"the effects of bullying among middle school gifted and talented children"
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Gifted Children and Bullying 1
CHAPTER I
INTRODUCTION
Gifted Children and Bullying 2
Chapter I
“Never be bullied into silence. Never allow yourself to be made a victim.
Accept no one's definition of your life, but define yourself” (page 6).
Harvey S. Firestone (2001)
Introduction
The link between bullying and school violence has drawn increased attention ever since
the Columbine High School massacre which occurred on Tuesday, April 20, 1999. This massacre
at the Jefferson County, Colorado high school left twelve students and one teacher dead, with
twenty-one other students injured directly, and three more injured while trying to escape. The
two gun-wielding high school seniors, Eric Harris and Dylan Klebold, were both identified as
gifted and were bullied for most of their formative years due to this identification of academic
success. An analysis by officials of the U.S. Secret Service found that “this bullying caused the
premeditated shooting, ending with Harris and Klebold committing suicide following the direct
act” (Newman, et al. 2004, p. 380).
Gifted children who are bullied and tormented often turn their rage on others, and in
some situations, they suffer silently and turn the despair inwards. In 2002, J. Daniel Scruggs was
a slight-built twelve-year-old boy with an IQ of 139 and attended Washington Middle School in
Meriden, Connecticut where he excelled in their gifted program, particularly in science and
mathematics. However, Scruggs was a lonely kid who was tormented at school because he often
wore mismatched clothes, acted ‘nerdy’ and was told that he smelled by his classmates. Very
often during the course of his school day, Scruggs was hit, punched, kicked, spit on and laughed
at, and ‘Kick Me’ signs were often affixed to his back; he had been thrown down a flight of stairs
several times, and sometimes made to eat his lunch off the cafeteria floor. Many of the teachers
Gifted Children and Bullying 3
and administrators were aware of the abuse but failed to intervene because they felt this was
normal middle school behavior amongst peers, in essence “innocent rights of passage”
(McIntosh, 2006, p. 4). On January 2, 2002, Scruggs walked into his bedroom closet and hung
himself.
Statement of the Problem
All children are vulnerable to the effects of bullying, but gifted children differ from other
children in several significant ways. Most gifted children are already very intense and anxious, as
well as highly sensitive due to their own and others’ high expectations of them. Gifted children
consider social justice issues very important to them, and “with their own hyper-sensitivity to
self-criticism and perfectionalism, they struggle to make sense of this cruelty and aggression;
many times blaming themselves and withdrawing socially in order to hide from bullies” (Clark,
2008, p. 151). These gifted and talented children are “more susceptible to the severe emotional
damage that bullying can inflict” (Bosworth, 2009, p. 342). Take into consideration that gifted
students “tend to strive towards perfectionalism and consider their lives less fulfilling without the
pursuit of high goals, some impossibly high” (Lumsden, 2002, p. 346). Due to these tendencies,
“gifted students possess a multitude of behaviors ranging from healthy to dysfunctional”
(Lumsden, 2002, p. 346).
Attributes of ‘healthy’ behavior among gifted children include “an intense need for order
and organization, time-management skills, self-acceptance of mistakes and efficiency in
correcting, meeting high parental expectations, and great pleasure in achievement” (Bosworth,
2009, p. 343). “They have a use of positive coping strategies within a structured gifted climate
and they view personal efforts as an important part of success and happiness” (Clark, 2008, p.
187-188).
Gifted Children and Bullying 4
Attributes of ‘dysfunctional’ behavior among gifted children consist of “anxiety about
making errors, extremely high standards for oneself which are sometimes unachievable, and
perceived excessive expectations and criticism from others” (Clark, 2008, p. 188). This causes
the “questioning of one’s own judgment, the lack of effective coping strategies, and the need for
constant approval and acceptance” (Clark, 2008, p. 189). Bullying children within the gifted and
talented population is “an overlooked problem that leaves many of these students emotionally
shattered, which creates additional issues such as extreme depression and anxiety that may
manifest itself into violence or suicide” (Romain, 1997, p. 16).
Research Method and Questions
Researchers have been actively seeking answers to many commonly asked questions
involving adolescent bullying and victimization; however, “posttraumatic stress and dissociation
are limited areas of study in relationship to bullying, particularly among gifted children” (Rigby,
2003, p. 16).
