inclusion is critical for the emotional and academic success of all students.

Electronic Bullying: In 2023, 28% of Rhode Island middle school students reported being electronically bullied. This includes harassment through text messages, social media, and other online platforms. The prevalence was higher among females (37%) compared to males (19%). ​

Bullying on School Property: 43% of female students and 28% of male students reported being bullied on school property. ​

Physical Fights: Engagement in physical fights was reported by 10% of females and 19% of males, indicating a higher tendency towards physical confrontations among male students. ​

These statistics highlight the pervasive nature of bullying in Rhode Island middle schools and underscore the need for targeted interventions to address both electronic and in-person bullying.

Nationally, about 1 in 5 middle school students (ages 12–15) reported being bullied during the 2021–22 school year.

Girls reported higher rates of bullying (22%) than boys (17%), especially through online platforms.

Bullying rates are higher in middle school than high school, with 6th graders reporting the highest rates (27%).

Students who were bullied were more likely to feel unsafe at school, experience anxiety or depression, and struggle academically.

Swearer and Hymel (2015) emphasized that bullying is a complex, social issue shaped by environmental and cultural factors, such as school climate, peer group behavior, and family dynamics. Their social-ecological model stresses the need for whole-school strategies that go beyond punishment, encouraging empathy and community collaboration. Similarly, Wolke and Lereya (2015) showed that the effects of bullying extend into adulthood, increasing the risk for long-term psychological challenges, including suicidal ideation and poor life outcomes. Together, these studies urge schools to prioritize early intervention, build inclusive communities, and provide ongoing mental health support to protect students’ well-being and academic success.

This study provides compelling evidence that chronic peer victimization—experiencing bullying repeatedly over time—has a profound effect on the mental health of adolescents. The researchers found consistent links between bullying and serious psychological challenges such as depression, generalized anxiety, and post-traumatic stress disorder (PTSD). These effects often worsen when bullying goes unreported or when schools lack adequate support systems. Adolescents who are persistently bullied may experience feelings of hopelessness, social withdrawal, difficulty concentrating, and school avoidance. The study also stresses that the mental health consequences of bullying are not just short-term but can extend well into adulthood if early support and intervention are not provided.

Importantly, the research identifies protective factors that can reduce the severity of bullying’s psychological impact. Among these, supportive relationships with trusted adults—teachers, counselors, coaches—and peer allies are shown to be especially powerful. When students feel emotionally safe and connected to caring individuals, they are more likely to cope with bullying in healthy ways. The authors advocate for a school-wide approach to prevention and intervention, emphasizing the need for daily mental health integration, consistent adult presence, and peer programs that promote empathy and inclusion. Schools that create a climate of openness, where students are encouraged to speak up and feel heard, are in a better position to prevent long-term harm.

The authors advocate for a comprehensive, community-based approach to bullying prevention that includes not just school staff and students, but also families and community members. They emphasize the importance of building school climates rooted in empathy, respect, and accountability, where positive behaviors are modeled and reinforced by adults. Programs that focus on restorative justice, peer support systems, and digital citizenship can help students navigate social situations in both physical and online spaces. Crucially, the article underlines the need for ongoing collaboration between home and school, where families are educated and empowered to reinforce the same values being taught in the classroom. A united effort, they argue, is the most effective way to change the cultural norms that allow bullying to persist.

The authors highlight middle school as a particularly vulnerable period for students, as it coincides with major emotional, cognitive, and social development. During this time, students are forming their sense of identity and are especially sensitive to peer dynamics and exclusion. Wolke and Lereya argue that early, sustained intervention is key to preventing long-term damage. Schools must adopt proactive strategies like regular emotional wellness check-ins, safe reporting systems, and peer support programs to catch signs of distress early. Promoting a school culture of belonging, acceptance, and respect not only prevents bullying but also strengthens resilience in all students—especially those who may be at greater risk of being targeted.

• How it Helps:

  • PBIS teaches expected behaviors in every school setting (e.g., hallways, classrooms, lunchrooms).

  • Students receive immediate, consistent feedback through a positive reinforcement system (e.g., "Caught Being Kind" tickets).

