How Does Peer Bullying And Victimisation Affect The

Mental Health And Self-Esteem Of Teenagers?

LUMIERE EDUCATION

Research Supervisor:

Dr. Tochukwu Nweze

Abstract

The purpose of this research paper is to better understand how peer victimization and bullying

affect teenage mental health and self-esteem. To do this, a review of previous studies and

research will be conducted. The literature review will investigate how peer victimization and

bullying influence youths' psychological well-being, including sadness, anxiety, low self-esteem,

and suicidal thoughts. The evaluation will also include how peer victimization and bullying

influence a teen's social and academic performance. The research article will also examine

existing anti-bullying and anti-victimization prevention and intervention strategies. The

relevance of the findings for mental health professionals, educators, and parents will be

investigated. The paper will finish with research recommendations. It is hoped that this research
paper will provide a better understanding of how peer bullying and victimisation affects the

mental health and self-esteem of teenagers and how it can be prevented and managed.

Chapter one Introduction

Over the past decades, growing research has investigated the effects of bullying and

victimisation in adolescence. This is because bullying and peer victimisation in adolescence

have a lot of consequences on the development of teenager, including their mental health

and self esteem. Before I proceed any further, it is important to define my key research

terms which include bullying, victimisation, self-esteem, and mental health, as well as

differentiate the various participants in bullying behaviour such as victims, bullies, and

bystanders. Bullying is defined as mistreatment, aggressive dominance, or intimidation by

use of force, coercion, severe teasing, or threats (Burger, 2022). The activities are repeated

and practiced on a regular basis. A perception of physical or social power imbalance,

whether possessed by the bully or others, is an essential prerequisite (Juvonen & Graham,

2014). Victimisation occurs when a person is treated unfairly or put in danger as a result of

complaining about discrimination or supporting a victim of prejudice (Burger, 2022). Our

self-esteem is determined by how we view and value ourselves. It is based on our

perceptions of ourselves, which can be difficult to change. This is also known as self-

assurance. Individuals may like and value themselves, depending on their degree of self-

esteem (Burger, 2022). Our mental health includes our emotional, psychological, and social

well-being. It has an impact on our ideas, emotions, and behaviours. Furthermore, it

determines how we deal with stress, communicate with others, and make wise judgments

(WHO, 2022). A victim is someone who has suffered as a result of another person's actions,
beliefs, or circumstances (Collins, 2023). A bully is someone who continuously tries to

injure or scare those whom they perceive to be weak (Oxford, 2023). Someone who

observes but does not take part in a situation or event is called a bystander (Webster,

2023).

Additionally, we need to comprehend the many forms of bullying, including emotional,

psychological, cyber, and verbal bullying. Beating, pushing, kicking, punching, spitting,

and taking or ruining another person's possessions are all examples of physical bullying.

This kind of bullying is highly obvious and may leave physical scars or bruises (Aisling,

2017). Verbal bullying is the act of using words to hurt, threaten, or humiliate another

person. Verbal bullying includes teasing, making threats, calling someone names, and

gossiping. Bullying of this kind usually goes unpunished since there is no physical evidence

left (Aisling, 2017). Cyberbullying is the practice of bullying someone using technology,

sometimes in an anonymous manner. Cyberbullying includes threatening messages sent

through email or social media, posting embarrassing pictures or videos online, and

spreading falsehoods through text messaging (Aisling, 1017). Bullying that targets a

victim's self-worth, confidence, or mental health is known as psychological bullying. Such

bullying may involve coercion, humiliation, or intimidation (Aisling, 1017). Emotional

bullying is the practice of using another person's feelings to control or manipulate them.

Emotional bullying includes a variety of behaviours, including emotional manipulation,

and public humiliation. Bullying of this kind usually goes unnoticed because it is hard to

identify (Aisling, 1017). Every form of bullying can be either implicit or explicit. Bullying is

implicit when it is not visibly observed by bystanders. Implicit bullying includes things like
excluding someone, calling them names, and spreading rumours (Harris, 2015). Bullying is

considered explicit when it is direct and understood clearly. Explicit bullying includes, but

is not limited to, physical harm, threats, and verbal abuse (Harris, 2015). Bystanders to

bullying may find it challenging to intervene since certain types of bullying are implicit.