The Reynolds Bully Victimization Scale for Schools (BVS) is designed to assess bullying
behavior and bully-victimization experiences in children and adolescents. This assessment is
used to identify students who are bullied as well as those who are doing the bullying. Measured
through the Reynolds Bully Victimization Distress Scale (BVDS), the scale “evaluates
internalized symptoms such as depression, anxiety and fear, as well as externalized symptoms
such as anger, acting-out, and defiance” (Reynolds, 2009, p. 8).
The BVS and BVDS are the most commonly used standardized instruments to form a
comprehensive picture of a child’s experience of peer-related threat, level of distress, and anxiety
related to school safety. These benchmarks are used to identify a child in need of intervention, or
for identifying what students perceive as a threatening or unsafe aspect of their school
Gifted Children and Bullying 5
environment. The limitations of both the BVS and the BVDS are that neither is specific to the
needs of gifted children. Therefore, “an interdisciplinary approach for assessment has been
formulated to assess the wide scale psychological impacts associated with bullying to include
intrapersonal and interpersonal difficulties associated specifically to gifted children” (Reynolds,
2009, p. 3).
In order to understand the research methods for this study, take an opportunity to review
the categories of questions which will be presented in order to formulate the data regarding the
bullying of gifted and talented children in the middle school environment. Category One
questions will pertain to how safe gifted and talented students feel about bullying. Questions will
include how safe do they feel in their general and elective classrooms, as opposed to their gifted
classrooms; as well as areas such as the gymnasium and athletic fields, cafeteria, and hallways.
These questions will extend the safety issue out to walking to and from school, as well as taking
the school bus with all the other students of the school. Category Two will allow them to discuss
how others treat them, with questions such as how often do other students bully them by laying
their hands on them, including incidents of hitting, kicking, pushing, or hurting their body
otherwise. Questions will ask how often do other students bully them by saying mean things to
them, things which hurt their feelings, how often do other students bully them by spreading mean
rumors about them, and how often do other students bully them by leaving them out of their
activities. Further insight will be acquired by asking in what grade is the student or students
which bully them, and have they ever told or asked for help when being bullied.
Category Three will question what they have seen or heard, such as how often
they have seen another student bully others by laying their hands on them or by saying mean
things to them, things which hurt their feelings. Also, how often have they seen another student
Gifted Children and Bullying 6
bully others by spreading mean rumors about them, and how often have they seen another
student bully others by leaving them out of their activities. Category Four questions will ask how
they reacted, such as what have they done when they have seen a student being hit, kicked,
pushed, punched or otherwise physically hurt in school or on the school bus; and if they helped a
student in a bully situation, what was the outcome, and whether it was positive or negative.
Category Five pertains specifically to gangs due to the demographics of the subjects, such as do
they know of students in their school who are members of a gang, or are wanna-be’s of a gang;
and exactly how much of a problem do they think gangs are in their school. Category Six will
complete the questionnaire with an essay question asking how much of a problem do they think
bullying is in their school. Participants will be asked to give some examples and specific
situations, and no names are to be included.
Rationale for the Study
The significance of this study is not to review bullying in gifted and talented children
versus common classroom children; however, it is to study the prevalence and impact that
bullying has on gifted and talented children specifically. The most common type of bullying
during the middle school years is “name-calling, teasing about appearance, pushing and shoving,
and insults regarding their intelligence and grades” (Smith, et al. 2008, p. 3). Regular children
get bullied too but gifted children are most often bullied based on their school performance,
which “turns their strength into a weakness and a source of shame” (Smith, et al. 2008, p. 7).
Certain challenges due to emotional immaturity come automatically with exceptional intellectual
abilities, therefore, gifted children are extremely sensitive to bullying.
Take into consideration the general traits exhibited within the gifted community, such as
what gifted children say. Statements such as “If I can’t do it perfectly, what’s the point? I should
Gifted Children and Bullying 7
excel at everything I do. The task should be done before anything else and every detail should be
perfect” (Clark, 2008, p. 57). These statements manifest themselves into more intense and
depressed reactions, such as “I’d better not make a mistake or people will think I’m stupid.
