**Author details**

Frank Pulido-Criollo1 \*, Jonathan Cueto-Escobedo2 and Gabriel Guillén-Ruiz2


#### **References**


workload, lack of time to accomplish academic assignments, test, interaction with patients, and negative interactions with peers and family. At the academic level, the stressors can be the result of a gap between the academic preparation and the practical training or the environments produced in universities and hospitals. In this sense, the educational models must contemplate simulations of the real life that the students will face at work. Such programs must also include the development of social, emotional, coping, and buffering skills. Levels of stress on nursing studies are strong enough to change secretion of cortisol with potential deleterious effects. Physical and psychosocial stress in nursing and healthcare students increased susceptibility to develop some mental disorder, and social support networks diminish the susceptibility to the development of such disorders. Thus, stress must be considered during the formation of nursing students to optimize their academic performances and avoid deleterious effects.

and Gabriel Guillén-Ruiz2

\*, Jonathan Cueto-Escobedo2

1 School of Nursing, University of Papaloapan (UNPA), Oaxaca, México

2 Institute of Neuroethology, University of Veracruz (UV), Xalapa, Veracruz, México

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**Chapter 4**

**Provisional chapter**

**Bullying in School**

**Abstract**

prevent bullying.

**1. Introduction**

mental consequences

**Bullying in School**

Nahla Mansour Al-Ali and Khulood K. Shattnawi

Nahla Mansour Al-Ali and Khulood K. Shattnawi

DOI: 10.5772/intechopen.75729

Bullying in school is a significant problem worldwide and is one of the most common antisocial behaviors among adolescents and children. Despite implementing anti-bullying prevention programs in almost every school within the United States, Europe, and some initiatives in low-income countries, yet bullying is more pervasive problems in schools than any other problems. This chapter provides a review of research and evidence on school bullying: understanding the definition of bullying in school, and the size of the problem, the consequences of bullying, academic correlations, who is at risk, students' perceptions of bullying and the evidence school-based programs to reduce and

**Keywords:** bullying, peer victimization, students, academic performance, prevention,

Bullying has been defined by many scholars and organizations differently. The classical definition is first proposed by Olweus [1] as "intentional and repeated acts that occur through physical, verbal, and relational forms in situations where a power difference is present." Olweus states that "A student is being bullied when he or she is repeatedly exposed and over time, to *negative actions* on the part of one or more students." The negative action is "One that intentionally inflicts, or attempts to inflict, injury or discomfort on another" [1]. Thus bullying is likely to occur when there are differences in power between the bully and the victims when the victim is unable to defend against bullying behavior. Bullying behavior can be direct, including face-to-face confrontation; such as hitting, damaging, kicking, and other types of physical harm; and indirect involving a third party, such as social exclusion, spreading rumors, and other types of psychological harms or even online (cyberbullying) [1–3].

> © 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75729

#### **Bullying in School Bullying in School**

Nahla Mansour Al-Ali and Khulood K. Shattnawi Nahla Mansour Al-Ali and Khulood K. Shattnawi

Additional information is available at the end of the chapter Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75729

**Abstract**

Bullying in school is a significant problem worldwide and is one of the most common antisocial behaviors among adolescents and children. Despite implementing anti-bullying prevention programs in almost every school within the United States, Europe, and some initiatives in low-income countries, yet bullying is more pervasive problems in schools than any other problems. This chapter provides a review of research and evidence on school bullying: understanding the definition of bullying in school, and the size of the problem, the consequences of bullying, academic correlations, who is at risk, students' perceptions of bullying and the evidence school-based programs to reduce and prevent bullying.

DOI: 10.5772/intechopen.75729

**Keywords:** bullying, peer victimization, students, academic performance, prevention, mental consequences

## **1. Introduction**

Bullying has been defined by many scholars and organizations differently. The classical definition is first proposed by Olweus [1] as "intentional and repeated acts that occur through physical, verbal, and relational forms in situations where a power difference is present." Olweus states that "A student is being bullied when he or she is repeatedly exposed and over time, to *negative actions* on the part of one or more students." The negative action is "One that intentionally inflicts, or attempts to inflict, injury or discomfort on another" [1]. Thus bullying is likely to occur when there are differences in power between the bully and the victims when the victim is unable to defend against bullying behavior. Bullying behavior can be direct, including face-to-face confrontation; such as hitting, damaging, kicking, and other types of physical harm; and indirect involving a third party, such as social exclusion, spreading rumors, and other types of psychological harms or even online (cyberbullying) [1–3].

