By Franklin P. Schargel
The start of a school year brings many changes: new clothes, new friends, new classrooms — and, too often, new incidents of bullying. Recent data show a worrying rise in online harassment among middle and high school students, driven in large part by earlier and wider access to smartphones and digital devices.
According to a report cited by The Washington Post (July 16, 2019) from the National Center for Education Statistics, while overall bullying rates remained relatively steady, incidents involving texting and online harassment rose. In the 2016–2017 school year there was a 3.5 percent increase in students reporting they had been bullied by text or online — roughly a 15 percent rise compared to 2014–2015.
Why is bullying increasing?
Several technology trends help explain the uptick. TechCrunch has reported that the average age a child receives their first smartphone is now about 10.3 years. Tablet use among children during car rides climbed from 26 percent to 55 percent, and overall access to phones, tablets, and computers is high: roughly nine in ten teens report access to such devices. This early and widespread connectivity creates more opportunities for hurtful interactions to occur outside school grounds and beyond the sight of adults.
The Washington Post (October 8, 2019) found that the percentage of third-graders with their own cellphones more than doubled between 2013 and 2017, rising from 19 percent to 45 percent. Around half of fourth-graders and seven in ten fifth-graders had phones at school in 2017. Many parents provide phones for safety reasons, but research shows that possessing a phone increases the likelihood a child will either experience bullying or engage in it. As children gain access to phones at younger ages, the risk of cyberbullying grows unless parents and schools teach responsible device use.
Who is most likely to be bullied?
Bullying targets those perceived as different: a child may be singled out for their height, appearance, socioeconomic status, body size, gender identity, race, or even grade level. The consequences are serious: bullying contributes to depression — a major risk factor for suicide — and lowers academic performance. One study cited by The Washington Post found that high schools reporting more bullying had lower pass rates on standardized state tests. Boys more often experience in-person bullying, while girls are more likely to be bullied via text or online. The data also show variation by race: larger percentages of White students reported online bullying compared with some other groups.
Where does bullying happen in schools?
Bullying frequently occurs in everyday school settings. In surveys, about 42 percent of students said bullying happened in classrooms, and 43 percent reported it occurred in hallways or stairwells. These common spaces are where supervision can be inconsistent and negative interactions can escalate quickly.
What can parents do?
- Your child’s phone is not solely theirs — you own the service and pay the bill. You have the right to review the device when necessary. If a child objects, remind them who pays for the phone and consider suspending service if needed to enforce rules.
- Create a written phone-use agreement that outlines responsibilities and consequences. Include rules about cyberbullying, inappropriate content, and sexting. Have children earn phone privileges through chores or other responsibilities so they understand the phone is a privilege, not a right.
- Institute a strict no-devices policy at family mealtimes. Turning off phones during dinner encourages conversation and reconnects family members.
- Collect phones at night. Bedtime should be for rest or reading, not for late-night texting or social media.
- Limit phone use during homework time. Require that homework be completed to your standards before recreational phone use is allowed.
What can schools do?
Schools share responsibility for student safety and for teaching responsible behavior. While parents often cite safety as the reason for giving children phones, schools can provide access to a phone in emergencies. Administrators, teachers, and parent groups should work together to develop a clear phone-use policy, appropriate to students’ ages, and enforce it consistently. That policy should be communicated to families and consistently applied by all staff. Carrying a cellphone is a responsibility that schools can help students learn to manage.
About the Author
Franklin P. Schargel has been recognized for his work in dropout prevention and alternative education. In 2014 he received a nomination for the Brock International Prize in Education and has earned awards from organizations focused on dropout prevention and truancy. He has been named among influential educators and has been honored by Auburn University for his efforts addressing bullying and supporting alternative education programs.
Schargel is an international speaker, trainer, and the author of thirteen books on education and school reform. His book Creating Safe Schools: A Guide for School Leaders, Classroom Teachers, Counselors and Parents has been published internationally. He has also written more than 100 articles on school reform and related topics.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift toward digital curriculum in education.