Acting in an exclusion scenario, for instance, might be challenging since the victim might

not be aware that they are being bullied. Also, the victim of bullying might not feel secure

talking about their experience, which makes intervention very challenging (Harris, 2015).

In recent years, bullying has become a serious issue in middle school, high school, and

college. Studies have shown that bullying significantly affects kids' mental and physical

health, resulting in depression, anxiety, and even suicide. Bullying is usually ignored or

passed off as "normal" conduct throughout middle school, and it is frequently considered

as a natural part of growing up. Bullying includes name-calling, physical or verbal

harassment, and social isolation (Al-Bitar et al,., 2013). Bullying is becoming more common

in high school and can take many different forms. Physical violence, vulgar language,

cyberbullying, or exclusion from social situations are all examples of bullying in high

school (Arslan et al., 2011). Bullying can take the shape of physical or verbal abuse, hazing,

sexual harassment, or even physical assault at the collegiate level. Bullying of this nature

has a negative influence on college students' mental health and can lead to depression,

anxiety, and even suicide (Lund & Ross, 2016).

The prevalence of mental health problems among adolescents in middle school, high school,

and college is increasing. According to surveys, up to 20% of all students in the United
States suffer from mental health issues such as depression, anxiety, and eating disorders.

Adolescents from low-income families or those who have experienced trauma are more

likely to develop mental health problems (Nuttall, 2019). Middle schoolers' mental health

issues are usually exacerbated by the pressures of developing and adjusting to change.

Students may face increased academic pressure, peer conflict, and physical changes such as

puberty. The pressure to succeed and the stress of preparing for college may lead to high

school mental health difficulties. College students frequently experience exam stress,

financial difficulty, and social limitations (Källmén & Hallgren, 2021), which all lead to

increase mental health burden.

Bullying and peer victimisation have been linked to poor mental health and low self-esteem

(Yen et al., 2014). Bullying may have a harmful impact on a person's emotional and

psychological health, contributing to suicidal thoughts, as well as anxiety, and depressive

symptoms. Bullying victims usually feel helpless and alone, which can reduce self-esteem

and increase negative self-talk (Yen et al., 2014). Bullying victims may also have physical

health problems such as headaches and stomachaches. According to research, bullied

children and adolescents are more likely to engage in self-harming behaviours such as

cutting and suicidal ideation. Social isolation caused by bullying has also been linked to low

self-esteem and poor mental health (Tsaousis, 2016). Bullying victims may feel isolated

because they are too embarrassed or humiliated to tell their friends or family about their

experiences.
With countless studies conducted on a variety of different topics and age groups, the body

of information on bullying is broad and growing. Unfortunately, much remains unknown

about the mechanisms that underpin the detrimental effects of bullying. So far, there

haven't been many comprehensive evaluations of the literature that identify gaps in the

body of knowledge and recommend future research options. This is required to better

understand the mechanisms underlying their actions. In addition to a paucity of literature

review studies, there is insufficient knowledge of the mechanisms that underlie bullying's

effects. Despite extensive research on the impacts of bullying, there is still much to

understand about how psychological, physiological, and social factors contribute to the

development and maintenance of bullying behaviours (Boudrias, 2021). We can design

more effective preventative and intervention strategies if we understand these processes

better. Furthermore, little is known regarding the long-term effects of bullying. Although

though some studies have focused on the short-term effects of bullying, there is a need for

greater research on the long-term implications for both individuals and the wider

community. This is critical for understanding the long-term effects of bullying on both

victims and perpetrators, as well as for directing interventions aimed at minimising its

long-term effects (Boudrias, 2021).

