Introduction
Bullying is a persistent issue in schools across the United States. Defined by repeated aggressive behavior involving a power imbalance, bullying in American schools negatively affects millions of students every year (StopBullying.gov, 2021). Traditionally, anti-bullying efforts in schools have centered around adult intervention through teachers, administrators, and parents. However, growing evidence suggests that students themselves—particularly through peer support—can play a vital role in stopping bullying. Peer-led initiatives empower students to intervene when they witness bullying, support those being bullied, and promote a culture of respect and inclusion. This report examines how peer support helps stop bullying in U.S. schools, discussing its impact, successful peer-led programs, real-world examples, and recommendations for schools to implement effective strategies.
Understanding Bullying in U.S. Schools
Bullying in U.S. schools takes various forms, including physical (hitting, pushing), verbal (name-calling, teasing), social or relational (spreading rumors, excluding others), and increasingly, cyberbullying (harassment via digital platforms) (StopBullying.gov, 2021). Regardless of type, bullying typically involves intentional, repetitive behavior with a power imbalance, leaving the victim feeling helpless and isolated.
According to the National Center for Educational Statistics (2019), about one in five students in the U.S. reported being bullied at school. The consequences are severe. Victims of bullying face increased risks of anxiety, depression, academic difficulties, and social withdrawal (Gini & Pozzoli, 2013). Students who engage in bullying behavior are also more likely to face disciplinary problems and engage in antisocial behavior later in life (Espelage & Swearer, 2011). Furthermore, bystanders—students who witness bullying but are not directly involved—can experience feelings of helplessness, fear, and guilt (Rivers et al., 2009).
The Importance of Peer Support
Research consistently shows that peer support is critical in stopping bullying. Peers are present during most bullying incidents. Studies indicate that bystanders are present in approximately 80% of bullying cases (Craig & Pepler, 1997). Their response can either encourage the behavior or stop it.
One powerful finding comes from Hawkins, Pepler, and Craig (2001), who observed that when bystanders intervene to defend a victim, the bullying stops within 10 seconds in more than half the cases. When students act as defenders—speaking up, supporting the victim, or informing an adult—the social reward for the bully diminishes, and the harmful behavior is less likely to continue.
Furthermore, students who receive support from peers report less anxiety, stronger self-esteem, and improved mental health outcomes (Salmivalli, 2014). Peer support also fosters a positive school climate where kindness, empathy, and inclusion are valued. Importantly, peer influence is especially strong during childhood and adolescence, making students uniquely positioned to shape the social norms in their schools (Espelage & Swearer, 2011).
Peer-Led Anti-Bullying Programs in U.S. Schools
Several U.S.-based peer-led programs have shown measurable success in reducing bullying:
The Safe School Ambassadors (SSA) program, implemented in many U.S. schools, is designed to leverage student leaders to intervene in bullying situations. In this program, teachers and counselors identify socially influential students from diverse groups. These students undergo training to recognize bullying and mistreatment and learn safe, effective ways to intervene. Ambassadors meet regularly with adult mentors and are tasked with promoting kindness and inclusion, both informally and through school-wide campaigns.
Evaluations of SSA have shown reductions in bullying incidents and improvements in school climate (Flannery et al., 2016). The program demonstrates that when trusted students speak out against bullying, their influence can change school norms and behaviors.
Steps to Respect, developed by the Committee for Children in the U.S., is another anti-bullying program that includes a strong peer support component. Although teachers deliver much of the instruction, the program emphasizes building social-emotional skills and training students to be assertive, recognize bullying, and support classmates who are targeted. Schools implementing Steps to Respect have reported reductions in bullying and increased positive peer interactions (Frey et al., 2005).
Peer Mentoring and Buddy Systems
Many U.S. elementary and middle schools implement peer mentoring or buddy systems, pairing older students with younger or more vulnerable students. These programs encourage friendship, help students navigate school life, and reduce feelings of isolation. The presence of an older, supportive peer deters bullying and provides younger students with a trusted person to turn to. Research has shown that schools using buddy systems report a decrease in bullying incidents and improved social cohesion (Karcher, 2009).
Real-World Example: Roots Program in New Jersey
One successful U.S. example is the Roots Program, implemented in New Jersey middle schools. Developed by researchers at Princeton University, the Roots program focuses on peer influence. Schools identified socially influential students and trained them to act as role models who would set positive norms, challenge bullying, and intervene when necessary.
In a large-scale study, schools participating in the Roots program saw a 30% reduction in disciplinary incidents related to peer conflict and bullying within one year (Paluck & Shepherd, 2012). The success of Roots illustrates how tapping into students’ social networks and empowering peer leaders can significantly reduce bullying and improve school climate.
Recommendations for U.S. Schools
To effectively use peer support in addressing bullying, U.S. schools should adopt the following practices:
First, schools should establish structured peer leadership programs. This can include identifying socially influential students and training them to recognize bullying, support victims, and safely intervene. Programs like SSA offer models for this approach.
Second, schools should foster a school-wide culture that values kindness and peer responsibility. Teachers and administrators should publicly acknowledge and celebrate students who act as upstanders, reinforcing the message that supporting classmates is commendable.
Third, schools should integrate peer support initiatives into broader anti-bullying policies. This could include buddy systems, peer mentoring, peer mediation programs, and student-led campaigns promoting respect and inclusion.
Lastly, ongoing training and support should be provided to both student leaders and staff mentors. It is essential that peer supporters know how to intervene safely and effectively and that adult staff are available to provide guidance and back-up when necessary.
Conclusion
Bullying remains a significant issue in U.S. schools, but the solution lies not solely with adults. Peer support is a powerful tool in preventing and stopping bullying. When students are empowered to defend their classmates, promote kindness, and shift social norms, schools become safer and more inclusive environments. Programs like Safe School Ambassadors, Steps to Respect, and Roots demonstrate that student-led efforts can make a measurable difference. By fostering a culture of peer support and giving children the skills and confidence to intervene, U.S. schools can reduce bullying and ensure that all students feel supported and respected.
References
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Espelage, D. L., & Swearer, S. M. (2011). A social-ecological model for bullying prevention and intervention. Handbook of Bullying in Schools, 61-72.
Flannery, K. B., Frank, J. L., & Kato, M. M. (2016). Implementing school-wide positive behavioral interventions and supports: The role of Safe School Ambassadors. Preventing School Failure, 60(3), 235-241.
Frey, K. S., Hirschstein, M. K., Edstrom, L. V., & Snell, J. L. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Respect program. Developmental Psychology, 41(3), 479-491.
Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics, 132(4), 720-729.
Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10(4), 512-527.
Karcher, M. J. (2009). Increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors. Professional School Counseling, 12(4), 292-299.
National Center for Educational Statistics. (2019). Student reports of bullying: Results from the 2017 school crime supplement to the National Crime Victimization Survey.
Paluck, E. L., & Shepherd, H. (2012). The salience of social referents: A field experiment on collective norms and harassment behavior in a school social network. Journal of Personality and Social Psychology, 103(6), 899–915.
Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211-223.
Salmivalli, C. (2014). Participant roles in bullying: How can peer bystanders be utilized in interventions? Theory Into Practice, 53(4), 286-292.
StopBullying.gov. (2021). What is bullying. Retrieved from https://www.stopbullying.gov/what-is-bullying