Recently, bullying incidents have increasingly become a focal point of social attention. From the physical and psychological harm inflicted on students to the tragic consequences of bullying among adults, these alarming signs indicate that the issue of bullying is no longer confined to the campus but is a challenge faced by society as a whole. Child Welfare League Foundation (CWLF) conducted an online survey at the end of 2024, covering more than 16,000 junior high school and senior high school students across Taiwan. [1] The results show that the prevalence of school bullying had declined to 10.2% compared to the previous year, with verbal bullying being the most common, followed by relational bullying. Although the overall bullying situation has improved, a concerning trend emerged that among the students affected by bullying, the proportion experiencing sleep problems has surged from 19.5% to 30.1%, and nearly one-quarter of the victimized students reported having self-harm intentions.

So, what kind of children are more likely to or be bullied? The data indicates that childhood trauma experiences are one of the key risk factors for school bullying. About 4.9% of high school and junior high school students have experienced more than four types of trauma, such as parental divorce or death, verbal violence, physical abuse, or even sexual assault. These students have much higher rates of both bullying others and being bullied compared to those with fewer trauma experiences. Therefore, understanding and responding to children who have experienced trauma is crucial for addressing and solving school bullying. Further investigations reveal that in schools with higher scores for trauma-informed environments, the proportion of students being bullied is only 6.6%, almost a fourfold difference compared to 24.3% in schools with lower scores! CWLF calls for the implementation of trauma-informed principles in schools and the continuous reinforcement of a "supportive and friendly” environment to provide students with a safe and nurturing learning atmosphere along with the necessary resources.

[1] The survey participants were junior high school students in grades 7 to 9 and senior high (vocational) school students in grades 1 to 3 . The survey was conducted from November 12 to December 22, 2024, using an online questionnaire. A total of 16,346 responses were collected, with 49.7% male, 48.9% female, and 1.4% other. Additionally, 55.8% were junior high school students, while 44.2% were senior high school students.

The survey shows that 10.2% of high school and junior high school students have experienced school bullying in the past year. While this marks a nearly 30% decline from 15.1% in 2023, the issue remains a significant concern. Among the different forms of bullying, verbal bullying is the most prevalent, accounting for 64.9%, followed by relational bullying at 24.5%.

It is worth noting that high school and junior high school students have rated the severity of school bullying in Taiwan at an average score of 4.9 out of 10. However, 12.8% of students rated it the highest score of 10, indicating that they still perceive school bullying to be a very serious issue in Taiwan. According to CWLF's analysis, the decrease in bullying rates is attributed to improvements in school education and increased societal awareness. However, approximately 10% of students are still deeply affected by bullying, urgently requiring intervention and support from teachers and parents.

The survey shows that school bullying has deep and multifaceted psychological effects on students, with each victim experiencing an average of two to three negative consequences. Among these victims, feel isolated, 48.6% experience a loss of self-esteem, and 44.8% feel helpless. Even more concerning is that 30.1% of students experience sleep disturbances, such as insomnia, a significant increase from 19.5% in 2023.

In addition, among the students who have been bullied, 22.5% have experienced self-harm or suicidal thoughts, underscoring the severe psychological impact of school bullying on mental health. While the prevalence of bullying has decreased, the psychological effects on some students have become more severe, requiring the attention of society.

The survey results indicate that Adverse Childhood Experiences (ACEs) [1] are an important risk factor for school bullying. Approximately 4.9% of high school and junior high school students have experienced more than four types of trauma, such as parental divorce or death, family members with mental health issues, verbal abuse, physical abuse, or even sexual assault. These students have much higher rates of both bullying others and being bullied than those with fewer trauma experiences.

Data shows that among students with severe childhood trauma experiences, 16.5% have bullied others, and 28.3% have been bullied; in contrast, among students with fewer trauma experiences, the rates are only 4.1% and 7.5%, respectively. This indicates that childhood trauma not only has long-term effects on mental health but also increases the risk of students being involved in bullying incidents.

 [1] This study measures traumatic experiences through the Adverse Childhood Experiences (ACEs) questionnaire, which consists of 13 questions covering various aspects of trauma. The original questionnaire can be found at: https://reurl.cc/p9VDm8.  

However, the survey also reveals some encouraging findings. CWLF finds that trauma-informed environments and resources in schools are crucial protective factors in reducing the prevalence of bullying and its negative impact. A trauma-informed environment refers to the provision of friendly, safe, supportive, and empathetic spaces that cater to students who have experienced trauma, ensuring that interactions prevent re-traumatization. Meanwhile, trauma-informed resources refer to various support tools and services, such as counseling and training, that help individuals recover from trauma.

Data shows that in schools with higher scores for trauma-informed environments[1], the proportion of students being bullied is only 6.6%, almost a fourfold difference compared to 24.3% in schools with lower scores. Similarly, the adequacy of trauma-informed resources significantly impacts bullying rates. In schools with higher scores for trauma-informed resources, the bullying rate is 9.6%, much lower than the 25.4% in schools lacking such resources.

