Bullying in the context of learning institutions could be defined as the unwanted or harmful physical, verbal, sexual, or psychological act that is committed by an individual or group of individuals or some perceived threat and power imbalance in the learning institutions (Espelage, Rose & Polanin, 2015). The research shall focus on the assessment and analysis of the impacts of bullying in various learning institutions. Based on the concept map, the study shall cover the profile of the bully and the victim and the associated effects it has on the subject.
Background
Bullying is a behavior that impacts the entire community. It has specific detrimental effects on the student’s health, learning, and general well-being (Khamis, 2015). According to the United States Department of Justice, bullying could include intimidation, name-calling, spreading of rumors or lies as well as demand for money, sexual harassment as well as physical assaults meted on various individual learners. Studies indicate that about 15-25% of the U.S students are bullied with some frequency (Klomek et al., 2016).
However, most cases of bullying often go unreported. The children who are the targets of bullying always feel scared and embarrassed. In almost every class, there exists at least a single bully who often upset their subjects through emotional, verbal, and physical insults. Bullying is an act that has been recorded in both urban, rural, and suburban schools of the United States (Rose et al., 2015).
Analysis
Various authors have underscored the risks associated with the bullying of learners with the disorder in learning institutions. For instance, bullying has been associated with factors such as low self-esteem (Zablotsky et al., 2014). Learners with disabilities always tend to have low interaction levels, a situation that often makes the bullies attracted to them. As such, various disorders in children orchestrate their bullying across multiple learning institutions (Hernandez, Brodwin & Siu, 2017). There has been an increasing need for learning institutions to adopt socio-emotional programs that are geared towards reducing the instances of bullying, fighting, and victimization of the learners in various circumstances (Denault, 2018).
Many authors have noted that the slow grasp of ideas and learning processes are some of the learning disorders that make the students vulnerable to bullying (Rose & Gage, 2017). Again, the increasing cases of bullying in institutions have been caused by the difference in the family, socioeconomic status, as well as the nature of the school environment. As such, teachers should eradicate bullying environments in schools through the development of strategies and approaches that facilitate interaction among students regardless of any disorders (Turunen, Poskiparta & Salmivalli, 2017). The other factor that increases bullying among students is that the affected children tend to report the bullies to various authorities within the learning institutions.
It is senseless to bull the students with disabilities because they are already somehow vulnerable in many instances. In many learning institutions, bullying often emanates from various situations; thus, the affected students need to stay alert and wary of the perpetrators (Blake et al., 2016). Bullying has been noted to have adverse effects on both the bullied individuals as well as the individuals who perform the bullying. It is associated with both mental and behavioral health consequences. For instance, bullying makes young people absolutely insecure and always on guard. Furthermore, bullying may have inevitable immediate effects, such as physical injuries, headaches, and sleep disorders.
Conclusion
In conclusion, the research shall focus on assessing and analyzing the impacts of bullying in various learning institutions. The concept map provided the basis upon which the research shall cover the profile of the bully and the victim and the associated impacts it has on the subject.