Therefore the purpose of my current study is to determine how peer bullying and

victimisation affects the mental health and self-esteem of teenagers. My study will be

presented in the form of a literature review approach, in which I will review previous

works and develop my theoretical assessment based on past empirical studies. Due to limited

studies on literature review, I needed to build my knowledge based on previous studies

“Pubmed Search” using some key words (such as “mental health”, “self esteem”,

“bullying”, “victimisation”, etc.). Papers that closely matched this topic were downloaded,

read, and assessed. In this first instance, a total of 10 papers were read and assessed. On

the other hand, aside from these papers, I picked interest in some other published papers,

that were cited within these original 10 papers. After reading these papers, I considered

them, by classifying and grouping comparable points of view so that I may either support

or criticise them. I weighed the benefits and drawbacks of this method. In my final

argument, I concentrated on the multiple consequences that bullying may have on

teenagers.

Peer victimization and bullying can have long-term negative consequences for a teen's

mental health and self-esteem, which can lead to feelings of social isolation, fear, anger, and

depression. Moreover, it can lead to low self-esteem, guilt, and an increase in risky conduct.

Schools and parents must be aware of the warning signs of peer victimization and bullying

and take appropriate measures to protect and support teenagers. We can reduce the

detrimental impacts of peer bullying and victimization on adolescents' mental health and

self-esteem by creating a safe, supportive environment in which teens may express

themselves and find acceptance.

Chapter two Effects of bullying on mental health and self-esteem

Firstly, I will discuss the effect bullying has on teenagers. Many sorts of bullying behaviour,

including traditional forms of bullying (such as physical or verbal abuse) and

(Gradinger et al., 2009). Although there is a relationship between traditional and online

bullying, it is unclear if online victimisation, in addition to traditional victimisation, is

associated with higher symptoms of depression (Dooley et al., 2009).

The internet is generally used to harass or release aggression upon people (Chang et al.,

2013). This because of the anonymity of social platforms. People generally feel braver when

they aren’t face to face with the victim, sometimes they even feel that the victim is

“overreacting too much” (Chang et al., 2013). Examples of this are when the victim is

harassed for their looks or their emotions. This could cause problems with contacting

authorities as in most cases there is no physical proof of the harassment (J Sch Health,

2013). This will cause the victim to feel like there is no way out of the situation they are in

as no one is willing to help them find a solution (J Sch Health, 2013).

According to a novel finding, the prevalence of mental health problems was discovered to be

four times higher in school-bullied boys than in non-bullied boys. Whereas health

difficulties were 2.5 times more prevalent among school-bullied girls (Holt & Espelage,

2007). This would imply that men are more vulnerable to the harmful impacts of bullying

than women. It also might suggest that males are bullied more frequently or harshly than

women, which is harmful to their mental health (Holt & Espelage, 2007). In addition,

adolescent girls may have richer social networks than boys and are more likely to address

bullying issues with significant others, who may subsequently give protective supports

(Mark et al., 2019). Social assistance may also be beneficial.

al., 2001). Data suggests that it may be desirable to consider these features of bullying as

separate occurrences. Overall, only 7.4% of young people were recognised as bullies or

victims, which is consistent with other research that shows a range of 3.9% to 8.2%

(Unnever, 2005). Additionally, findings suggest that bullying perpetration and victimisation

are two distinct, if distantly related, phenomena that should be studied independently.

The literature studies on the impacts of cyberbullying and cyber-victimisation is mostly

consistent with the classic bullying literature, which shows a strong negative association

between bullying and victimisation in all forms and mental health (Gradinger et al., 2009).

Yet, the cumulative impact of being bullied through traditional and digital means on young

people's mental health has yet to be thoroughly examined (Gradinger et al., 2009).

