community

project for MY3

Community Project for
MY3
Criterion A - Investigating
Strand i-Define a Goal

My Goal:​
My goal is to raise awareness about the effects of bullying leading to suicide
in teenagers.To promote a safer, more supportive school environment
through campaigns, student-led discussions, and mental health support
resources.

Need within the community:​

Bullying is a rising concern in many schools, leading to anxiety, depression,
and even suicidal ideation among students. Many victims feel isolated and
unheard. There is a need for support for their parents, friends and the school.
We need to take action to address this issue.

Personal interest:​
I chose this topic because I have personally experienced bullying and know
how deeply it can affect someone. At the time, I felt alone and unsupported.
That’s why I want to take the initiative now—to make sure others don’t go
through the same pain in silence. I want to be the person who helps, listens,
and takes action.
Strand ii - Identify Prior Learning and Subject-Specific
Knowledge

Prior Learning:

In my previous school, we learned about bullying and its emotional effects,

but it was often presented in a way that made it seem less serious—as if it
was just “in your head.” Because of this, I was in denial about how much it had
affected me. We were encouraged to share our feelings in large group
discussions, but that only made many of us feel judged or uncomfortable.
That experience made me realize how important it is to handle bullying and
mental health conversations with empathy, privacy, and support. This has
given me deep insight into how bullying can damage a person’s confidence,
trust, and emotional stability, especially when there is no safe space to talk
openly.

Subject-Specific Knowledge:​
From subjects like:

1.​ Theatre – I have to read stories or poems about feelings,

loneliness, or being bullied.
2.​ Individuals & Societies–I should learn about how people treat
each other in society and how communities work.
3.​ Science or Health – I should learn how stress, sadness, and
trauma can affect the brain and body.
4.​ Design –I learned how to make posters, presentations, videos, or
digital campaigns. This can help spread awareness.​

Strand iii - Research skill

in - depth research
Understanding Bullying and Its Effects

What is Bullying?​
Bullying is unwanted, aggressive behavior among school-aged children that
involves a real or perceived power imbalance. This behavior is repeated or
has the potential to be repeated over time. Both children who are bullied and
those who bully others may face serious, long-term consequences.

For a behavior to be classified as bullying, it must be aggressive and include:

1.​ An Imbalance of Power: Children who bully use power—such as

physical strength, access to embarrassing information, or
popularity—to control or harm others. These power dynamics can
shift over time and across situations, even involving the same
individuals.
2.​ Repetition: Bullying behaviors occur more than once or have the
potential to do so.​

Bullying behaviors may include making threats, spreading rumors, physical or

verbal attacks, and deliberately excluding someone from a group.

Warning Signs of Bullying​

Recognizing the signs that a child is being bullied—or is bullying others—is a
crucial first step in addressing the issue. Not all children who are affected by
bullying speak up or ask for help. These signs may also be linked to other
issues such as depression or substance abuse, so open and supportive
conversations are important.

Effects of Bullying​
Bullying affects not only the individuals involved but also those who witness it.
It is associated with serious consequences, including mental health issues,
substance abuse, and even suicidal ideation.
Signs a Child May Be Bullied:

1.​ Unexplained injuries

2.​ Lost or destroyed personal items (clothing, books,
electronics, etc.)
3.​ Frequent complaints of headaches, stomach aches, or
faking illness
4.​ Changes in eating habits, such as skipping meals or binge
eating
5.​ Difficulty sleeping or frequent nightmares
6.​ Declining grades or loss of interest in school
7.​ Avoidance of social situations or sudden loss of friends
8.​ Feelings of helplessness or low self-esteem
9.​ Self-destructive behaviors, including running away,
self-harm, or talking about suicide
10.​Depression, anxiety, and increased feelings of sadness or
loneliness
11.​ Loss of interest in activities they once enjoyed
12.​ School avoidance, skipping classes, or dropping out​

​
In rare cases, extreme retaliation through violence; for instance, 12 out of 15
school shooters in the 1990s had a history of being bullied​

Signs a Child May Be Bullying Others:

1.​ Frequent involvement in physical or verbal fights

2.​ Association with peers who bully others
3.​ Increasingly aggressive behavior
4.​ Frequent visits to the principal’s office or receiving detentions
5.​ Possession of unexplained money or new belongings
 6.​ Blaming others for their problems
7.​ Lack of accountability for their actions
8.​ Obsession with status, popularity, or competitiveness
9.​ Engaging in risky behaviors, including alcohol and drug use
10.​Dropping out of school
11.​ Engaging in early sexual activity
12.​ Having future criminal convictions or abusive behavior in relationships​

Why Kids Don’t Always Report Bullying​

According to the 2018 Indicators of School Crime and Safety report, only 20%
of school bullying incidents were reported. Children often hesitate to tell
adults for several reasons:

1.​ Fear of appearing weak or being labeled a "tattletale"

2.​ Concern about retaliation from the bully
3.​ Feelings of humiliation and shame
4.​ Belief that adults won't understand or may judge them
5.​ Worry about losing peer support, especially if friends are a source
of protection​

Bystanders who witness bullying are also affected and may:

1.​ Use tobacco, alcohol, or drugs

2.​ Experience mental health issues such as depression and anxiety
3.​ Miss or skip school regularly

Bullying and Suicide: Understanding the Link​

Although media often link bullying with suicide, most bullied youth do not
engage in suicidal behavior. While bullying can increase the risk of suicide, it
is rarely the sole cause. Other contributing factors may include depression,
family issues, trauma, and lack of support. In such cases, bullying can worsen
an already difficult situation, particularly when children feel unsupported by
parents, peers, or schools.

