A global phenomenon affecting millions of young people, with profound implications for mental and emotional health, how can it be recognised and managed?
The phenomenon of bullying, in its various manifestations, continues to be a major challenge for modern societies. Recent studies and research have highlighted the extent and characteristics of this problem, both nationally and internationally.
What is bullying?
Bullying is repeated and deliberate aggressive behaviour characterised by an imbalance of power between the aggressor and the victim. It can take many forms, including physical violence, verbal abuse, social exclusion, spreading false information or harassment. With the advent of technology, cyberbullying has broadened the scope of the phenomenon, allowing bullies to attack victims through messaging applications and social networks. According to Dan Olweus, one of the leading experts in the field, “a student is bullied, i.e. victimised, when he or she is repeatedly exposed to the offensive actions of one or more peers over time”.
The situation in Italy
According to the Indifesa 2024 Observatory, carried out by Terre des Hommes in partnership with OneDay and the ScuolaZoo community, 65% of young Italians between the ages of 14 and 26 have reported experiencing some form of violence. Of these, 63% have been bullied and 19% have been cyber-bullied. The data is the result of a survey of more than 4,000 boys and girls aged 14-26 on the forms of violence experienced by GenZ, published on the occasion of Safer Internet Day.
The gender differences are clear: traditional bullying affects more boys (68%) than girls (60%), while cyberbullying seems to be more prevalent among girls (21% compared to 16% of boys). Moreover, the percentage of those who have experienced violence rises to 70% for girls, 83% for those who define themselves as non-binary, and falls to 56% for boys (Alley Oop).
Another ISTAT study from 2023 shows that 9.9% of girls have been bullied one or more times a week, compared to 8.5% of boys. Among boys who use smartphones, 22.2% say they have been bullied online.
The European context
At European level, a World Health Organisation (WHO) report from 2024 shows that 15% of adolescents have experienced cyberbullying, with a slight difference between the sexes: 15% of boys and 16% of girls. In addition, 11% of adolescents have been bullied at school, with no significant difference between males and females. Six per cent of young people reported having been bullied at school, with a higher prevalence among boys (8%) than girls (5%).
Consequences of bullying
The impact of bullying on young people’s mental and emotional health is profound. The Indifesa 2024 Observatory reports that 75% of young victims of violence experienced a loss of self-esteem, security and trust in others. Forty-seven per cent suffered from social anxiety and panic attacks, while 45 per cent reported isolation and alienation from their peers. Other consequences include difficulty concentrating and poor academic performance (28%), depression (28%), anxiety and rejection at school (24%), eating disorders (24%) and self-harm (20%).
Expert studies
Several scholars have contributed to defining and understanding the phenomenon of bullying. Among them is Dan Olweus, who developed the Olweus Bullying Prevention Programme, emphasising that bullying is a lesson that can be learned and unlearned.
The programme focuses on long-term changes that create a positive school climate, with the goal of reducing and preventing bullying problems among students and improving peer relationships in school. It has been shown to reduce not only bullying but also related anti-social behaviour such as vandalism and truancy. The Olweus programme has been implemented in more than a dozen countries around the world and in thousands of schools in the United States.
Sameer Hinduja and Justin W. Patchin, founders of the Cyberbullying Research Center, state that “cyberbullying is not a technology problem; it is a behaviour problem”; Barbara Coloroso, in her book The Bully, the Bullied, and the Bystander, points out that the role of the “bystander” is crucial in facilitating or preventing bullying; Peter K. Smith highlights how holistic approaches in schools, involving the whole school community, are crucial to effectively preventing bullying.
How can parents and teachers intervene?
Parents and teachers have a key role to play in preventing and tackling bullying. Here are some helpful strategies:
- Teach understanding: It seems obvious, but many children are unable to recognise themselves as victims or perpetrators of bullying. Raise awareness of what actions can be considered bullying and what is involved.
- Listen and support: Create a safe environment where young people feel free to share their experiences without fear of judgement.
- Look for warning signs: a drop in school performance, isolation, changes in mood or appetite can be signs that a young person is being bullied.
- Teach empathy and respect: Promoting school programmes and activities that encourage empathy, and mutual respect can significantly reduce bullying.
- Take decisive action: Teachers should be trained to recognise and deal with incidents of bullying promptly and to set clear rules against bullying.
- Monitor technology use: Teach children how to use digital devices responsibly and look out for signs of cyberbullying.
- Involve the whole community: Work with psychologists, educators and other families to create a network of support and awareness.
Conclusions
The evidence clearly shows the urgency of addressing bullying and cyberbullying with targeted interventions and effective strategies. It is essential to promote educational programmes in schools, raise awareness and provide appropriate support for victims. As Dan Olweus stated, “a safe and respectful school environment is the key to preventing and reducing bullying. Only through collective efforts will it be possible to create a safe and inclusive environment for all young people.
Complementary activities
Propose the viewing in class of the film ‘The Boy in the Pink Pants’ and then discuss it in class under the supervision of one or more teachers.