Everything should be clearly black or white. Gray is a sign of confused thinking” (Clark, 2008,
p. 57-58). Also, take into consideration other general traits exhibited within the gifted
community, such as what gifted children think and feel. Mostly they are “deeply embarrassed
about mistakes that they make and disgusted with themselves when criticized, anxious when
stating an opinion rather than a fact and afraid of rejection, and afraid of appearing incompetent
or stupid” (Clark, 2008, p. 59). Therefore, plagued by self-hate when feeling guilty about letting
others down, these attributes lead to them being “discouraged, anxious and exhausted due to
being unable to ever relax, and stressed when their routine is interrupted” (Clark, 2008, p. 59).
In essence, they are accustomed to easy success and praised for work requiring modest
effort, and they often do not develop a work ethic or learn to meet a challenge. When these
children grow up, they seek applause constantly without knowing how to get it. Children held to
impossibly high standards and deprived of praise may get “caught in a cycle of hopeless,
misdirected perfectionism, trying to please parents, teachers, or bosses who never can be
satisfied” (Delisle, et al. 2002, p.14). “The words that are put on them when they’re young are
likely to stay with them the rest of their lives” (McIntosh, 2006, p. 5). It is important to
remember that although gifted children are cognitively advanced, the same cannot be said of
them physically, socially and emotionally. In actuality, their emotional maturity is even less
developed due to their excelled anxieties and stress-levels. Teachers, administrators, parents, and
even counselors usually miss the indicators of stress; and “the lack of opportunity for gifted
students to discuss these social and emotional issues contributes to their vulnerability to bullying
Gifted Children and Bullying 8
(McIntosh, 2006, p. 5).
Bullying creates a sense of fear that disrupts the learning environment, and we must
actively address the impact of bullies on school climate and academic success of students.
Administration, educators, parents, coaches and even trained counselors may miss the indicators
of their distress, and the lack of these opportunities for gifted students to discuss concerns related
to social and emotional development potentially contributes to vulnerability A student that has
bullied can have far-reaching effects in a school and “create a climate of fear and intimidation
not only in his or her victims, but in fellow students” as well; therefore, students who bully, their
victims and bystanders are all affected (Milsom, et al. 2006, p. 38). Bullying sets a tense
environment in a school and as addressed earlier, can lead to violence towards others or suicide
by the victims. Although freedom from the fear and shame of bullying does not necessarily
ensure academic success for all students, it is indeed “a necessary condition to promote effective
learning in a positive classroom culture” (Bosworth, et al. 2009, p. 363).
Anticipated Outcome
Once scores and summaries have been created, this study intends to reflect different
approaches to bullying issues among the gifted and talented population of middle school
children, providing information intended for positive intervention programs. Approaches will
include “the responsibility to the victim by assisting in developing the skills and capacity to
resist bullying,” and intervention techniques to deter it from occurring or re-occurring (Reynolds,
2009, p. 12). Administrators, teachers, counselors, and school personnel have a responsibility to
the bullies as well, to treat them with consequences and a firm manner in order to deter their
behavior. Providing these problem solving skills to school staff and administrators, they would
have the tools required to “reach constructive outcomes and develop programs to support
Gifted Children and Bullying 9
emotional and social rehabilitation for the bully and the victim” (Reynolds, 2009, p. 12).
Being bullied has already been “recognized as a health problem for children because of
their association and adjustment problems in adolescence, and leads to poor mental health and
even violent and suicidal tendencies” (Delisle, et al. 2002, p. 77). It is therefore important to
assess how these children are affected, reflect on the outcome of this study and those within the
literature review, and create pro-active programs and classroom environments to nurture the
specific needs for these gifted and talented children, considering that their needs have shown to
be more pronounced and profound.
Definition of Terms
Gifted and Talented
Gifted and talented students are those who give “evidence of high achievement capability
in such areas as intellectual, creative or artistic, or in specific academic fields; and who need
services or activities provided on the gifted and talented curriculum in order to fully develop
those capabilities” (Delisle, et al. 2002, p. 19). Children capable of high performance include
those with demonstrated achievement or potential ability in any of the following areas, including
“general intellectual ability, specific academic aptitude, creative or productive thinking,
leadership ability, visual and performing arts, and psychomotor ability” (Milsom, et al. 2006, p.
37).
