«Overall,
bullying and victimization is down in our
schools and crime has
decreased at our colleges and universities, but there is much work left to be done,» Peggy G. Carr, acting commissioner of the National Center for Education Statistics, said in a statement.
Summary: New data indicate the first significant
decrease in
school - based
bullying since the federal government began collecting that data in 2005, suggesting that efforts
at the federal, state and local levels to prevent
bullying may be paying off.
The magnitudes of the emotional support and cognitive stimulation scores were meaningful, with a 1 - SD increase in each of these scores
at age 4 years associated with a 33 %
decrease in the odds of being a
bully in grade
school.
Recent theoretical work suggests that
bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to
decreased competence with peers, which over time develops into
bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate
school behavior, 16 and another found cognitive stimulation
at age 3 years to be protective against symptoms of attention - deficit disorder
at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to
bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be
bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured
at a single point in time.