School Bullying and Its Impact on Adolescent Mental Health

In recent years, school bullying has emerged as a growing concern among

educators, scholars, and other key stakeholders. Defined as intentional,
repeated, and harmful aggressive behavior among peers, bullying has
become a serious public health issue affecting adolescents globally. Negative
behaviors such as social isolation, aggression, malicious teasing, and verbal
abuse cause considerable emotional distress for victims. A report by the
United Nations estimates that approximately 2.46 billion children and youth
experience school violence and bullying annually, highlighting the
widespread and urgent nature of this global social problem.

School bullying not only poses challenges for social adaptation but also
significantly undermines adolescents’ physical and mental health. Mental
health issues among adolescents have now become a major public health
concern. Empirical studies show that bullying can cause not only physical
harm but also long-term psychological and cognitive-behavioral damage.
Victims of bullying frequently experience anxiety, depression, substance
abuse, and suicidal ideation, all of which may negatively impact academic
performance, personal well-being, peer relationships, and family dynamics. In
severe cases, such effects may lead to extreme behaviors.

To develop effective interventions aimed at reducing school bullying and its

associated mental health consequences, it is essential to review the latest
research on the topic. This narrative review summarizes the definition and
epidemiology of school bullying, its various forms, and its links to adolescent
mental health. The goal is to identify knowledge gaps and provide insights for
designing more effective strategies to combat school bullying and support
adolescent mental well-being.

Defining School Bullying

The concept of school bullying was first introduced by Norwegian scholar Dan
Olweus, who defined it as intentional, repeated aggressive behavior that
involves an imbalance of power between the perpetrator and the
victim—reflecting poor peer relationships. Its core characteristics include
repetition, power imbalance, and a clear intention to cause harm. Other
researchers, such as Smith and Thompson, describe school bullying as a
specific subset of aggressive behavior intended to inflict either physical or
psychological harm. In China, Zhang and colleagues define school bullying as
a distinct form of aggression marked by power inequality. Expanding on this,
You and Tang have emphasized that bullying may occur in different school
settings and contexts—including teacher-student and teacher-teacher
dynamics—when harm is inflicted through unreasonable or abusive means.

Types of Bullying

Bullying behavior can manifest in multiple forms. According to Lin, school

bullying can be categorized into six types:

1.​ Relational bullying – involves manipulation of social

relationships, social exclusion, and rumor-spreading. Often
combined with verbal bullying, this form may not involve physical
harm but can cause profound emotional trauma.
2.​ Verbal bullying – includes name-calling, teasing, threats, and the
use of offensive language.
 3.​ Physical bullying – involves direct physical actions such as
hitting, pushing, or damaging belongings.
4.​ Gender-based bullying – includes actions or remarks targeting
individuals based on gender or sexuality.
5.​ Retaliatory bullying – occurs when victims of prolonged bullying
act out in response to ongoing abuse.
6.​ Cyberbullying – uses digital platforms (e.g., messaging apps,
social media, forums) to humiliate, threaten, or harm others, often
resulting in more prolonged and far-reaching effects.​

Olweus categorizes bullying into five main types: verbal, physical, relational,
sexual, and cyberbullying. Among these, verbal bullying is the most
prevalent. Physical bullying includes hitting, kicking, and property damage.
Relational bullying consists of social exclusion and spreading rumors. Sexual
bullying may involve sexually inappropriate jokes, name-calling, rumors,
unwanted contact, and explicit images. Cyberbullying, facilitated by
technology, includes sending harmful messages or spreading personal
information with the intent to embarrass or harm.

Prevalence of School Bullying

Adolescents are particularly vulnerable to bullying. Global epidemiological

surveys estimate that approximately 10–30% of adolescents have
experienced bullying. A cross-sectional study of 28 Western countries found
that about 41% of students reported being bullied. Another large international
study, involving 151,184 school students across 40 low- and middle-income
countries, revealed that 28.7% experienced bullying at least once, with the
highest rates among youth aged 11–13. In China, a survey conducted among
3,675 students from seven provinces found that 25.4% had been victims of
bullying.
Factors Contributing to School Bullying

The causes of school bullying are multifaceted and can be categorized into
several levels:

1.​ Individual Factors – Personal characteristics such as low

self-esteem, poor emotional regulation, or aggressive tendencies
may make one more likely to be involved in bullying, either as a
victim or perpetrator.
2.​ Familial Factors – Family dynamics, including domestic violence,
lack of parental supervision, or authoritarian parenting styles,
contribute significantly to bullying behavior.
3.​ School-Related Factors – School climate, teacher-student
relationships, lack of effective disciplinary policies, and peer
influence play critical roles.
4.​ Societal Factors – Broader cultural norms, media influence,
socioeconomic inequality, and social tolerance of violence can
also promote bullying behaviors.​

The Effects of Bullying Leading to Suicide in Teenagers

School bullying is a widespread and deeply concerning issue affecting

adolescents globally. Defined as aggressive behavior involving a power
imbalance intended to cause psychological or physical harm, bullying can be
categorized into five main types: physical, verbal, relational, sexual, and
cyberbullying (Lin et al., 2020). Its complex causes and far-reaching effects,
especially on mental health and suicidal tendencies among teenagers, make
it a pressing area of concern for educators, policymakers, and health
professionals.

