ABSTRACT
Some bullies might stop, some bullies may stay the same or others may get worse because they are like ‘addicted’.
(Thirteen-year-old girl)
Schools should be safe and fun learning environments where students make friends and interact with peers. Yet often this is not the case due to the impact of bullying. Although the effects of bullying are most detrimental for bullies and victims, other members of the peer group and school community are also negatively affected (Green 2015). Understanding bullying is important because the effects can be significant. For example, students who are persistently victimized may experience internalizing problems such as anxiety, mental health difficulties and, in extreme cases, suicide (Baldry & Winkel 2003). Likewise, those who persistently bully describe elevated risks in the individual, parent, peer and relationship domains, and may experience long-term negative outcomes as a result of their behaviour. While some bullies decrease or desist their actions, persistent bullies are immune to interventions and sanctions employed by schools and continue to bully throughout their school life. Of concern, persistent bullies are more likely to have a criminal conviction in adulthood (Olweus 1995; Pepler, Jiang, Craig & Connolly 2008) and, like victims, are at a greater risk of experiencing mental health difficulties and suicidal thoughts (Hinduja & Patchin 2010; Kim & Leventhal 2008; Kumpulainen, Räsänen & Puura 2001; Sampson 2002). Given the widespread impact, it is important to hear the voices of all young people involved in the phenomenon of persistent bullying, regardless of the role they may play.