Further analysis shows that schools the implementation of trauma-informed practices effectively reduces the psychological trauma experienced by bullying victims. Students in trauma-informed schools experience fewer negative psychological effects, averaging fewer than two types of negative impacts, whereas students in non-trauma-informed schools report an average of three types. In terms of resilience[2], students in trauma-informed schools have an average resilience score of around 28 (including 28.1 for resources and 28 for the environment), whereas, in schools with insufficient trauma-informed resources or environments, the scores are only 22.6 and 24.3, indicating that students in trauma-informed schools are more resilient and better able to recover.

[1]The trauma-informed environment questionnaire includes statements such as "I feel that the atmosphere in my class makes me feel safe and at ease," "I am not worried about expressing my thoughts in front of my classmates or teachers," and "Classmates or teachers are willing to listen to what has happened to me, my emotions, and my feelings." The trauma-informed resources questionnaire includes statements like "When I feel my emotions are about to explode, I know how to help myself overcome that situation," "When I feel down, I know who can help me," and "There are many people and resources in school that can help me find answers or express my emotions."
[2]The resilience questionnaire uses a five-point scale, ranging from "Strongly Disagree" to "Strongly Agree," with a total of eight questions. The questions include statements like "Even when I encounter people I don't appreciate, I can tolerate and respect them," "I try different methods to deal with the difficulties I encounter," "I can easily adjust my mindset and not get trapped by emotions," "I focus on the problem and find effective ways to overcome challenges," and "When facing setbacks, I look at things optimistically." Each question is rated from 1 to 5 points, with a total score ranging from 8 to 40 points.

The results of this research highlight the importance of early intervention and reducing childhood trauma experiences. At the same time, promoting trauma-informed principles in schools can significantly reduce bullying incidents, lower the psychological trauma experienced by victims, and enhance their resilience. CWLF issues the following calls to action for effectively building trauma-informed environments and resources in schools:

• Implement Trauma-Informed Principles and Improve School Counseling: In addressing the issue of school bullying, the government should continue to strengthen the spirit of "counseling" and implement trauma-informed principles in schools. The revised introduced in April last year already incorporate counseling as a priority over investigation and punishment. However, whether the new system truly embodies the counseling spirit still requires observation. Teacher training is also crucial in enhancing their sensitivity to issues of discrimination and bullying, allowing teachers to show respect for diverse groups in their daily interactions and guiding students to develop empathy. The government should closely monitor whether the newly passed " Student Guidance and Counseling Act" provides continuous and professional psychological support and recovery resources for traumatized students, thus creating a healthy and friendly school environment.

To further assist parents and educators, CWLF offers a wide range of resources, including online courses, professional publications, and interactive games, to ensure that every child can grow in a supportive environment. CWLF resources include:

• Online Course "A Must for Parents: Cultivating Kids' Anti-Bullying Superpowers": Among trauma-informed resources, support from parents and teachers is crucial. However, past surveys have shown that over half of children choose not to tell their teachers when they are bullied. Therefore, CWLF launched the online course "A Must for Parents: Cultivating Kids' Anti-Bullying Superpowers" to help parents and educators understand the impact of bullying. The course consists of five modules, teaching how to effectively support children in coping with bullying and providing practical steps to be the strongest resource for children facing bullying. https://reurl.cc/vp8MYj
• "Trauma-Informed Emotional Education to Reduce Bullying": To further promote anti-bullying education, CWLF has introduced the "Trauma-Informed Emotional Education to Reduce Bullying" teaching plan. It provides practical tools for educators to help students understand the connection between bullying and trauma and learn effective anti-bullying strategies. The course consists of two lessons. The first lesson discusses how trauma affects personal emotions and behaviors through the story of "Xiao Hua." The second lesson focuses on the definition of bullying, its types, and legal consequences, and emphasizes the importance of accepting differences and emotional regulation. https://reurl.cc/V0Z42R
• "Looking at Children's Hearts" Semiannual Magazine: CWLF’s publication Looking at Children's Hearts Issue No. 7 focuses on "Anti-Bullying," exploring school bullying issues and handling procedures. Through the professional perspectives of counselors and social workers, it offers practical coping suggestions. CWLF hopes this publication will help parents, educators, and society use a trauma-informed perspective to prevent school bullying and build a safe and friendly school environment. https://lihi.cc/vGWEh

•  Board Game "Xiao Bu's Adventure Journey": CWLF has observed that emotional regulation, emphasized in trauma-informed approaches, is a key factor in reducing bullying. To this end, CWLF designed the board game "Xiao Bu's Adventure Journey." The game integrates six core interpersonal skills and allows children to learn emotional management, empathy, respect, and communication through challenging situations, thus fostering positive relationships. The game is expected to help children reduce bullying and interpersonal conflicts from the source. https://pse.is/5bqv2k