A range of personal and social factors increases the likelihood of an

adolescent becoming a target of bullying. Emotional and mental health
status—such as low self-esteem, sadness, despair, and academic
pressure—are key vulnerabilities. Adolescents who are boys, belong to sexual
minority groups (e.g., LGBTQ+), or are obese face an elevated risk of being
bullied. Additionally, students with poor social skills, solitary personalities, or
differences in appearance and academic performance are more frequently
targeted.

Family environment plays a critical role in shaping bullying dynamics.

Supportive families marked by warmth and effective communication act as a
protective buffer. In contrast, dysfunctional households or those characterized
by emotional neglect and violence increase the likelihood of both
victimization and perpetration of bullying. Similarly, school environments
significantly influence bullying behavior. Schools that promote autonomous
learning, social support, and stress management tend to report fewer bullying
incidents. Peer pressure and the normative behavior modeled in classrooms
also impact bullying prevalence.

The rise of social media has further complicated bullying dynamics.

Adolescents' exposure to violent or harmful content online can normalize
aggression and increase both cyberbullying and traditional bullying
behaviors. This digital dimension adds a pervasive layer of victimization, often
leaving adolescents feeling trapped even beyond school grounds.

The consequences of bullying are not limited to the immediate moment; they
have profound short- and long-term effects on mental health. Victims often
suffer academically, experiencing reduced motivation, lower self-esteem,
poor performance, and heightened exam anxiety. Health-related impacts
include internalized symptoms such as depression, panic, and suicidal
ideation, and externalized behaviors such as substance abuse and self-harm.
A meta-analysis confirmed that victims of bullying are at significantly higher
risk for mental health issues, including anxiety disorders, PTSD, and suicidal
tendencies.
Long-term consequences persist into adulthood, even after bullying ends.
Adults who were bullied as children often face elevated risks of depression,
anxiety, substance use disorders, and suicidal behavior. Studies have also
shown that elderly individuals who were bullied in childhood report higher
levels of depressive symptoms and life dissatisfaction. Childhood
victimization can even lead to interpersonal violence and criminal activity in
later life.

Importantly, the adverse effects of bullying are not limited to victims. Bullies
themselves often suffer long-term consequences. Research indicates that
individuals who engage in bullying behaviors are at increased risk of
developing emotional and behavioral disorders, such as ADHD, PTSD, and
antisocial personality disorder. These individuals are also more likely to
engage in criminal behavior and suffer from substance abuse in adulthood.
Alarmingly, bullies also show higher rates of suicidal ideation.

Bystanders—students who witness bullying without being directly

involved—also experience psychological harm. Exposure to bullying incidents
can result in vicarious traumatization, sleep disturbances, depression, anxiety,
and even suicidal thoughts. Some research suggests that bystanders may
experience even greater mental health challenges than direct victims or
perpetrators. Their psychological development and social functioning may be
compromised, and they are more likely to engage in risk behaviors, including
substance use.

In conclusion, bullying in schools is a multifaceted issue with serious and

long-lasting implications. Its impact extends far beyond the immediate
moment, deeply affecting the mental health, academic performance, and
future well-being of victims, perpetrators, and bystanders alike. The
persistence of these effects into adulthood and even old age highlights the
urgent need for comprehensive prevention strategies. Addressing school
bullying requires coordinated efforts from families, schools, and communities
to foster safer, more inclusive environments that prioritize emotional support,
mental health, and mutual respect among students

The Impact of Bullying and Social Media on Adolescent Mental Health

School bullying is a serious social and public health concern with significant
implications for adolescent mental well-being. It not only harms victims but
also negatively affects bullies and bystanders. Victims of bullying often
experience reduced academic performance, heightened exam anxiety,
depression, self-harm, and substance use. Long-term consequences include
chronic emotional disorders and lasting psychological trauma (Zhou et al.,
2023). Bullies themselves may be at increased risk for suicidal ideation and
future aggression, while bystanders can suffer from vicarious trauma, leading
to anxiety or depressive symptoms.

Researchers have examined the risk factors contributing to school bullying

across four main domains: individual, family, school, and societal. Individual
factors include demographic characteristics such as gender, emotional or
mental health conditions, and physical appearance (e.g., obesity).
Family-related causes include parenting styles and familial conflict. The
school environment, including classroom norms and overall climate, plays a
significant role. Societal influences—especially the rise of social media—are
increasingly linked to both traditional and cyberbullying (Zhou et al., 2023).

Prevention and intervention strategies addressing school bullying have

emerged from both psychological and educational fields. Psychologically,
group counseling, cooperative activities, and peer bonding reduce bullying by
reshaping attitudes. Therapeutic interventions such as cognitive-behavioral
therapy and acceptance and commitment therapy have demonstrated
success in reducing victimization and improving adolescent mental health.
Educational strategies such as moral education, awareness-building about
legal norms, and the establishment of school-wide behavioral regulations
have also shown positive outcomes. Furthermore, family-school
collaboration—especially when family environments are supportive—can
enhance intervention success (Zhou et al., 2023).

Despite these efforts, gaps remain. Limited evidence exists on the

effectiveness of societal- and family-level interventions. Future strategies
should address family dynamics and adopt policy reforms targeting online
behavior. Establishing legal frameworks to define and address bullying,
especially with respect to severity and procedures for intervention, is critical.
The “home-school collaboration” model proposes combining trust-building,
personalized education, skill development, and accessible mental health
support systems to reduce bullying prevalence (Zhou et al., 2023).