Bullying
When using the term bullying, it is used to describe a child being “teased, terrorized or
systematically victimized by his or her peers” (Burrill, 2006, p. 85). Further descriptions include
the concept that there is a difference in power between peers in this bullying dynamic in which
“one imposes negative consequences towards another individual” (Burrill, 2006, p. 87). Bullying
Gifted Children and Bullying 10
has also often been defined as “a behavior that occurs repeatedly over time as well as behavior
that can occur as an isolated incident” (Juvonen, et al.2003, p. 1233). For the purposes of this
study, bullying will refer to “one or more perpetrators, directly or indirectly; and attacking a
victim or a group of victims, one time only or repeatedly over time” (McIntosh, 2006, p. 4).
Organization of the Study
This study has been organized within five chapters. Chapter 1 includes an introduction to
the study, statement of the problem, the research method and questions, the rationale for the
study, the anticipated outcome, the definitions of terms, and the organization of the study.
Chapter 2 is comprised of a literature review, dealing with studies previously done on the effects
of bullying on gifted and talented middle school children; as well as the instruments of measure
used to conduct these studies. Chapter 3 provides an introduction to the methodology of the
study, as well as the purpose of the study, and research questions. Within the methodology
section are also descriptions of the setting, participants, measures, instruments, and procedure
used for the study, as well as the rationale for the study. Chapter 4 includes the purpose of the
study and the research questions implemented, as well as the presentation of the data and results.
Chapter 5 concludes this study with the findings and a summary of the findings, the implications
of the study, and recommendations for further studies.
Gifted Children and Bullying 11
CHAPTER II
LITERATURE REVIEW
Gifted Children and Bullying 12
Chapter II
“We are not all the same, we do not all have the same kinds of minds;
education works most effectively for most individuals if these differences
are taken into account rather than denied or ignored” (p. 36).
H. Gardner (1995)
Introduction
Research began in the early 1970’s in the areas of bullying and victimization, and
researchers have been actively seeking answers to many commonly asked questions such as
“which children bully, who are the targeted victims, where does it happen, why does it happen,
how can we prevent it, how can we identify it, what causes it, what are the effects, and is it
getting worse?” (Peterson, 2004, p. 135). Existing literature agrees that bullying is “a complex
process that involves multiple facets on many levels” and studies conducted over the last 40
years provide evidence that there is some consistency pertaining to certain patterns and trends
(Bosworth, et al. 2009, p. 341). This literature review will provide an overall perspective on the
effects of bullying on middle school gifted and talented children, including what constitutes a
gifted and talented child, as well as the definition of bullying, bullying and school climate,
psychiatric and psychological factors, meeting the social and emotional needs of bullies and their
victims, bullying intervention, and bully victimization instruments of measure.
Defining Giftedness and Talent
In order to fully understand the effects of bullying on gifted and talented children, it is
most important to be able to identify these children first. Through this identification process and
understanding of their unique makeup, we can further delve into why bullying impacts them
differently than the children in the common or traditional classroom settings or school
Gifted Children and Bullying 13
environments. Gifted children are those considered by educational systems to have significantly
higher than normal levels of one or more forms of intelligence. During the 20 th century, these
children were often classified by the use of Intelligence Quotient (IQ) Tests but recent
developments in theories of intelligence have thrown doubt on the use of such tests exclusively.
The fact remains that “these students are beyond their peers and often feel they are alienated or
limited by those around them,” including but not limited to teachers, coaches, and administrators
(Bradshaw, et al. 2007, p. 362). Many schools in the United States now attempt to sort out these
students, and offer additional or specialized education and counseling in the hopes of nurturing
their giftedness and their talents.
Gifted and talented children are capable of high performance, and include those children
which demonstrate achievement or potential in such categories as general intellectual ability,
specific academic aptitude, and creative or productive thinking. Over the years, these categories
have been expanded to include leadership ability, psychomotor skills, and visual and performing
arts. Using these categories, “a school system could expect to identify 10%-15% of its student
population as gifted or talented” (Clark, 2008, p. 28). Understanding each of these categories
allows for a better understanding of giftedness as a concept more meaningfully with parents,
administrators, school board members, gifted advisory committees, researchers, and anyone who
needs to understand the dynamics of the term.
Identification of Gifted and Talented Children
The process of identifying students for gifted and talented programs must be based on
measurable practices, and in recent years there has been a focus on identifying those students that
are typically under-represented. This includes “culturally and linguistically diverse and low-
income students, and the use of alternative assessments such as verbal ability tests and creativity
Gifted Children and Bullying 14
profiles” (Lane, et al. 2006, p. 391). The assessments referenced below are aimed to be inclusive
of students from different cultures, races, and economic circumstances. In addition, the use of
multiple assessments in the identification process is done not only to identify those students that
are in need of instruction beyond the regular curriculum, but also “those students who display the
potential for high-level learning beyond their current accessibility” (Lane, et al. 2006, p. 394).
