The silent epidemic of bullying: a call for action in schools

PERHAPS one of the most persistent and damaging problems affecting pupils across the world will continue to be the issue of bullying. A quick perusal of the research already conducted reveals that the problem has been identified and recognised as a scourge that destroys lives. And yet, despite active efforts to foster inclusive and supportive educational environments, countless pupils continue to suffer emotional, psychological, and most often, physical harm at the hands of their ill-mannered peers, like that in the Milnerton school.

Bullying does not only involve harmless teasing or playful banter; it represents a deliberate and repeated form of aggression that creates lasting scars on its victims and erodes the social fabric of school communities. Often, the effects of these scars can be seen and felt well into adult life as well. How we understand the nature, causes, and consequences of bullying will determine how effective our strategies can be to prevent it.

All of these strategies are essential to promoting a safer educational environment.

Bullying is repeated aggressive behaviour that is always intentional in nature and involves a more powerful perpetrator and a victim. This power may emanate from a person’s physical size or strength, from social influences like popularity, or from a psychological state such as emotional manipulation and intimidation. Physical bullying includes actions such as hitting, kicking, or damaging another pupil’s belongings. Verbal bullying involves name-calling, insults, or threats.

Social bullying aims to damage someone’s reputation or relationships through exclusion, gossip, or humiliation. Recently, cyberbullying has emerged as a particularly harmful form, using digital platforms such as social media and messaging apps, to harass or spread false information. The digital nature of cyberbullying means that abuse can occur at any time, reach a wider audience, and be difficult to escape, making its effects especially severe.

On an individual level, some bullies exhibit low empathy and demonstrate a desire for dominance and control. They may have experienced harsh or neglectful parenting, leading them to replicate aggression as a learned behaviour. In other cases, bullies themselves may have been victims of violence or rejection, using bullying as a way to regain a sense of power.

Parents in particular must become more conscious of their children’s behaviour, both at home and away from home. Social factors also play a significant role. Peer pressure, the desire for popularity, and group dynamics often encourage bullying behaviours. Again, look at the actions of the boys at the Milnerton High School. In schools where competition or cliques are common, pupils may engage in bullying to gain social status or approval from influential peers.

Additionally, the presence of bystanders who fail to intervene or report bullying indirectly enables such behaviour, creating a culture of silence. Often, these bystanders provide the bullying cliques with some form of encouragement to continue. Most often, schools lack clear disciplinary policies, and staff members struggle or are afraid to contain the bullying. In contrast, environments that emphasise respect, diversity, and open communication tend to reduce bullying incidents.

The role of family cannot be ignored either - exposure to violent media content or aggressive behaviour at home can normalise their behaviour and reduce their empathy towards other people. As was observed with the Milnerton incident, some of the boys were ardent rugby players. Does the aggression we see on the field manifest in other environments as well? These are young boys, and it might be difficult for them to control this surge in testosterone.

Schools should provide more than sports coaching in order to develop the complete pupil. We know that the impact of bullying extends far beyond immediate physical or emotional pain. Victims often experience chronic anxiety, depression, and low self-esteem. The constant fear of humiliation can lead to absenteeism, academic decline, and withdrawal from social life. Some victims internalise their pain, developing self-destructive thoughts or, in extreme cases, suicidal tendencies.

The psychological effects can persist into adulthood, affecting relationships, career confidence, and overall mental health. The consequences are not limited to the victims alone. Bullies, too, face long-term repercussions. Individuals who engage in bullying are more likely to develop antisocial behaviours, engage in criminal activity, or experience difficulties maintaining stable relationships later in life.

The digital era has transformed the way bullying occurs. Cyberbullying allows perpetrators to hide behind anonymity, making it more difficult for teachers or parents to identify and address the problem. Posts, images, or messages can spread rapidly and remain online indefinitely, causing prolonged embarrassment for victims. Unlike traditional bullying, which may occur in specific settings such as classrooms or playgrounds, cyberbullying follows victims into their homes and personal spaces, eroding their sense of safety.

Addressing bullying requires a whole-school approach that involves teachers, parents, administrators, and pupils. Preventive education is one of the most effective tools. Programs that teach empathy, conflict resolution, and improve emotional intelligence can reduce aggression and foster understanding. Teachers play a crucial role in identifying early warning signs, such as sudden changes in behaviour, declining academic performance, or social withdrawal. Training teachers to respond sensitively and consistently to reports of bullying is vital.

Peer involvement is equally important. Encouraging bystanders to speak up or support victims can transform the social norms that sustain bullying. Anti-bullying campaigns, pupil-led committees, and mentorship programs help build solidarity and accountability. Schools should implement clear anti-bullying policies that define unacceptable behaviour, outline consequences, and ensure confidentiality in reporting. Parents, too, must engage actively. By modelling respectful communication and teaching empathy at home, they can help children understand the consequences of harmful behaviour.

Open dialogue between parents and schools ensures early detection and coordinated support for affected pupils. Incorporating social-emotional learning into the curriculum can also have profound effects. Social-emotional learning helps pupils recognise and manage emotions, establish positive relationships, and make responsible decisions. These skills not only reduce bullying but also enhance academic achievement and lifelong well-being. Bullying in schools is not an inevitable part of growing up - it is a preventable form of abuse that demands collective action.

So, seeking immediate, drastic punishment for the boys in the Milnerton case needs greater thought. How complicit were the education authorities, in general, with what occurred? What established programmes do we have that avert such nasty incidents? This is becoming a violent world – every movie, every news bulletin, every newspaper clip, almost every social conversation will revolve around some violent incident.

If violence is what children are fed, violence is what they will regurgitate! If stealing is what they observe, then that is what they will do. Children tend to replicate the repeated actions they witness. Moreover, perpetrators tend to escape any form of chastisement. These are all silent forms of encouragement. The onus is on schools to undo the damaged psyches of the children so that we can produce better, more effective citizens. A tough call, but a much-needed one nonetheless.

Professor Vimolan Mudaly is a professor at the University of KwaZulu–Natal.

** The views expressed do not necessarily reflect the views of IOL or Independent Media. 

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