The intersection of social media use and adolescent mental health is another
emerging concern. Defined as platforms enabling selective interaction and
self-presentation, social media is used by nearly 95% of high school students
in the U.S., with one in five reporting “almost constant” use (CDC, 2024). This
high engagement has been associated with increased rates of depression,
suicide risk, and bullying—especially cyberbullying. Some youth populations,
including females and LGBTQ+ adolescents, are disproportionately affected
by electronic victimization, which exacerbates existing mental health
disparities (CDC, 2024).

Data from the 2023 Youth Risk Behavior Survey (YRBS), encompassing over
20,000 students, highlight significant associations between frequent social
media use and negative mental health outcomes. Overall, 77% of students
reported using social media several times a day. Among them, females and
LGBTQ+ youth showed both higher usage and higher rates of bullying and
emotional distress. Frequent users were more likely to report in-school and
electronic bullying, persistent sadness or hopelessness, and suicidal ideation
or planning. Female students who frequently used social media were
especially at risk for all these adverse outcomes. Among male students,
electronic bullying and feelings of sadness were also significantly higher
among frequent users (CDC, 2024).

Notably, students identifying as lesbian, gay, bisexual, or questioning (LGBQ+)

who were frequent social media users reported higher rates of electronic
victimization and emotional distress compared to their less-frequent-using
peers. Heterosexual students also experienced increased bullying and
suicidal ideation with frequent social media use, although the association
with suicide attempts was not statistically significant (CDC, 2024).

These findings underscore the dual role of social media—as both a tool for
connection and a vector for harm. While some adolescents find valuable
social support online, others face heightened risks for bullying and poor
mental health outcomes. Addressing these issues requires cross-sector
collaboration, including public health, education, technology, and policy.
Preventive efforts must balance digital literacy and regulation with mental
health resources tailored to the most vulnerable populations.

In conclusion, school bullying and social media are interlinked challenges that
contribute significantly to the adolescent mental health crisis. Although
progress has been made in identifying risk factors and developing
interventions, bullying remains pervasive, and the role of digital environments
is increasingly influential. More holistic, multi-level strategies are necessary to
protect youth and foster safer school and online environments.

Discussion

This report provides the first national prevalence estimate of social media use
among U.S. high school students based on a representative sample. Findings
indicate that social media use is nearly universal among adolescents, with
77.0% of students reporting frequent use (i.e., at least several times daily)
(Table 1). This widespread usage across demographic groups highlights the
importance of deepening our collective understanding of the potential risks
and benefits of social media on adolescent health and development. There is
a growing need to foster safe digital environments and support youths in
developing healthy digital habits that reduce harm (1).

Notable differences in social media use emerged by sex, race and ethnicity,
and sexual identity. Consistent with prior research, female students were
more likely than male students to report frequent social media use (6).
American Indian/Alaska Native (AI/AN) students reported less frequent use,
potentially due to disparities in broadband access in rural and tribal
communities (10). Surprisingly, lesbian and gay students reported lower social
media use compared to peers of other sexual identities, contrary to some
studies suggesting that LGBTQ+ youths engage more frequently with
identity-affirming online communities (8). These mixed findings underscore
the need for more nuanced research into how different youth populations use
social media and how these behaviors affect their well-being.

Frequent social media users were more likely to report bullying victimization,
echoing earlier studies showing overlap between in-person and electronic
bullying (5,11). Perpetrators of in-person bullying often engage in
cyberbullying, and victims in one context are more likely to be targeted in
another. This overlap may explain why frequent social media users reported
higher rates of school-based bullying. More research is needed to understand
the cumulative effects of multi-context bullying on adolescent development
(11).

Sex and sexual identity moderated the relationship between social media use
and bullying victimization. Female students who used social media frequently
were more vulnerable to bullying, potentially due to relational and
psychological forms of victimization common among adolescent girls (12),
which digital platforms can amplify due to anonymity and constant
connectivity. Among LGBQ+ students, frequent social media use was linked to
increased electronic bullying but not to higher school-based bullying. This
could reflect greater exposure to discrimination or stigma in online
environments beyond school networks (7,8). Conversely, heterosexual
students who frequently used social media experienced higher rates of both
school-based and electronic bullying, suggesting differing exposure and
vulnerability depending on sexual identity. Future studies should explore how
these experiences vary between online and in-school networks.

Frequent social media use was also associated with persistent feelings of
sadness and hopelessness. Over half of female students and one-third of
LGBQ+ students who used social media frequently reported these symptoms.
Although findings did not show a direct increase in suicide attempts, frequent
users were more likely to report seriously considering suicide and creating a
suicide plan. These outcomes mirror inconsistencies in existing research,
which suggest that the connection between social media use and suicide risk
is complex and influenced by factors such as exposure to suicide-related
content, online victimization, and poor sleep (4,13,14). Protective factors like
social connectedness could also mitigate some negative impacts. These
multifaceted relationships warrant further investigation into indirect pathways
and protective mechanisms.

Stratified analyses revealed that most associations between frequent social

media use and suicide risk diminished across groups, except among
heterosexual students. This is unexpected given the high rates of suicide risk
among LGBQ+ students, suggesting that for these youths, other factors
beyond social media may play a more prominent role. Indeed, emerging
research shows that social media may offer LGBTQ+ youths protective
benefits by connecting them with affirming communities and support
networks (4,8). Further study is needed to explore how these positive digital
connections influence mental health and suicide risk.