General intellectual ability or talent is usually defined in terms of “a high
intelligence test score or a series of test scores, and in which the student has measured two
standard deviations above the mean” (Reynolds, 2009, p. 2). These children are often recognized
by their “wide-ranging knowledge of general information as well as high levels of vocabulary,
abstract word knowledge, abstract reasoning, and memory” (Schuler, 2002, p. 3). Additionally,
they tend to have longer attention spans, they understand directions and complete tasks
independently as well as do more than is expected on an assignment, and they use complex,
normally compound sentences. Since they grasp new concepts quite easily, they ask probing
questions and apply information to formulate solutions. Specific academic aptitude or talent
applies to students identified by their outstanding performance on an achievement or aptitude test
in one particular area such as language arts, mathematics, science, history or social studies, or
foreign language. In their particular area, they are self-motivated and risk-takers, and able to
recognize relationships between concepts and comprehend their meanings. Furthermore, they
“analyze and reason out complicated theories and apply their knowledge to reason things out”
(Schuler, 2002, p. 3). These students “normally score on the 97th percentile or higher on standard
achievement tests” such as the Virginia Standards of Learning, and later on higher education
tests such as the PSAT and the SAT (Reynolds, 2009, p. 3).
Creative and productive thinking is “the ability to produce new
Gifted Children and Bullying 15
ideas by bringing together elements usually thought of as independent or dissimilar, and the
aptitude for developing new meanings that have real-life relevance and social conscious value”
(Piechowski, 1999, p. 218). Characteristics of creative and productive students include
“openness to experience, setting personal standards for evaluation, ability to play with ideas,
willingness to take risks, preference for complexity, tolerance for ambiguity, positive self-image,
and the ability to become submerged in a task” (Piechowski, 1999, p. 218). Creative and
productive students are identified through the use of tests such as the Torrance Test of Creative
Thinking (TTCT) or through demonstrated creative performance. Recently, the Minnesota Tests
of Creative Thinking (MTCT) have been used in order to assess verbal and nonverbal tasks, and
uses techniques outside the norm to scale these tasks such as taking common problems and
applying an impossibilities task, or develop a just-suppose theory. Gifted students with talent in
the arts demonstrate special aptitude in visual arts, music, dance, drama, or other related studies.
These students can be assessed and identified by using task descriptions such as the Creative
Products Scales (CPS). Indicators of these tests include the inclusive assessment of particular
cognitive abilities as well as “problem-solving skills, perseverance, and high levels of
motivation” (Cukierkorn, 2008, p. 27).
Leadership ability is identified as the ability to direct individuals or groups to a common
decision or action, and students “who demonstrate giftedness in leadership ability use group
skills and negotiation techniques in difficult or controversial situations” (Polgar, 2007, p. 78).
These skills are normally recognized through “a student’s keen interest in problem solving, and
some of the characteristics include self-confidence, responsibility, cooperation, a tendency to
dominate, and the ability to adapt readily to new situations” (Polgar, 2007, p. 78). These students
can normally be identified through using instruments such as the Fundamental Interpersonal
Gifted Children and Bullying 16
Relations Orientation Behavior Assessment (FIRO-B).
Psychomotor ability involves kinesthetic motor skills such as practical, spatial,
mechanical, and physical skills; however, it is seldom used as a criterion in acceptance into a
gifted program. Updated criterion now includes classroom observations of students’ behaviors,
collected by the use of Gifted Rating Scales (GRS) designed to assess “student characteristics
and behaviors, and student interviews provide useful supplemental data” (Lane, 2006, p. 418).
Teachers and administrators use GRS in the identification process because they are “based on a
multidimensional model of giftedness” (Pfeiffer, 2006, p. 107). The levels of achievement
possible for each demonstration or performance are defined by the use of rubrics. Rubrics are
often developed within these scales with the quality of achievement defined, and “rated from 1 to
6, with 6 being high, and there can be as few as three levels of achievement: minimum,
competent, and exemplary” (Koth, et al. 2008, p. 101). When these rubrics are developed, there
is an understanding of the expectations and quality of the demonstration or performance that
must be met for each level of evaluation. This knowledge of expectations and quality allows for
a fair and meaningful evaluation, and “observing the various levels of proficiency provides better
information on the strengths and weaknesses of the student” (Koth, et al. 2008, p. 101).
