Recently, the issue of bullying has become serious and complex. In the present study, a survey on bullying was conducted; the respondents were elementary (grades 4-6,
n=3,720), junior high (grades 7-9,
n=3,302), and senior high school (grades 10-12,
n=2,146) students. The students’ answers to questions about their experience of having been a perpetrator or recipient of bullying showed that those roles are not fixed. Further, the students’ self-reports suggested that students who have been bullied were characterized by low self-esteem and were emotionally unstable. Nonetheless, if the experience of bullying is added to this, the individuals’ self-esteem (particularly the sense of self-affirmation in human relationships) decreases even more. The results additionally suggested that the proportion of students who had considered making fun of classmates as being “not bad” or “interesting” increased with age; this tendency was greater for those with the experience of having bullied others. Absenteeism from school and suicidal ideation were particularly strongly experienced by recipients of some of the types of bullying, such as cyber-bullying, group-level disregard (shunning), and the extortion of money and goods. These painful experiences were stronger in those without the experience of having been a bully but who, rather, had only been bullied, whereas the desire for revenge was stronger in those with the experience of having been a bully. Differences based on the stage of development were also observed in the students’ reports of their reaction to observing bullying (e.g., being careful, consulting someone, or side-lining it, i.e., observing it without participating). In addition, the results indicated that the experience of having bullied others or having low self-esteem was involved even in the background of the students’ response to bullying.
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