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Bullying and Cyberbullying Bullying and Cyberbullying

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Cyberbullying Information about Cyberbullying Physical Bullying Information about Physical Bullying Verbal Bullying Information about Verbal Bullying

Create a safer school environment by addressing bullying and cyberbullying.

Bullying and cyberbullying threaten students’ physical and emotional safety and can impact their social and academic success at school. Bullying is associated with negative outcomes for those who are bullied, including substance use, suicide, and impacts on physical and mental health. There are several reasons behind school violence; in some cases, being the victim of bullying could play a contributing role.

Everyone at school can work together to create an environment where bullying is not acceptable. Districts and schools should adopt policies to help prevent bullying and cyberbullying, such as school climate initiatives and support for digital citizenship and positive character development. Procedures for monitoring student behavior in school and online can help schools identify at-risk behaviors and provide interventions before they create safety issues.

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All Bullying and Cyberbullying Resources

The federal government identified additional resources that highlight strategies for school safety. Use these resources to learn more about bullying and cyberbullying.

Training Program
Bullying and Cyberbullying
Creating a Safe and Respectful Environment on Our Nation's School Buses

Department of Health and Human Services

This training for school communities is made up of two modules to address bullying on school buses. Specifically, it is designed to assist school bus drivers in cultivating meaningful relationships with students while creating a positive climate on the bus.

Fact Sheet
Bullying and Cyberbullying
Cómo prevenir el acoso (Spanish)

Department of Health and Human Services, 2018

This fact sheet provides general information on what is bullying, the magnitude of the problem, its consequences and how to prevent it in Spanish.

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