These gifted and talented children are not only different from the general adolescent
population, but they are different among themselves in personality types, usually measured by
the Myers-Briggs Type Indicator (MBTI). Personality dimensions have also shown to be
associated with academic achievement, intelligence, and talent development; and normally fall
into two categories, attitude-related types and function-related types. Using the indicator scales,
these children exhibit either extraversion or introversion traits. The extraverted types normally
develop “a strong awareness of their environment and have a strong propensity to influence
Gifted Children and Bullying 17
others, but are highly unlikely to be influenced by others” (Sak, 2004, p. 72). These children
usually seem “confident, accessible, and expansive in their manner” but harbor a need for
acceptance and praise” (Sak, 2004, p. 72). Introverts, on the contrary, are somewhat “more
independent and idea-oriented than extraverts, as they usually get their excitement from the inner
world” (Sak, 2004, p. 73). They may sometimes seem “lost in thought or inaccessible
emotionally” but they too harbor a need for acceptance and praise (Sak, 2004, p. 73). Using these
two dimensions of extraversion and introversion, indicators provide data between two different
types of judgment used by gifted children. Feeling types usually “value harmony and human
relationships, and make decisions subjectively with a consideration of society’s values” (Sak,
2004, p. 75). In contrast, thinking types emphasize logic and objectivity in reasoning, and “this
preference suppresses values and uses impersonal feelings in making objective decisions” (Sak,
2004, p. 77).
Using these categories as a guideline, “gifted and talented children are those identified by
professionally qualified persons who by virtue of outstanding abilities are capable of high
performance” (Schuler, 2002, p. 4). Gifted and talented children are usually not the first group
that comes to mind when educators think of diverse populations or differentiated instruction,
however, “these students constitute a distinct group of individuals who, as a result of their gifts,
share common experiences and have unique needs” (Shepard, 2008, p. 11). In accordance with
these unique needs, many gifted programs have developed their own multidimensional screening
processes, such as the one referenced below. These are the children who require differentiated
educational programs and counseling services beyond those normally provided by the regular
school program in order to realize their contribution to self and society.
Gifted Children and Bullying 18
Table 1: Multidimensional Screening Process
Step One: 1. Nominations - teacher, principal, counselor, parents, peer, self
2. Teacher report on student functioning
3. Family history and student background
4. Peer identification
5. Student inventory of works, achievements, and interests
6. Variety of tests
Step Two: Development of Profile (done by Coordinator)
Step Three: Coordinator decision to refer to committee and parental consent to refer
Step Four: Development of Case Study (Coordinator)
1. Screening data 2. Parent interviews 3. Test protocols
a. Individual intelligence b. Content area c. Creativity (tests)
Step Five: Committee meeting for consideration
Committee decision to identify and place in appropriate program
Parental decision to place
Step Six: Placement in Gifted Program
Step Seven: Assessment for Individual Educational Plan (IEP)
1. Case study material
2. Functional assessment
Step Eight: Assessment of Appropriate Educational Program and IEP Plan
Growing Up Gifted: Part II: Educating the Gifted Student, Chapter 6: Assessment and
Identification of Gifted Students, by B. Clark, Columbus: Pearson Publishing, Seventh Edition,
Copyright 2008, p. 203.
Gifted Children and Bullying 19
Mental Self-Management and Multiple Intelligences
Robert Sternberg (1982) had suggested that giftedness is a type of mental-self
management, and “the mental management of one’s life in a constructive, purposeful way
normally possesses three basic elements which include adapting to environments, selecting new
environments, and shaping new environments” (Clark, 2008, p. 66). According to Sternberg, “the
key psychological basis of intellectual giftedness resides in insight skills that include separating
relevant information from irrelevant, combining isolated pieces of information into a unified
whole, and relating newly acquired information to information acquired in the past, as well as
activating prior knowledge” (Clark, 2008, p. 67). Sternberg emphasized problem-solving abilities
and viewed the gifted student as one who processes information rapidly and uses insight abilities.