There are statistically significant links between traditional and cyber forms of bullying

perpetration and victimisation in the anticipated direction of bad mental health and low self-

esteem, validating the first hypothesis that these two types of bullying are linked (Dooley et

al., 2009). Cyber-victimisation was shown to be substantially connected with female, age,

traditional bullying victimisation, and perpetration (Gradinger et al., 2009). Likewise, as

participants became older, their self-reported bullying perpetration (both conventional and

cyber) increased.
Furthermore, both traditional victims and bully-victims (victims who later became bullies)

were reported to have greater depressive symptoms than those who just reported bullying

perpetration (Perren et al., 2010). There is evidence to support the idea that pupils who

reported both victimisation and bullying of others, as well as just victimisation, were more

likely to exhibit depressive symptoms than those who reported only bullying (Dooley et al.,

2009). The fact that this result was unaffected by country shows that the connections were

the same in across nationalities (Perren et al., 2010).

Finally, it was hypothesised that cyber-victimisation, in addition to traditional

victimisation, would increase the likelihood of developing depressive symptoms (Gradinger

et al., 2009). Strong evidence was found to support the independent relationship between

cyber-victimisation and depressive symptoms over and above traditional bullying

victimisation. This implies that even after accounting for any potential effects of traditional

victimisation, cyber-victimisation still contributes significantly to the variation in

depressive symptoms (Perren et al., 2010). The fact that this association was not country-

moderated suggests that the link may not be culturally dependent (Dooley et al., 2009).

Yet, there were some geographical variances. For instance, Australian students who abuse

others were more likely to report deploying cyber-strategies, whereas Swiss students were

more likely to report bullying others (Gradinger et al., 2009). Notwithstanding these

differences, it was discovered that cyber-victimisation was a powerful, culturally

independent predictor of depressive symptoms (Dooley et al., 2009). This study discovered

that experiencing bullying through technology is associated with a worse mental health
status than experiencing it in more traditional means (Perren et al., 2010). Although fewer

students in both countries reported suffering cyberbullying than traditional kinds of abuse,

it is clear that the use of technology enhances the probability of internalising disorders for

those who have experienced both cyber and traditional types of abuse (Gradinger et al.,

2009).

Now I will discuss the effect bullying and peer victimisation have on a teenager’s self-

esteem. Generally, previous studies suggest that bullies tend to target those with lower ranks

in the adolescents social system (or in other words, the power that the teenagers have over

their peers; (O’Moore & Kirkham, 2001). Such ways of bullying could be verbal, physical,

or psychological (indirect). Many bullies tend to target the victims relationships with

others, in hopes of singling them out and targeting them without intervention. This is called

“relational bullying”. The effect of this is that it can decrease the victim’s mental health

and social life. They can become withdrawn and find it hard to socialise. This gives the

bullies more of an initiative to bully them (O’Moore & Kirkham, 2001). The victim will

find it hard to seek help due to this, not being able to place their trust in others as easily.

This can lead to psychosocial distress, which the student will have a hard time coping with,

as they have no one to confide in. The victim will stay closed off and will stop taking care of

their physical well being. Their body will deteriorate and it will become harder for them to

do mundane tasks (O’Moore & Kirkham, 2001).

There are also some ethnic group disparities in bullying practices. One rationale is the

emphasis on an ethnic group's status as a minority at a school (Siann et al., 1994).

significantly different rates. White and African American students were frequently the

majority or minority of students at various universities (Siann et al., 1994). These teens did,

however, report various degrees of bullying behaviour. According to a study, ethnic

minorities feel they are more likely than majority children to encounter bullying (Siann et

al., 1994). Harris observed that cultural factors had an effect on aggression, which is

consistent with social constructionist theory (Harris, 1995).

On the other hand, it is important that I describe the mechanisms behind the behaviours of

teenagers (whether it be the bullies, victims or bystanders). There is a meta-analytic study

that indicated that violent video games could make young children more inclined to

bullying in the future (Anderson et al., 2010). It is reported that playing violent video games

will make children more aggressive and they will find violent things tame and sometimes

even fun (Anderson et al., 2010). This can have severe mental impacts on the child as they

grow up in an aggressive environment, leading them to believe that violent actions are

acceptable (Chang et al., 2013). This can make it hard for the child to understand the

impact that their actions have on others, making it difficult for them to put a stop to this

behaviour.