Limitations
This study has several limitations. First, the cross-sectional nature of YRBS
data prevents determination of causality or directionality in associations
between social media use and health outcomes. Second, the survey
examples of social media platforms were not comprehensive, which could
affect how students responded. Third, by grouping non-users with infrequent
users for statistical power, distinctions between these groups may be
obscured. Fourth, the analysis focused on a single mental health indicator
due to recall period consistency, potentially missing broader mental health
concerns. Fifth, sexual identities were grouped into broad categories in some
analyses due to small sample sizes, potentially masking differences within
subgroups. Lastly, bullying measures (school-based vs. electronic) may
overlap, given that social media enables bullying to occur both inside and
outside school settings.

Implications and Future Research

Findings from this study highlight critical areas for future research and
intervention. While frequent social media use is associated with increased risk
for bullying, sadness, hopelessness, and suicide planning, the effects differ
across demographic groups. Further research is needed to understand how
variables such as race, ethnicity, gender identity, and type of social media
use (e.g., passive vs. active, addictive behavior) influence outcomes. Exploring
pathways like cyberbullying, discrimination, and sleep disruption, as well as
protective factors, will help clarify how social media use affects adolescent
mental health.

A better understanding of these dynamics can inform the development of

safer digital spaces and support efforts to promote media literacy, platform
protections, and healthy digital practices (1). Empowering youth and families
through education and support can help reduce the risks associated with
frequent social media use. School-based programs have proven effective in
addressing bullying and suicide prevention (15,16), and programs like What
Works in Schools can enhance protective factors and reduce multiple forms
of violence and suicide risk (17). National resources such as CDC’s Community
Violence Prevention Resource for Action and StopBullying.gov offer additional
tools. Moreover, guidance from the U.S. Surgeon General and the American
Academy of Pediatrics outlines strategies to reduce harm from social media,
such as family media plans and digital health education. Continued
evaluation of these interventions is essential, particularly for high-risk groups.

Conclusion

Approximately three-fourths of U.S. high school students report using social

media several times a day. Frequent social media use is associated with
increased risks of bullying victimization, mental health struggles, and
suicide-related behaviors, with variations by sex and sexual identity. While
further research is necessary to fully understand these associations and their
mechanisms, existing evidence-based strategies can support families,
schools, and communities in promoting adolescent mental health and
preventing violence and suicide.

Discussion

This report provides the first national prevalence estimate of social media use
among U.S. high school students based on a representative sample. Findings
indicate that social media use is nearly universal among adolescents, with
77.0% of students reporting frequent use (i.e., at least several times daily)
(Table 1). This widespread usage across demographic groups highlights the
importance of deepening our collective understanding of the potential risks
and benefits of social media on adolescent health and development. There is
a growing need to foster safe digital environments and support youths in
developing healthy digital habits that reduce harm (1).
Notable differences in social media use emerged by sex, race and ethnicity,
and sexual identity. Consistent with prior research, female students were
more likely than male students to report frequent social media use (6).
American Indian/Alaska Native (AI/AN) students reported less frequent use,
potentially due to disparities in broadband access in rural and tribal
communities (10). Surprisingly, lesbian and gay students reported lower social
media use compared to peers of other sexual identities, contrary to some
studies suggesting that LGBTQ+ youths engage more frequently with
identity-affirming online communities (8). These mixed findings underscore
the need for more nuanced research into how different youth populations use
social media and how these behaviors affect their well-being.

Frequent social media users were more likely to report bullying victimization,
echoing earlier studies showing overlap between in-person and electronic
bullying (5,11). Perpetrators of in-person bullying often engage in
cyberbullying, and victims in one context are more likely to be targeted in
another. This overlap may explain why frequent social media users reported
higher rates of school-based bullying. More research is needed to understand
the cumulative effects of multi-context bullying on adolescent development
(11).

Sex and sexual identity moderated the relationship between social media use
and bullying victimization. Female students who used social media frequently
were more vulnerable to bullying, potentially due to relational and
psychological forms of victimization common among adolescent girls (12),
which digital platforms can amplify due to anonymity and constant
connectivity. Among LGBQ+ students, frequent social media use was linked to
increased electronic bullying but not to higher school-based bullying. This
could reflect greater exposure to discrimination or stigma in online
environments beyond school networks (7,8). Conversely, heterosexual
students who frequently used social media experienced higher rates of both
school-based and electronic bullying, suggesting differing exposure and
vulnerability depending on sexual identity. Future studies should explore how
these experiences vary between online and in-school networks.

Frequent social media use was also associated with persistent feelings of
sadness and hopelessness. Over half of female students and one-third of
LGBQ+ students who used social media frequently reported these symptoms.
Although findings did not show a direct increase in suicide attempts, frequent
users were more likely to report seriously considering suicide and creating a
suicide plan. These outcomes mirror inconsistencies in existing research,
which suggest that the connection between social media use and suicide risk
is complex and influenced by factors such as exposure to suicide-related
content, online victimization, and poor sleep (4,13,14). Protective factors like
social connectedness could also mitigate some negative impacts. These
multifaceted relationships warrant further investigation into indirect pathways
and protective mechanisms.

Stratified analyses revealed that most associations between frequent social

media use and suicide risk diminished across groups, except among
heterosexual students. This is unexpected given the high rates of suicide risk
among LGBQ+ students, suggesting that for these youths, other factors
beyond social media may play a more prominent role. Indeed, emerging
research shows that social media may offer LGBTQ+ youths protective
benefits by connecting them with affirming communities and support
networks (4,8). Further study is needed to explore how these positive digital
connections influence mental health and suicide risk.