Researchers continue to challenge the traditional definitions of intelligence, and Sternberg
developed the Triarchic Theory of Intelligence which suggests there are actually three
dimensions to intelligence, thus three components to consider when testing for giftedness.
Compotential intelligence consists of mental mechanisms for processing information,
experiential intelligence involves dealing with new tasks or situations, and the ability to use
mental processes automatically, and contextual intelligence as the ability to adapt to, select, and
shape the environment (Clark, 2008, p. 37-38).
Howard Gardner (1983) suggested a concept of multiple intelligences, stating that there
are “several ways of viewing the world including linguistic, logical or mathematical, musical,
bodily-kinesthetic, interpersonal, and intrapersonal intelligence” (Gagne, et al. 2003, p. 69).
Gardner’s theory of multiple intelligences is more widely known among educators because it
reflects what teachers already know, which is there are many different ways of being smart.
Gardner developed his theory by combining studies of the brain with research on the contextual
Gifted Children and Bullying 20
aspects of intelligence. He believed that “only if we expand and reformulate our view of what
counts as human intellect, we will be able to devise more appropriate ways of assessing it and
more effective ways of educating it” (Clark, 2008, p. 37). These processes resulted in three types
of giftedness, according to Gardner, and modified the concept of intelligence. The first type of
giftedness being analytic giftedness, which is “the academic type of reasoning, measured by
intelligence tests” (Clark, 2008, p. 38). The second type as synthetic giftedness, which refers to
creative and intuitive thinking; and the third as practical giftedness, which is “the ability to apply
analytical and synthetic abilities to everyday problems and issues successfully” (Clark, 2008, p.
38). In the process of formulating his original theory, Gardner drew from a wide range of studies
on subjects including prodigies, gifted individuals, brain-damaged patients, normal children and
adults, and individuals of diverse cultures; and developed the seven steps to optimizing learning.
Gardner’s theory addresses many areas that had not previously been seen as a part of
intelligence, and “he brings additional clarity to the critical importance of the interaction of both
genetics and environment in its development” (Clark, 2008, p. 37).
Table 2: The Seven Steps to Optimizing Learning
Step 1: Understand brain development as a basis for learning Integrative Standards
Step 2: Create a responsive learning environment * Intuitive
Step 3: Integrate the intellectual process * Cognitive
Step 4: Establish the continuum for learning * Affective
Step 5: Assess the student's level of mastery * Physical
Step 6: Differentiated and individualize teaching and learning * Sensing
Step 7: Evaluate teaching and learning, reflect and reform
Gifted Children and Bullying 21
Growing Up Gifted: Part II: Educating the Gifted Student, Chapter 7: Optimizing Learning:
Using Brain Research in Elementary and Secondary Classrooms, by B. Clark, Columbus:
Pearson Publishing, Seventh Edition, Copyright 2008, p. 227.
Joseph Renzulli (1986) stated that gifted behavior reflects “an interaction among the
basic clusters of human straits which include above-average general or specific abilities, high
levels of task commitment and motivation, and high levels of creativity” (Gagne, et al. 2003, p.
71). Gifted and talented children are those who possess or are capable of developing these
composite of traits and applying them to any potentially valuable area of human performance.
While a few students will demonstrate these behaviors consistently and across the disciplines,
other students may demonstrate them in specific activities and interest areas. Renzulli contends
that the most effective approach to educating high-ability students is for teachers to choose
content, instruction, activities, and opportunities according to a student’s learning needs and
challenges. “Higher-order thinking, investigations, innovative learning links, and creativity are
all essential teaching techniques in order to empower learners and inspire teachers” (Evans,
2008, p. 85). The recent growth of charter schools have become a more promising environment
for gifted and talented children as well due to their ability to “provide varied instructional
programs and employ recommended practices, such as acceleration and project-based learning”
(Buchanan, et al. 2006, p. 128).
Differentiating Between Giftedness and Talent
The definitions of giftedness and talent “designate the possession and use of superior
natural abilities, aptitudes or gifts, in at least one ability domain, to a degree that places an
individual at least among the top 10% of his or her peers” (Delisle, et al. 2002, p. 31-32).
Francoys Gagne’s Differentiated Model of Giftedness and Talent (DMGT) proposes that there
Gifted Children and Bullying 22
are four aptitude domains, which are intellectual, creative, socioaffective, and sensorimotor.
