Preventing Bullying in Canada

Running Head: BULLYING 1
Preventing Bullying in Canada
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Preventing Bullying in Canada
Over the past few years, bullying has become a significant concern in schools and the
societies throughout the world. Even in Canada, the vice has become so entrenched among
members of the society. In 2010, 49.5 percent of high school student in Canada reported to
victims or witnesses to acts of bullying. Today, 89 percent of Canadian teachers regard the vice
as a significant threat in public schools. It is noteworthy that both boys and girls alike are
affected by bullying, but in different ways. Whereas boys are most likely to be victims of
physical bullying, girls are victims to emotional aggression, sexual harassment, and cyber
bullying (Rigby, 2003). Additionally, statistics show that throughout the world, boys are more
likely to engage in physical bullying behavior. Bullying has significant negative effects to the
victim and society must develop a plan to reduce, prevent and eliminate its prevalence.
Various scholars, students and organizations have written about the issue of
bullying in schools and the society in general. The Canadian Department of Public Safety (n.d.)
wrote a paper on the prevention of bullying in schools. The article describes the methods that can
be adopted to prevent the vice from occurring in public schools within the country. It also
identifies the key long-term effects of bullying on the victim as trauma, anxiety, loss of self
esteem, and even the development of aggressive behavior. In addition, the paper highlights the
fact that bullying does not often begin and end at school. Instead, it continues even outside the
school environment and potentially throughout the individual’s life. As a result, it is important
for prevention measures to be instigated to cut the occurrence of the vice.
Additionally, Eriksen, Nielsen & Simonsen (2012) discuss on the issue of bullying and
its effects in elementary school. In their study, they describe bullying as a widespread social

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phenomenon and show how children who are being bullied and those who bully others suffer
from long term consequences. Although the study was mainly based in Denmark, the study
shows that bullying may result in both direct and long term effects to the victims. As a result,
there study shows the importance of enacting anti-bullying mechanisms both in school and at
home to help provide a peaceful environment for children free from bullying.
Likewise, Limo (2015) wrote a paper on the issue of bullying among teenagers and its
effects on the victim. Similar to other papers, Limo acknowledges the fact that peer victimization
and harassment has become a serious concern among parents, students, teachers and society as a
whole. He describes bullying as a type of violence that threatens young people’s wellbeing,
especially those in school. In his study, Limo (2015) studies and explores the different kinds of
bullying, the most likely victims and perpetrators, their prevalence and the mental effects that
they have on the victims. The study concludes that bullying, whether in the form of cyber
bullying, physical or emotion harassment has a lasting effect on the development of the victim.
From the literature above, it is evident that bullying has tremendously negative effects
on victims. As a result, it is important for the society to develop a permanent solution to the
menace and offer children a safe environment both in school and at home that is free from
harassment and violence (“Bullying,” n.d.). Generally, preventing and eradicating bullying
involves a dedication to developing a safe environment where kids can blossom academically
and socially without fear (Wolke, Woods, Stanford, & Schulz, 2001). Noteworthy, this can be
achieved through a collective effort of parents, teachers and school administrators, as well as
students themselves.