In addition, it is shown in studies that males are more likely to engage in physical and

direct bullying rather than females, however, females have a higher chance of bullying

indirectly through the internet or by spreading rumours (Solberg & Olweus, 2003). This

could be due to the fact that females are seen as weak and fragile, therefore they do not
engage in physical acts of violence. Males, on the other hand, are typically the ones getting

into physical fights, as they are told that being manly means being stronger than the others

and always having the upper hand (Seal & Young, 2003). This could lead to different

behaviours between men and woman. Females would find it hard to trust and forgive as

they have been betrayed before (through means such as rumours and fake friends),

however males have an easier time with forgiving and trusting as, even though they have

been physically hurt many times, their emotions have not been toyed with as much as a

female would have had to endure (Yang et al., 2006).

Males are reported to have greater occurrences of bullying. Similarly, males were more

likely than women to be classified as bullies or victims (Underwood et al., 2001). Although

both drug usage and depressive symptoms were connected to victimisation, the effects were

marginally stronger in females than in males. One explanation for this disparity is because

males may deploy more physical sorts of aggression whereas women lean towards

psychological bullying, both of which would possibly have different outcomes (Crick et al.,

2002). Studies have also indicated that females use and experience more indirect violence

than men (Underwood et al., 2001).

Drug usage was shown to be more strongly associated to aggression than victimisation

(Berthold & Hoover, 2000). This is consistent with previous studies and the problem-

behaviour theory, which says that problematic habits serve a helpful purpose in achieving

certain goals such as coping with rejection (Rusby et al., 2005). These are significant
preliminary findings. Victimisation was a better predictor of depressive affect than hostility

(Crick et al., 2002).

It was also found that people in a lower financial status have a higher chance of being

bullied. This is most often instigated by those with more money (Due et al., 2009). This

could be due to the fact that those with more money feel entitled to being treated with

respect and find it funny to make fun of those without the title that they believe they have

(Chang et al., 2013).

Bullying or victimisation can also be caused to to differences in culture, ethnicity, gender,

race, and physical appearance. These types of bullying don’t only occur within the school

grounds, but in the real world as well (Siann et al., 1994). This is due to social media which

constantly plays a huge role in the changing views and ideas of people, especially the young

people. As adolescents are heavily dependent on social media, they can be influenced easily

by the ideas of others (Unnever, 2005). This can cause them to make fun of their peers that

seem different from them, purely due to the fact that they are different. However, these

types of bullying are getting hard to come by as time goes on, as people are starting to

realise that these types of bullying are worthless and a waste of time (Chang et al., 2013).

Chapter three Conclusion

To conclude, peer bullying and victimization among teenagers can have serious, long-

lasting effects on their mental health and self-esteem. Victims of bullying usually

experience intense feelings like isolation, insecurity, and anxiety. Moreover, people may
struggle to make and maintain friendships, as well as experience depressive thoughts,

anxiety, or low self-esteem. Additionally, bullied individuals may be more prone to long-

term mental health problems, such as post-traumatic stress disorder (PTSD). Teenagers

who experience bullying or other forms of victimization may also be more inclined to

participate in dangerous behaviours like drug misuse or self-harm.

I feel that peer victimization can lead to serious mental health issues and low self-esteem in

young people. Yet, it must be acknowledged that these issues can be impacted by other

factors, such as family ties and the environment. Moreover, the issue typically lacks

evidence-based research, which might limit study conclusions.

To further this topic's examination, I recommend mixing qualitative and quantitative

research methodologies. While quantitative research provides more solid statistics,

qualitative research provides real-life testimony and a deeper understanding of bullying

dynamics. I also recommend conducting studies on the long-term effects of victimization

and peer bullying.

Finally, this paper discussed the effects of victimization and peer bullying on teenage

mental health and self-esteem. Such conduct has been linked to serious mental health issues

and a drop in self-esteem. Yet, it is crucial to realise that these issues may be impacted by

other factors. To advance this field of study, I recommend merging qualitative and

quantitative research approaches and investigating the long-term consequences of bullying.

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