The impacts of bullying among young children is not uncommon especially today. When a large gather of children, who have different mindsets, home-training/family experience, and skill level; get together occasionally, patterns of insubordinate behavior often began to show depending on what may be occurring within that specific child. Majority of adolescents suffer from emotional distress, chronic sadness, depression, anxiety, and suicidal ideation among our youth is known as a national health priority. In fact, many adolescents and children are hesitant to talk about being bullied or even fail to acknowledge that they are bullying others. Children today have a greater risk of developing mental health disorders, decreases in academic achievement, and self-isolation.
The design of researchers examines whether painful childhood experiences leave lasting scars and depression that carry over into adulthood is known as the “Golden Standard” of developmental research. Studies have shown with starting points from using multiple informants, with outcomes covering social interaction, mental & physical health, externalized and internalized behavior problems. Depression is very common, but it is a serious mental illness that we as humans attend to ignore. Researchers have determined about 6.7 percent of all Americans experience major mental disorder in any given year and/or time. By recognizing the signs of mental illness among our youth and providing access to quality treatment, we can all work together to raise awareness and help our youth get the support they need to flourish in life as well throughout our community.
Specifically, research suggests that social and academic skills have a high certainty in negative performance due to bullying. For Glewwe et al. (2016) a greater number of school enrollment may have little influence on economic growth and personal income if children do not learn effectively while they are in school. Bullying effects the child’s learning and may also trigger effects on further in life. The effect of bullying remains during adolescent life asserting that contact with bullying has an impact on educational levels throughout life. Studies claim that bullying leads to poor academic performance not being able to focus on future academic accomplishments and lower incomes after school completion (Le et al., 2005, Kosciw 4et al., 2013, Ponzo, 2013, Kibriya et al., 2015).
Socially withdrawn children frequently distant themselves from social activities generally in life. Lacking social interaction in childhood result from a variety of causes, including social fear and anxiety or a tendency for solitude. From early childhood through adulthood, socially withdrawn children are at risk for numerous negative adjustment outcomes, such as anxiety, low self-esteem, depression, peer rejection, victimization, and school difficulties such as academic progression, and avoidance. To many, social withdrawal represents the developmental outcome of temperamental individuals’ dispositions (e.g., Fox et al. 2005). Also viewed as an index of isolation, exclusion, or rejection by their peers (e.g., Boivin et al. 1995, Gazelle & Ladd 2003). Some still believe that social withdrawal, depending upon the age at which it is observed, reflects the lack of a social approach and a preference for manipulation and social interactional exchange (e.g., Coplan et al. 2004).
In conclusion, bullying can affect anyone’s health causing a mental disorder both short and long term. Even suicidal children feel as if they have no one to turn to for help, in turn, asserting the idealization that they are invaluable. Specifically, we aim to understand the role of social-emotional skills and their potential influence on bullying. The results suggest that bullying has a negative impact on performance in academic performance and social-emotional skills can help students deal with bullying. From early childhood through adolescence, socially withdrawn children are at risk for negative adjustment outcomes, including anxiety, isolation, depressive symptoms, academic difficulties, and school avoidance.