  • Helps prevent bullying by creating a safe, predictable environment with fewer opportunities for negative behavior to go unnoticed.

• Evidence:

  • Research shows that PBIS implementation reduces school bullying, disciplinary referrals, and suspensions (Bradshaw et al., 2010).

  • Also improves academic performance and teacher-student relationships.

• How it Helps: Builds students' social-emotional competencies, which are essential for navigating peer conflict, resisting peer pressure, and handling stress.

• Evidence: Studies show Second Step leads to decreased bullying behaviors, improved peer relationships, and increased school connectedness.

• How it Helps: Shifts peer group norms around bullying, increases adult supervision and student reporting, and fosters a zero-tolerance environment.

• Evidence: Large-scale evaluations demonstrate OBPP reduces reports of being bullied and bullying others by 20–70% in participating schools.

• Conflict resolution

• Empathy and emotional intelligence

• Accountability and self-reflection

• Effective communication

• Peer-to-peer relationship-building

How it Helps

Restorative justice shifts the focus from punishment to healing. In middle school settings, RJ:

• Encourages students to take responsibility for their actions through restorative circles and mediated conversations.

• Supports students in understanding how their behavior affects others, creating empathy and reducing repeat harm.

• Builds a community-focused school climate where everyone feels heard and valued.

• It is especially effective for addressing relational aggression (gossip, exclusion), which is common at this developmental stage.

Example in Practice:
A student who used hurtful language during lunch may participate in a circle with the affected student, a trained facilitator, and a peer mentor. Through guided questions (“What happened?”, “Who was affected?”, “What needs to be done to make things right?”), both students reach mutual understanding and a plan for repair.

Evidence of Effectiveness

• Oakland Unified School District reported a 47% drop in suspension rates and an 87% reduction in chronic absenteeism after RJ was implemented in middle schools.

• A 2019 RAND study found that students in RJ schools reported stronger relationships with teachers, more respectful peer interactions, and less victimization over time.

• RJ improves student outcomes in schools where traditional discipline has failed to reduce bullying or support mental health.

• Social awareness and empathy

• Inclusion and peer support

• Leadership and initiative

• Recognizing signs of loneliness and isolation

• Proactive communication and outreach

How It Helps

Start With Hello empowers middle school students to take simple, proactive steps to help classmates who may feel lonely, excluded, or disconnected. The program includes:

• Interactive classroom lessons and videos that teach students how to recognize social isolation, reach out, and include others.

• Role-playing scenarios that model ways to start conversations, invite peers to join activities, or simply say hello.

• A schoolwide Start With Hello Week, where students participate in themed days (e.g., “No One Eats Alone Day”) and inclusion challenges.

• Peer-led clubs or ambassador groups that encourage year-round kindness and support.

By equipping students with both the tools and confidence to reach out, Start With Hello reduces the isolation that can lead to bullying — either as victim or aggressor — and builds a stronger sense of school community.

Evidence of Effectiveness

• Over 4 million students across all 50 states have participated.

• Independent evaluations report:

  • A significant increase in peer-reported kindness and sense of belonging.

  • A reduction in students who report feeling invisible or excluded at school.

  • Enhanced student leadership and engagement in shaping school climate.

• In one large-scale study, schools saw a 21% increase in students who felt they had a trusted peer or adult they could talk to after participating.

Cultural Responsiveness & Flexibility

• Materials can be adapted for ELL learners and schools serving diverse populations.

• Lessons emphasize the importance of respecting differences, making it especially relevant for schools working to improve equity and inclusion.

• Encourages all students — regardless of social group, background, or ability — to be a part of the solution in preventing exclusion and emotional isolation.

Targeted Skills

• Self-monitoring: Track daily goals and behaviors related to respect, responsibility, and emotional control.

• Goal-setting: Students set personalized behavioral and emotional goals with the support of an adult.

• Adult-student connection: Builds relationships with trusted adults who provide consistent feedback and support.

• Emotional regulation: Students learn to reflect on their behavior and manage stress in structured ways.

How It Helps

• Morning Check-In: The student starts the day with a brief meeting (2–5 minutes) with a designated adult (e.g., counselor, dean, para). They discuss goals, expectations, and how the student is feeling.

