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Thesis Statement

Due to negative effects the bullying in schools has been affecting the students with numerous consequences like physical ailments and difficulty in speaking, increased drug usages, etc.

Bullying is defined as acts of intimidation, aggression, coercion against victim, social power and other factors that differentiated social power. Bullying means intention to harm someone deliberately not accidentally. The violence is increasing in schools that creates unsafely environment of school. Bully prevention in positive support has been recognized in managing bullying in school. The growing concern of bullying behavior is increasing in US schools. Bullying prevention in positive behavior support, i.e. BP-PBS recognized teachers to consolidate social rewards to manage bullying in school.

This is one of the most violated issues in US schools.  According to a national survey   about 30%of students has involved in bullying either as victim or as a perpetrator. Bullying in school is one of the heated issues in the school setting. The current research aims to identify and measure the adverse effects of bullying on school students. The research indicates the field-testing, experimental validation, development and building bullying in school prevention techniques to reduce such violence in schools.  (ROSS & HORNER, 2009)

 The bullying in school directed negative impact on the school behaviors. The current research investigates the issues on the school specifically bullying and derives solution of the problem.  The wide range of verbal, physical and social behaviors really intended to harm.

 The imbalance power of between victim and perpetrator are the major elements in the bullying at school. These elements are difficult to measure and observe at different school levels. The issue of bullying at school required operational identification for the casual variable to control such issue effectively.  The research participants include educators professional and parents to control such bullying. The peer attention is one of the most causing affect in building bullying.

 There are certain consequences for the victims and bullies like in the shape of increased drug usages, lack of self-confidences, etc. The negative future outcomes have been reveals by the bullies and victims.  The research reported that bullies go through with adolescence.  This creates a lot of risk for severe problems like drug abuse, use of alcohol, dropping out of school and delinquency happen towards bullying.  Both victims and bullies find more depressed than the student who are not involved in the harming deliberately. 

The problems as if depression is linked with bullying, on the other hand victimization leads to academic issues as well as self defeating behaviors recognized towards bullying in school.   The victims of bullying are at great risk with no emotional support. The victims of such bullying involved great consequences like issues in academic learning, absenteeism, loss of friends and loneliness. If the students are performing low in the school, they are dropping out immediately with the addressing problem of bullying in school.

Another study implicates the affects of bullying at school, which affects the mental health of students badly. The measurement of bullying in school has certain determinants like substance abuse and risk of mental health. The result of research indicates that risk to mental health is too much high with the effects of bullying impact.

Domestic violence, inter parental violence and symptoms of emotional distress are effects of bullying in schools. Poor school behavior, alcohol abuse, drug usage and posttraumatic stress are the witness that indicates high affect of bullying at school.  Peer victimization significantly linked with the high levels of risk towards mental health.  Direct victimization of bullying has significant impact on the mental health and mental distress. (Rivers, Noret, Poteat, & Ashurst, 2009)

 The bullying and victimization preventions in school recognized at multilevel examination. The study integrates the major assessment of examining relationships between peer victimization and school climate. The examination of previous study shows implement strategies for the prevention of bullying in school. Certain techniques and policies must be implemented to reduce such issues promptly.

The current research on measuring the effects of bullying in school indicates that prevention programs (like Olweus' Bergen anti-bullying) have on peer victimization. About 8 to 41 percent students who are the victims of bullying teased in way of kicked, hit or pushed.  The risk of peer victimization is reduced by decline in age of students.  In this regard, high school organizations are fewer peers victimized by bullying as compare to middle school organizations.

The current research on bullying and measuring its effect find that girls are more victimized as compare with boys due to gender discrimination in schools and sexual minorities. Victimization differs in boys and girls. Physical victimization associated with boys and verbal victimization associated with girls. Peer as well as family groups are helps in prevention of such bullying in middle schools. Lack parental supervision is the major causes of supporting ore victimization. (Jeong & Lee, 2013)

Now problem of solution is derives to reduce the bullying and victimization in schools. BP-PBS (Bullying prevention in positive behavior support) leads to concept of being respectful, teach all students about moral values, reduction in social reinforcement and encountering disrespectful behavior. To resolve the issues of bullying in schools, the teaching staff training for adopting universal strategies like encouraging the students to report such incidents immediately so that proper action could be taken to reduce the bullying in future.  The training of the teachers should be in connection with the encouragement of students who have been bullied previously.

Positive behavior support is approach recommend by the author for the prevention of bullying incidents. There are two major aspects for the BP-PBS victims say stop to bullying behaviors or social rewards are induced for the reduction in bullying behavior. Social validity is recognizing the BP-PBS acceptability.  Teachers, administrators, instructional aides perceived that implementation of BP-PBS improves behavior at school and very effective in time and effort.

The victims respond to the problem solving as if they faced any bullying in school environment they must report it immediately to their respective teachers. The research shows that victims show their consolidations for problem solving. The physical and verbal aggression direct in the problem behaviors.  The physical aggression includes kicking, hitting, stealing, teasing, throwing objects, biting and restricting freedom of movements considers physical aggression. On the other hand, verbal aggression includes gestural negative communication like threatening, taunting and negative body languages. (ROSS & HORNER, 2009)

 The peer victimization and school violence changes the culture and climate of school.  The changing in environment of school reveals safety adolescents.  The implementation of new curricula as well as multidisciplinary interventions must be taken place to increase the awareness of social cognitive skills, policy development, and conflict resolution and victimization. The problem solving skills and new curriculum has less affect on the aggressive behaviors.

Thus to sum up bullying in school, that has significant impact on the student academic learning and might lead to students dropping out from school. The witness in the study shows that such bullying influencing the mental health of student and emotionally distress. Bullying prevention in positive behavior support BP-PBS is the techniques used for the prevention of bullying in the school climate. Other techniques in prevention programs would be related with the training of teachers is to report such incidents and respect others insights in the school policy to reduce such issues effectively.


Jeong, S., & Lee, B. H. (2013). A Multilevel Examination of Peer Victimization and Bullying Preventions in Schools. Journal of Criminology, 2013, 10.

Rivers, I., Noret, N., Poteat, V. P., & Ashurst, N. (2009). Observing Bullying at School: The Mental Health Implications of Witness Status. School Psychology Quarterl, 24(4), 211–223.


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