**Limitations**

This study has several limitations. First, the cross-sectional nature of YRBS
data prevents determination of causality or directionality in associations
between social media use and health outcomes. Second, the survey
examples of social media platforms were not comprehensive, which could
affect how students responded. Third, by grouping non-users with infrequent
users for statistical power, distinctions between these groups may be
obscured. Fourth, the analysis focused on a single mental health indicator
due to recall period consistency, potentially missing broader mental health
concerns. Fifth, sexual identities were grouped into broad categories in some
analyses due to small sample sizes, potentially masking differences within
subgroups. Lastly, bullying measures (school-based vs. electronic) may
overlap, given that social media enables bullying to occur both inside and
outside school settings.

Implications and Future Research

Findings from this study highlight critical areas for future research and
intervention. While frequent social media use is associated with increased risk
for bullying, sadness, hopelessness, and suicide planning, the effects differ
across demographic groups. Further research is needed to understand how
variables such as race, ethnicity, gender identity, and type of social media
use (e.g., passive vs. active, addictive behavior) influence outcomes. Exploring
pathways like cyberbullying, discrimination, and sleep disruption, as well as
protective factors, will help clarify how social media use affects adolescent
mental health.

A better understanding of these dynamics can inform the development of

safer digital spaces and support efforts to promote media literacy, platform
protections, and healthy digital practices (1). Empowering youth and families
through education and support can help reduce the risks associated with
frequent social media use. School-based programs have proven effective in
addressing bullying and suicide prevention (15,16), and programs like What
Works in Schools can enhance protective factors and reduce multiple forms
of violence and suicide risk (17). National resources such as CDC’s Community
Violence Prevention Resource for Action and StopBullying.gov offer additional
tools. Moreover, guidance from the U.S. Surgeon General and the American
Academy of Pediatrics outlines strategies to reduce harm from social media,
such as family media plans and digital health education. Continued
evaluation of these interventions is essential, particularly for high-risk groups.

Conclusion

Approximately three-fourths of U.S. high school students report using social

media several times a day. Frequent social media use is associated with
increased risks of bullying victimization, mental health struggles, and
suicide-related behaviors, with variations by sex and sexual identity. While
further research is necessary to fully understand these associations and their
mechanisms, existing evidence-based strategies can support families,
schools, and communities in promoting adolescent mental health and
preventing violence and suicide.

A 10-Year-Old Died by Suicide. Her Family Is Calling for More Kindness.

Autumn Bushman’s death is one of a growing number of suicides among

children ages 8 to 12, experts say.

By Marissa J. Lang and Karina Elwood​

April 6, 2025

In the days following her daughter’s death, Summer Bushman often finds
herself sitting quietly in Autumn’s room — the last place she saw her alive. She
runs her fingers over the seams of her daughter’s clothes, speaks softly to the
walls, and tells her child over and over again:​
“I’m sorry I couldn’t save you.”
On the morning of March 21, as Summer, 36, was waking her children for
school, she noticed the light on in 10-year-old Autumn’s bedroom. She
knocked, but there was no answer. She knocked again. And again. When
panic took over, she broke down the locked door.​
Inside, she found Autumn unresponsive — her daughter had died by suicide.

Autumn’s tragic death has shaken the Roanoke, Virginia, community and
ignited a call for greater kindness, understanding, and action. Her parents,
Summer and Mark Bushman, said Autumn had been bullied in the months
leading up to her death. In her honor, local residents have rallied under the
message “Be Kind for Autumn.” Community members have bought T-shirts,
hosted anti-bullying events, and organized candlelight vigils. A nearby town’s
mayor is planning a forum to bring parents and school administrators
together in search of solutions.

It’s a message the Bushmans believe their compassionate daughter would

have wanted to spread.

“She had a heart for people. She was the very definition of an empath,” said
Mark Bushman, 36. “She was always sticking up for someone else.”

Autumn’s funeral was held last Saturday in a Roanoke chapel and live
streamed for the community. The family hoped her story would inspire a
deeper commitment to kindness and inclusion.

“She didn’t care about your race, ethnicity, or religion,” Mark said during the
service. “You might have something that society deems ugly or weird, but in
her eyes — and in God’s eyes — that’s beautiful. God does not make mistakes,
and my daughter was always so good at seeing that. I learned a lot from her.”

Autumn’s death is part of a growing trend of suicides among children aged 8

to 12, according to the National Institute of Mental Health. While the causes of
suicide are often complex and multifaceted, researchers are exploring links to
bullying, increased exposure to social media, and easier access to mature
content online.

The Bushmans said they still don’t have all the answers. Although Autumn had
mentioned being bullied, they were unaware of how serious the situation had
become. The police have taken her phone as part of the ongoing
investigation.

Summer said she had contacted her daughter’s school early on to raise
concerns, but the school only told her the issue had been “handled.” When
she asked Autumn whether to pursue the matter further, her daughter
begged her not to — afraid of being labeled a “tattletale.”

In a statement, the Roanoke County School District said it is reviewing the

case and offering additional resources to students.

“We are incredibly saddened to learn of the passing of one of our students at
Mountain View Elementary School. This is a tragic loss, and we stand in
support of the family, friends, and the Mountain View community,” the
statement read. “Our schools take all reports of bullying and conflicts among
students very seriously.”

