Why Our Approach to Bullying Is Bad For Kids

Why Our Approach to Bullying Is Bad For Kids


The article titled “Why Our Approach to Bullying Is Bad for Kids” is authored by National Association of Independent Schools. It targets parents, teachers and guardians tasked with responsibilities of taking care of children. The article was authored in the winter of 2013. It vehemently discusses why approaches put in place to curb bullying are unsuccessful. The goal of the article is to bring out the contentious bullying issue.

Article Summary

Kids have gone through myriad facets of bullying. The act includes teasing, discussing how to hurt, spreading rumors, excluding others during play and physically hurting or yelling at kids. Bullied kids often feel different, powerless, unpopular and lonely. These children find it hard to stand up against bullying. They have a feeling that people who bully them are more powerful that they are. As a result bullied children become nervous, feel sick and experience learning problems at school. On the other hand, children who bully others tend to copy their friends and feel powerful than their victims. Bullying is not good for anybody, especially children still growing. The acts of making others suffer instill bad habit to kids such as alcohol consumption and drug abuse in future.  Maltreatment is associated with violence thus as they become older, they believe violence is the only solution to problems. Undoubtedly, the act of bullying physically and psychologically affects kids who may experience difficulties in coping with others at home and school. Parents and teachers have initiated approaches aimed at dealing with bullying in kids. However, most of these approaches have not been successful.


Article Analysis

Bullying has been a widely discussed topic. Discussions range from parents discussing with children in football fields, teachers creating awareness in classrooms to the President and First lady hosting webcast on the subject. Surveys conducted across America reveal that one out of five kids is bullied and 23 percent of children claim they are bullied severally (Porter n.p).  Additionally, it is estimated that 50 percent of school bullying incidents are never reported (Porter n.p). The author of this article establishes that bullying is not only physical harm and harassment but also encompass social exclusion, name-calling, teasing, sarcasm, and being unfriendly (Porter n.p). Parents and others concerned have succeeded in creating fixed mindsets to children. Therefore, approaches towards mistreatment and harassment have largely been unsuccessful.

Other articles on the same subject concur that some children have been labeled bullies. Whereas parents and teachers try so hard to reduce cases of bullying at home and school, they have potentially instigated the issues by labeling other children as bullies thereby encouraging them. Most of these children are not yet fully developed; their brains are still in the process of growth and easily grasp negative and positive concepts. The article highlights that approaches put in place are not just question of semantics.  Penchant labeling of bullies by parents and teachers have only fueled the issue because the fixed- mind set is a potential threat to their welfare. The moment some children are labeled as bullies, it gives guardians the opportunity to unleash anger and frighten them. On the other hand, those labeled as victims of bullying are denied the opportunity of developing true resilience.  Undoubtedly, these approaches to childhood bullying have been inconsistent. Instead of labeling them as bullies and victims, it is appropriate they are taught how to cope and deal with aggressive behaviors with passion and resilience. Considerably, parents and teachers must learn to do the same.


Bullying has been a major problem in at homes and schools. Every day, a section of children have to contend with bullying as bullies or victims. Children undergo mistreatment that is detrimental to their growth and development. Nonetheless, approaches initiated have been problematic and largely unsuccessful. Approaches initiated have provided kids with little conceptual room to contrive.  We are left to ponder how well to deal with bullying.




Porter Susan. (2013). Why our approach to bullying is bad for kids. National Association of

Independent Schools. Available at: https://www.nais.org/magazine/independent-school/winter-2013/why-our-approach-to-bullying-is-bad-for-kids/. Accessed March 12, 2018.