Traditional and Cyberbullying in Schools Research Paper by Jessie

Traditional and Cyberbullying in Schools
An exploration of the phenomenon of bullying within American schools with a focus on the evolution of traditional bullying into cyberbullying.
# 151615 | 4,971 words | 9 sources | MLA | 2011 | US
Published on Jul 22, 2012 in Education (Social Issues) , Sociology (General) , Child, Youth Issues (General)

$19.95 Buy and instantly download this paper now


This paper discusses the status of traditional bullying and cyberbullying within contemporary American schools. It is divided into eight sections. The first two sections define traditional bullying and cyberbullying. Then, the paper describes the perpetrators and victims of bullying. The paper then turns to the coping mechanisms used by bullied victims. The final section identifies warning signs and discusses possible education solutions to the current bullying phenomenon. This paper concludes with the recommendation that more school and community resources be devoted to curtailing bullying. Parents, teachers and school administrators must reject the idea of bullying as a normal childhood trial and recognize bullying as a humiliating, unnecessary and potentially destructive national phenomenon.

School Bullying
Technology (Cyberbullying)
Coping with Bullying
Warning Signs
Possible Educational Solutions

From the Paper:

"Bullying is a common phenomenon within American schools. As Joel Jaber and Jenna Glatzer explain in the first page of their book Bullyproof your child for life, "Just about everyone has a bullying story" (1). In 1998, a national survey of middle and high school students estimated that roughly thirty percent of the nation's students were involved in acts of bullying as either victims, perpetrators or both (Spriggs et al. 284). More recent statistics suggest that this rate of bullying has remained constant over the past twenty years. In 2011, the Centers for Disease Control and Prevention (CDC) reported that "nearly 30% of American adolescents reported at least moderate bullying experiences as the bully, the victim, or both" (Hamburger et al. 1). That percentage amounts to over five million students. This estimate rises if the measurement includes less than moderate levels of bullying behavior."

Sample of Sources Used:

  • Coloroso, Barbara, The Bully, the Bullied, and the Bystander: From Preschool to HighSchool--How Parents and Teachers Can Help Break the Cycle. New York: Harper-Collins Publishing, 2004.
  • de Moura, Danilo, Cruz, Ana, Quevedo, Luciana, "Prevalence and characteristics of school age bullying victims," Jornal de Pediatria Vol 87 (2011): 19-23.
  • Flynt, S. & Morton, R. "Alabama elementary principal's perceptions of bullying," Education Vol. 129, No. 2 (2008): 187-191.
  • Haber, Joel, Bullyproof Your Child For Life: Protect Your Child from Teasing, Taunting, and Bullying for Good. London: Penguin Books, 2007.
  • Hamburger, M., Basile, K., Vivolo, A. (2011). Measuring bullying victimization, perpetration, and bystander experiences: A compendium of assessment tools. Atlanta: Centers for Disease Control and Prevention. < -a.pdf.

Cite this Research Paper:

APA Format

Traditional and Cyberbullying in Schools (2012, July 22) Retrieved June 04, 2023, from

MLA Format

"Traditional and Cyberbullying in Schools" 22 July 2012. Web. 04 June. 2023. <>