Elementary School Bullying Statistics in the USA

Elementary School Bullying Statistics in the USA – What you need to know

Why Elementary School Bullying Matters Bullying in elementary school affects learning, confidence and long-term well-being. The earlier bullying is addressed, the better schools can create safe, inclusive environments for young children to grow and thrive. Frequency of Bullying in Elementary Schools One source reports that 33 % of elementary school students in the USA say they are “frequently bullied” while at school. BRIM Anti-Bullying Software +1 According to another source, around 10 % of U.S. elementary schools reported bullying occurring at least once a week. CDC +1 Some data indicate that bullying behaviour begins as early as kindergarten, with about 20 % of kindergarten students reporting frequent bullying in an elementary context. BRIM Anti-Bullying Software Types and Settings of Bullying Verbal harassment (name calling, insults) is one of the most common forms of bullying in all school contexts. DoSomething.org +2 PMC +2 Cyberbullying is reported less frequently in elementary schools than in middle and high schools—around 6 % of elementary schools report weekly cyberbullying occurrences. CDC Bullying often occurs in less supervised areas: hallways, playgrounds, cafeterias. (While specific elementary-school playground numbers vary, research shows bullying is more common in such zones.) San Dieguito Union High School District +1 Impact on Students Being bullied correlates with poorer academic performance, lower attendance and weaker school connection. PACER Center +2 National Center for Education Statistics +2 Young children may blur the line between teasing and bullying; schools must distinguish to intervene effectively. Together Against Bullying +1 What the Numbers Mean for Your School (H2): If your school has 500 elementary students, a 33 % frequent-bullying rate suggests around 165 children may report being bullied often. If your school notices recurring issues in less-supervised areas, the data support proactive supervision and intervention in hallways, playgrounds and lunchrooms. Because cyberbullying is lower in elementary grades but still present, digital safety education should begin early—even if the heavier risk remains in older grades. The cost of not acting may include lower student engagement, higher absenteeism, and increased behavioural issues. The data show strong links between bullying and these outcomes. Action Steps for Schools & Educators Develop and maintain a clear anti-bullying policy that covers verbal, social, physical and online behaviours. Train all staff (teachers, aides, recess supervisors, cafeteria staff) to recognise bullying, intervene quickly, and support victims and bystanders. Increase supervision in identified hotspots (playground, hallways, cafeteria) based on school-specific incident data. Teach students what bullying is (vs teasing), how to speak up safely, and how to be active bystanders. Monitor and evaluate bullying incidents and responses. Use the statistics above to set benchmarks and measure progress (for example reducing weekly incidents by X% over a year). Engage parents and caregivers: share the data, talk about warning signs, and build consistent messaging between home and school. Incorporate student voice: create peer-led programs where older students mentor younger ones, support playground or buddy systems, and encourage inclusive games. Conclusion: Bullying in elementary schools is a serious issue that demands clear data, strong policies, consistent supervision and active education. The statistics show the scale. Your school can use those numbers to guide action, set goals and track improvement.