Spokesman Chuck Lionberger said each bullying case is investigated

individually, and parents are informed of the outcomes. He also encouraged
delaying children's access to smartphones and social media until age 14 and
urged parents to monitor their children’s online interactions.

According to the U.S. Centers for Disease Control and Prevention, bullying is
linked to increased suicide risk. Though bullying alone doesn’t cause suicide, it
can lead to depression, anxiety, and persistent feelings of sadness and
isolation. A 2022 study from the Institute of Education Sciences found that
nearly 1 in 5 students in grades 6 through 12 reported being bullied. Girls were
more likely to experience social exclusion and rumor-spreading, while boys
were more often physically bullied.

The Bushmans did not allow Autumn to have her own social media accounts,
but she did have a smartphone. A few months ago, she told her father about
a video she saw on YouTube about a teenage girl who died by suicide.​
“She seemed to be trying to make sense of it,” Mark recalled.​
They discussed it. Mark told her that sometimes people feel overwhelmed,
but it’s important to talk to someone rather than suffer in silence.

“She seemed totally normal,” he said. “Bright, bubbly, always joking with her
siblings. She was a dancer, a cheerleader, and a runner — very competitive
and driven.”

Only recently did her family notice changes. She became quieter, more
withdrawn. She began wearing duller colors, avoiding clothes that made her
stand out. But none of it seemed like a cry for help.

“I’ve talked to my older children about suicide before,” Summer said. “When
my 17-year-old went through a breakup, or when my 12-year-old was bullied, I
had those conversations. But I never imagined I’d have to talk to my
10-year-old about suicide.”

Dr. Pamela Hoffman, a psychiatrist at the Yale Child Study Center, has seen a
disturbing rise in suicide attempts among children.

“Kids in the 8-to-12-year-old range are dying by suicide more than ever
before — especially girls,” Hoffman said. “When a child talks about suicide, we
have a chance to intervene. But when we’re seeing them after an attempt,
we’re already picking up the pieces.”

Autumn was buried in a small, baby-blue casket adorned with fresh flowers.
Her green-and-white cheerleader uniform was displayed nearby. Videos
played during the service, showing her tumbling, dancing, and laughing
through the years.

One by one, teachers, relatives, and faith leaders shared memories of the
vibrant young girl who was quick to compliment others and always full of
energy.

When Mark Bushman spoke at the service, he said he wanted to do more than
remember his daughter — he wanted to share what he believed she would
say if she were still here.

“She hated how divided the world had become,” he said. “She would have
asked: ‘Aren’t you tired of slinging dirt at each other?’”

“I’m guilty of that,” he admitted. “But I think she would want you to know that
you’re unique. There’s only one of you

Here is expanded information and a more detailed analysis of the **Amanda

Todd** and **Phoebe Prince** case studies, suitable for inclusion in your
Community Project on bullying and teen suicide:

Case Study 2: Amanda Todd (Canada, 2012)

Background:​
Amanda Todd was a 15-year-old student from British Columbia, Canada. Her
story gained international attention after she posted a YouTube video titled
"My Story: Struggling, bullying, suicide, self-harm", in which she silently held up
flashcards describing years of bullying, mental health struggles, and
self-harm.

What Happened:​
Amanda had been the target of sextortion and cyberbullying. An online
predator convinced her to expose herself on a webcam, and later used those
images to blackmail and harass her. The explicit photo was circulated among
her peers, leading to relentless bullying both online and at school. She
changed schools several times but could not escape the harassment.
Amanda struggled with anxiety, depression, and self-harm. Despite moving
and attempting a fresh start, the bullying followed her. She died by suicide on
October 10, 2012.

Impact:​
Her death shocked the world and sparked international outrage. It led to
widespread conversations about:

1.​ The dangers of cyberbullying and online predators

2.​ The mental health crisis among teens
3.​ The responsibility of social media platforms and schools to protect
youth​

Legacy:

1.​ "Amanda Todd Legacy" Foundation was created by her mother,

Carol Todd, to raise awareness about mental health and
cyberbullying.
2.​ In 2013, Canada passed Bill C-13 (Protecting Canadians from
Online Crime Act), targeting cyberbullying and the
non-consensual distribution of intimate images.​

Her story is now taught in schools to promote digital safety and empathy.​

Case Study 3: Phoebe Prince (Massachusetts, USA, 2010)

Background:​
Phoebe Prince was a 15-year-old Irish immigrant who moved to South
Hadley, Massachusetts. After starting school in the U.S., she became the target
of intense bullying, primarily due to brief relationships she had with popular
male students, which angered some of their female classmates.

What Happened:​
Phoebe endured relentless verbal abuse, physical threats, and cyberbullying
for months. She was called derogatory names, bullied in school hallways, and
harassed through text messages and social media. Despite faculty members
reportedly being aware of the bullying, no effective action was taken. On
January 14, 2010, after returning home from school, Phoebe died by suicide.

Impact:​
Her death led to nationwide attention and scrutiny of how schools handle
bullying. Public outrage pushed for stronger accountability and protection of
students.