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Most definitions of bullying have similarities regarding the features of bullying such as being repeated over time, intent to inflict harm, an imbalance in power, and all highlight the chronicity of bullying. The Center for Disease Control (CDC) defined bullying in school as "any unwanted aggressive behaviors by another youth or group of youths who are not siblings or current dating partners that involves observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated" [3].

Ethnic minorities are more likely to be bullied than others, African-American students (24.7%) more likely to report being bullied than Hispanic students (17.2%), followed by Asian student (9%). About 74 and 36.2% of students were verbally and physically bullied because of their sexual orientation, and 55.2 and 22.7% of students were verbally and physically bullied because of their gender expression [10]. The analysis of students from 19 countries (lowand-middle income countries) that participated in the Global School-based Students Health Survey (GSHS), 34.2% of students reported being bullied in the last month, 55.6% of them had been victimized 1 or 2 days, and 7.9% all 30 days in the last month. The prevalence of bullying

Bullying in School

49

http://dx.doi.org/10.5772/intechopen.75729

Scientific research indicated that experiencing bullying has short and long-term psychological and emotional impact on both victims and perpetrator [5, 12, 13]. Victims of bullying reported poor mental and physical health, more symptoms of anxiety, depression; feeling sad, being loneliness; vomiting; sleep disturbance; nightmares; body ache; a headache; abdominal pain, and frequent illnesses. This, in turn, increases students' absenteeism either from direct physi-

Students, whether they are bullies, a victim, or bystanders, report a suicidal behavior. Among students age15–29, suicide is the second leading cause of death [15]. Students who experienced bullying are two times at risk for have suicidal ideation, and 2.6 times more likely to attempt suicide than other students who did not experience bullying [16]. According to the Youth Risk Behavior Survey (YRBS), 17.7% of school-aged students had attempting suicide within the past year [17]. Depression, violent behavior, and substance abuse are among the

Bullying in school not only affects students' physical, emotional and psychosocial lives, it is also found to affect their academic achievements and their classwork directly. Theoretical and empirical literature has been supported the direct association between bullying and student' academic achievements [5, 19–23]. A study among secondary level students shows that traditional as well as cyberbullying has a significant negative impact on students' academic performance when controlling the socioeconomic status of the student [24]. Other findings among students of 13–18 years old revealed that academic achievement negatively correlated with bullying [25]. The research examined the achievement scores of 46 schools and found that peer harassment was negatively correlated with achievement and that students who are teasing they miss school and missing educational opportunities [26]. A recent study among primary school children revealed that verbal bullying among female students was associated with poor academic performance on writing skills. Physical bullying was negatively associated with performance on numeracy, and writing for both males and females. Students who report being verbally and physically bullied had poor achievements in reading, writing, spell-

for each country ranged from 20 to 61% [11].

cal or indirect psychological impact [12, 14].

most mediated factors between bullying and suicide [12, 18].

**2.2. School bullying and academic achievement**

ing, grammar, and punctuations [23].

**2.1. Health consequences of bullying**

A new emerging type of bullying called electronic aggression or cyberbullying. Bullying through electronic media becoming a critical concern through the increasing virtual interactions among adolescents and children. This type of bullying is known as an aggressive online behavior in the digital space and defined as repetitive, aggressive behavior using technology through cell phones and social media. Students who experienced cyberbullying bullied through email, chat rooms, instant messages, websites, or texting [4, 5]. This type of bullying is different from the traditional bullying in that it is difficult for school staff and administrators to control because it happens outside schools and mostly in the forms of anonymous messages posted online through social media. Students who experience cyberbullying have similar consequences as traditional bullying [5, 6].