• Daily Tracking: Teachers provide feedback on a behavior report card throughout the day (usually per period or class).

• Afternoon Check-Out: The student returns to the same adult to reflect on the day, celebrate success, and problem-solve any challenges.

• Parent/Guardian Involvement: A copy of the report card often goes home to keep families engaged and reinforce progress.

Example Goals on CICO card: “I used kind words today,” “I kept my hands to myself,” “I asked for help instead of shutting down.”

🔬 Evidence of Effectiveness

• Multiple studies, including from the PBIS Center and the University of Oregon, confirm that CICO:

  • Reduces problem behaviors and referrals.

  • Boosts school connectedness and engagement.

  • Improves classroom behavior and emotional resilience.

• Especially effective for:

  • Students with internalizing needs (e.g., anxiety, depression, low confidence).

  • Students showing early externalizing behaviors (e.g., impulsivity, attention-seeking).

  • Those feeling isolated, targeted, or unmotivated due to bullying or peer rejection.

Middle School Adaptations

• Use tech-based behavior trackers (Google Forms, PBIS Apps) for privacy and ease.

• Allow students to help design or personalize their behavior goal sheets.

• Embed SEL reflection questions (“What did I do well today?” “What stressed me out?”) during check-outs.

Cultural Responsiveness

• Assign mentors that reflect students’ linguistic and cultural backgrounds when possible.

• Create flexible expectations that acknowledge different social-emotional norms.

• Use affirming language and avoid deficit-based feedback.

How it Helps:

• Involves a team-based, collaborative process including school staff, family, community mental health providers, and sometimes outside case managers.

• Focuses on creating a comprehensive, student-centered support plan that addresses school, home, and community settings.

• Students receive therapy, mentorship, academic supports, and sometimes access to after-school or home-based services.

Evidence:

• Wraparound services have proven effective for students at risk of out-of-district placement, self-harm, or school refusal.

• Schools with integrated mental health teams show improved student outcomes, lower dropout rates, and increased resilience in youth exposed to trauma.

Focusing on Rhode Island, I was surprised by how common cyberbullying is, especially among middle school girls. It showed me how important it is for local schools to implement strong prevention programs and create safe digital and physical spaces.

Nationally, the fact that 1 in 5 students experiences bullying shows this is a widespread issue. Resources like StopBullying.gov highlight how bullying impacts long-term mental health and academic success.

Overall, this project reinforced how important it is for educators to actively address bullying. I want to create a classroom rooted in empathy and respect, where all students feel seen, supported, and safe.

PBIS (Positive Behavioral Interventions and Supports)

• Website: https://www.pbis.org

• Resource: implementation blueprints, behavior tracking tools, and school climate surveys.

Second Step (Middle School SEL Curriculum)

• Website: https://www.secondstep.org/middle-school-curriculum

• Resource: SEL lessons on empathy, bullying prevention, and conflict resolution.

Olweus Bullying Prevention Program (OBPP)

• Website: https://olweus.sites.clemson.edu

• Resource: Research-based anti-bullying program kits and training materials.

Restorative Practices—IIRP

• Website: https://www.iirp.edu

• Resource: Free guides for circles, restorative conferencing, and schoolwide implementation.

Start With Hello – Sandy Hook Promise

• Website: https://www.sandyhookpromise.org/our-programs/start-with-hello/

• Toolkit: Start With Hello Week PDF

• Educator Training: https://training.sandyhookpromise.org

• Website: https://www.ride.ri.gov/StudentsFamilies/HealthSafety/MentalHealth

RI Kids Count Data Book & Youth Risk Behavior Survey

• Website: https://www.rikidscount.org

• Focus: Local statistics on bullying, mental health, school safety.

Check-In/Check-Out (CICO) – PBIS Model

• Overview & Forms: https://www.pbisworld.com/tier-2/check-in-check-out-cico/

Focus: Daily monitoring and mentoring for students showing early signs of distress or behavior issues.

🔴 Tier 3: Individualized & Intensive Interventions

Wraparound Services & School Mental Health Teams

• National Center for School Mental Health: https://www.schoolmentalhealth.org

• Focus: Family-centered, multi-agency care coordination for complex needs.