Bullying in Elementary School

Preference-based health-related quality of life among victims of bullying

“…It should be emphasized that this is the difference in utility scores for adolescents currently (or last year) being bullied. Previous research has indicated that bullying is also linked to several long-term negative health effects, e.g., increased risk of depression in later adolescence and adult mental illness [2,30,31]. In studies evaluating antibullying interventions, it may thus be necessary to consider Based on a p value of 0.05, we cannot reject that the prevalence of bullying is equal for boys and girls The reason why some children are being bullied over several years is not clear.…”

Bullying among Adolescents: The Role of Cognitive and Non-Cognitive Skills

“…Their findings suggest that being bullied (and being a bully) is correlated with lower educational attainment and, as a result, with lower wages later in life. Eriksen et al (2012), on the other hand, use detailed administrative information from Denmark and reduced form regressions (OLS and fixed-effect models) to document strong and robust correlations between bullying and 9 th grade test scores, teenage pregnancy, use of psychopharmachological medication, height and weight at age 18. Although these are novel efforts, they only indirectly deal with the potential non-randomness of the bullying "treatment".…”

The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries

“…The negative effects of bullying on student's learning is well established in the literature (e.g., Nakamoto and Schwartz, 2009;Lacey and Cornell, 2013). Being bullied is known to significantly lower achievement and tends to increase with the severity of the bullying, but importantly has other long-term consequences (see Eriksen, et al 2014). Yet there has been little specific research in less developed countries (Dunne et al, 2013) and, as far as we are aware, there is also a lack of comparable and robust evidence from Latin America.…”

“…9 An alternative is to employ an instrumental variable approach, which requires finding an instrument −i.e., a variable correlated with bullying but not with outcomes. Some empirical studies on bullying (e.g., Carrell and Hoekstra, 2010;Eriksen et al, 2014 ) follow this approach. Eriksen et al, (2014) uses as an instrument the proportion of peers from troubled homes in one's classroom.…”

“…Some empirical studies on bullying (e.g., Carrell and Hoekstra, 2010;Eriksen et al, 2014 ) follow this approach. Eriksen et al, (2014) uses as an instrument the proportion of peers from troubled homes in one's classroom. The only plausible instruments in our application are measured at the contextual level (neighbourhood violence for instance) which are likely to be related to the learning scores.…”