(vii) Bullying among students, how to detect a victim and the bully

Bullying in educational settings is a persistent and complex phenomenon with significant consequences for students’ academic performance, psychological wellbeing, and overall school climate. Educational leaders, especially school administrators and teachers, play a pivotal role in identifying, preventing, and intervening in bullying incidents. Understanding how to detect victims and bullies is essential to ensure a safe and inclusive environment for all learners.

1. Defining Bullying

Olweus (1993), a pioneer in bullying research, defines bullying as “aggressive behavior that is intentional and that involves an imbalance of power or strength. It is usually repeated over time.” Bullying can be categorized into:

  • Physical bullying (e.g., hitting, pushing)

  • Verbal bullying (e.g., name-calling, threats)

  • Relational/social bullying (e.g., exclusion, spreading rumors)

  • Cyberbullying (e.g., harassment via digital platforms)

Bullying has a systemic nature and is often maintained by group dynamics, silence, and inadequate school policies (Craig, Pepler, & Atlas, 2000).

2. Identifying a Victim of Bullying

Educational leaders must be equipped to detect signs that a student may be a victim of bullying. These signs may be behavioral, emotional, or academic.

2.1. Behavioral Signs

  • Avoidance of school (frequent absenteeism or requests to leave early)

  • Unexplained injuries or damaged personal belongings

  • Social withdrawal or isolation

  • Sudden change in friendship patterns

2.2. Emotional Signs

  • Depression, anxiety, or mood swings

  • Low self-esteem

  • Suicidal ideation or expressions of hopelessness (Holt et al., 2015)

2.3. Academic Signs

  • Decline in academic performance

  • Lack of concentration or disengagement from school activities

2.4. Reporting and Disclosure

Many victims do not self-report due to fear, shame, or belief that nothing will change. Therefore, educators must be proactive in observation and foster trust-based communication (Rigby, 2003).

3. Identifying a Bully

Bullies often display distinct behavioral patterns and may also be influenced by environmental or familial factors.

3.1. Behavioral Indicators

  • Repeated dominance over peers

  • Use of threats or physical force

  • Enjoyment in others’ distress

  • Disregard for school rules and authority

3.2. Psychological and Social Traits

  • Need for control or power

  • Possible exposure to violence at home or in the media

  • Low empathy or poor emotional regulation (Sutton, Smith & Swettenham, 1999)

3.3. Types of Bullies

  • Aggressive bullies: Impulsive and domineering

  • Passive bullies (followers): Participate due to peer pressure or fear of rejection

  • Cyberbullies: Hide behind anonymity to inflict harm digitally (Tokunaga, 2010)

4. Tools and Strategies for Detection

4.1. Observational Techniques

Teachers and staff should be trained to observe non-verbal cues, group dynamics, and interactions during recess, lunch, and transition times.

4.2. Surveys and Self-Reports

Use validated tools such as:

  • Olweus Bully/Victim Questionnaire (OBVQ)

  • Peer Nomination Techniques (where students identify classmates who are bullied or bully others)

4.3. Data Analysis and Incident Reports

Educational leaders must establish a robust system for logging, analyzing, and tracking bullying-related incidents over time.

4.4. Involving Stakeholders

Regular communication with parents, school counselors, and mental health professionals is vital. Schools should foster student voice mechanisms, including suggestion boxes and peer mediation programs (Espelage & Swearer, 2003).

5. Role of the Educational Leader

School leaders must adopt a whole-school approach to bullying prevention and detection:

  • Promote a positive school climate (Wang, Berry, & Swearer, 2013)

  • Lead by example in inclusive leadership practices

  • Enforce clear anti-bullying policies and ensure staff are trained to implement them

  • Utilize restorative practices where appropriate, focusing on relationship-building and accountability

Conclusion

Detecting bullying requires vigilance, empathy, and a structured approach. Educational leaders must foster a climate of trust, equity, and zero tolerance for bullying. By identifying both victims and perpetrators early, schools can intervene effectively, mitigate harm, and cultivate environments where all students can thrive academically and emotionally.

References

  • Craig, W. M., Pepler, D., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22–36.

  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365–383.

  • Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., & Matjasko, J. L. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135(2), e496–e509.

  • Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Oxford: Blackwell.

  • Rigby, K. (2003). Consequences of bullying in schools. The Canadian Journal of Psychiatry, 48(9), 583–590.

  • Sutton, J., Smith, P. K., & Swettenham, J. (1999). Social cognition and bullying: Social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17(3), 435–450.

  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277–287.

  • Wang, C., Berry, B., & Swearer, S. M. (2013). The critical role of school climate in effective bullying prevention. Theory Into Practice, 52(4), 296–302.