Legal Action:

1.​ Several teens involved were charged with criminal offenses

including statutory rape, criminal harassment, and civil rights
violations.
2.​ Charges were eventually resolved through plea agreements,
community service, and probation.​

Legacy:

1.​ Prompted Massachusetts to pass one of the strongest

anti-bullying laws in the U.S. in May 2010.
2.​ Required schools to develop and implement anti-bullying
programs, investigate reports, and provide training to staff.
 3.​ Raised awareness about the need for school responsibility, legal
accountability, and early intervention.​

Key Takeaways from Both Cases:

1.​ Bullying and cyberbullying can have lethal consequences,

especially when institutions fail to act.
2.​ Victims often feel trapped and unheard, leading to severe mental
health struggles.
3.​ Early intervention, supportive adults, digital safety education, and
open conversations about suicide are essential.
4.​ These tragedies prompted legislative reforms, but ongoing efforts
are needed to address youth mental health and school culture.

Sources

https://www.stopbullying.gov/bullying/what-is-bullying

https://pmc.ncbi.nlm.nih.gov/articles/PMC11982999/#abstract1

https://www.cdc.gov/mmwr/volumes/73/su/su7304a3.htm?utm

https://www.washingtonpost.com/dc-md-va/2025/04/05/autumn-
bushman-fourth-grade-virginia-suicide/?utm

_____________________________________________________

Summary of the information

The Effects of Bullying Leading to Suicide in Teenagers

Definition of Suicide: Suicide is the act of intentionally causing one’s

own death. It is often the result of mental health challenges such as
depression, anxiety, and trauma, which can be triggered or worsened
by social factors including bullying.

What is Bullying?​
Bullying is an unwanted, aggressive behavior among school-aged
children that involves a real or perceived power imbalance. It can be
physical, verbal, relational, sexual, or digital (cyberbullying), and
typically occurs repeatedly over time. Bullying includes acts like
name-calling, physical aggression, spreading rumors, and exclusion
from groups.

Key Characteristics of Bullying:

1.​ Imbalance of Power: Individuals who bully use their power

to control or harm others.
2.​ Repetition: Bullying behaviors occur more than once or
have the potential to be repeated.​

Forms of Bullying:

1.​ Verbal: Name-calling, insults, threats.

2.​ Physical: Hitting, kicking, property damage.
3.​ Relational: Social exclusion, spreading rumors.
 4.​ Sexual: Inappropriate touching, sexual jokes.
5.​ Cyberbullying: Harassment using digital platforms like
texts or social media.

Warning Signs That a Teen May Be Experiencing Bullying or

Suicidal Thoughts:

1.​ Withdrawal from friends and activities

2.​ Changes in eating or sleeping habits
3.​ Declining academic performance
4.​ Unexplained injuries or loss of possessions
5.​ Talking about feeling hopeless or wanting to die
6.​ Self-harm or risky behavior​

Why Teens Don't Ask for Help:

1.​ Fear of being seen as weak or a tattletale

2.​ Shame or humiliation
3.​ Fear of retaliation
4.​ Belief that no one will understand or help​

Link Between Bullying and Suicide:​

Although bullying alone does not cause suicide, it can increase the
risk, especially in teens already dealing with mental health issues.
The effects of bullying can include depression, anxiety, low
self-esteem, and isolation, which may lead to suicidal thoughts or
behaviors when combined with other stressors.

Case Study 1: Autumn Bushman (Virginia, USA, 2025)​

Autumn, a 10-year-old girl, died by suicide after reportedly being
bullied at school. Despite informing her parents, she asked them not
to intervene further, fearing being labeled a "tattletale." Her death
sparked community-wide anti-bullying campaigns in Roanoke,
calling for increased kindness and reforms in school response
protocols.

Case Study 2: Amanda Todd (Canada, 2012)​

Amanda Todd was a 15-year-old girl who died by suicide after years
of bullying, including blackmail and cyberbullying. She posted a
YouTube video using flashcards to tell her story shortly before her
death. Her case highlighted the devastating impact of online
harassment and led to nationwide discussions and anti-bullying
legislation in Canada.

Case Study 3: Phoebe Prince (Massachusetts, USA, 2010)​

Phoebe, a 15-year-old Irish immigrant, took her own life after
enduring months of verbal and cyberbullying from classmates. Her
suicide led to criminal charges against the bullies and the
implementation of anti-bullying laws in Massachusetts schools.
Mental Health Consequences of Bullying:

1.​ Depression and anxiety

2.​ Post-traumatic stress symptoms
3.​ Substance abuse
4.​ Academic struggles
5.​ Self-harm and suicidal ideation​

Social Media and Bullying:​

According to the CDC’s 2023 Youth Risk Behavior Survey, frequent
social media use correlates with higher rates of bullying, depression,
and suicide risk. Cyberbullying allows harassment to follow students
beyond school walls, increasing their sense of isolation and
hopelessness.

Vulnerable Groups:

1.​ LGBTQ+ youth are more likely to experience electronic

bullying and suicidal thoughts.
2.​ Girls are more likely to experience relational and
emotional bullying.
3.​ Youth from marginalized communities face layered
pressures from both online and offline bullying.​
Prevention and Intervention:

1.​ School-Based Interventions: Implement programs that

promote empathy, conflict resolution, and mental health
awareness.
2.​ Family Involvement: Parents should monitor online activity
and maintain open communication with children.
3.​ Policy & Law: Enforce school anti-bullying policies and
legal consequences for harassment.
4.​ Support Services: Offer access to school counselors,
mental health hotlines, and peer support groups.​

Conclusion:​
Bullying is not just a childhood issue; it is a public health concern
with life-threatening consequences. Suicide among teenagers, often
triggered or worsened by bullying, highlights the need for systemic
intervention. By educating students, empowering families, and
strengthening school policies, we can reduce bullying and support
youth mental health.