These natural abilities “whose development and level of expression is partially controlled by the
individual’s genetic endowment, can be observed in every task children are confronted with in
the course of their schooling” (Delisle, et al. 2002, p. 41). The intellectual domain consists of
fluid reasoning, including inductive and deductive; as well as memory, a keen sense of
observation, and judgment skills. The creative domain is mostly inventiveness and imagination,
with skills in retrieval fluency and problem-solving. Within the socioaffective domain lies
perceptiveness, and empathy and tact within the communication skills; with a strength in
influence due to advanced leadership and persuasion skills. Finally, the sensorimotor domain are
advanced visual, auditory, and olfactory skills, with an aptitude for strength, endurance, and
coordination. The developmental process is dependent on the learning, training, and practice of
these aptitude domains, and supports Gagne’s theory that “giftedness designates the possession
and use of untrained and spontaneously expressed natural abilities, called aptitudes or gifts, in at
least one ability domain, to a degree that places an individual at least among the top 10% of age
peers” (Delisle, et al. 2002, p. 44).
If this model which supports multiple intelligences is applied to educational curriculum,
by providing lesson plans and programs “in a way that all students are encouraged to develop
their stronger area, and at the same time educators provide opportunities to enhance the learning
process in the less strong areas, academic success may be attainable for all children in our school
system” (Delisle, et al. 2002, 45-46). For instance, the intellectual abilities needed to learn to
read, speak a foreign language, or understand a new mathematical concept, the creative abilities
needed to solve many different kinds of problems and produce original work, or the social
abilities that children use daily with classmates, teachers, administrators, coaches, and parents.
Gifted Children and Bullying 23
Table 3: Gagne’s Differentiated Model of Giftedness and Talent
Catalysts (Positive/Negative Impacts)
GIFTEDNESS MOTIVATION TEMPERMENT TALENT
Aptitude
Domains
PERSONALITY Field
Domains
Intellectual Initiative Adaptability Academics
reasoning, verbal,
spatial, judgment,
needs,
interests,
attitude,
values,
English, History,
Math, Science,
memory perseverance competitiveness, Foreign Language
Creative
self-esteem Games of Strategy
originality, humor, chess, puzzles, video
interpretive DEVELOPMENTAL PROCESS Technology
Socioaffective Learning - Training - Practicing mechanic, model
leadership, empathy, Arts
self-awareness ENVIRONMENT PERSONS visual, drama, music
Sensorimotor home, school, parents, peers, Social Action
strength, endurance, relatives, church teachers, coaches tutoring, politics
flexibility UNDERTAKINGS EVENTS Business
Others activities, sports, encounters, trips, sales, manufacturing
ESP, gift of healing community events vacations Athletics / Sports
When Gifted Children Don’t Have All The Answers, Chapter 2: Identifying Gifted Children, by
J. Delisle and J. Galbraith, Minneapolis: Free Spirit Publishing, Inc., Copyright 2002, p. 45.
Gifted Children and Bullying 24
High aptitudes or gifts can be observed more easily and directly in young children
because “environmental influences and systematic learning have exerted their moderating
influence in a limited way only” (Piechowski, 1999, p. 221). However, “they still show
themselves in older children and even in adults through the facility and speed with which
individuals acquire new skills in any given field of human activity” (Piechowski, 1999, p. 223).
The easier or faster the learning process, the greater the natural abilities and achievements
through aptitude, and “talents progressively emerge from the transformation of these high
aptitudes onto the well-trained and systematically developed skills characteristic of a particular
field of human activity or performance” (Piechowski, 1999, p. 223). These fields can be
extremely diverse and given natural ability can express itself in many different ways, depending
on the field of activity preferred and adopted by the individual. For example, manual dexterity as
a natural physical ability can be modeled into the particular skills or talents of a painter, a pianist,
a jewelry maker, or a video-game designer. Similarly, intelligence as a natural ability can be
modeled into the figurative language of a poet, the scientific reasoning of a chemist, the
mechanics of an architect, or the strategic planning of an athlete.
Defining Intelligence
The attempts to define giftedness in one way or another are reliant on intelligence and to
better understand giftedness, a closer look will be taken on the concept of intelligence.
Significant efforts have been made to measure intelligence but since the concept is elusive, test
constructors aim at testing what they feel are typical manifestations of intelligence in behaviors.
Often these tests of intelligence create other terms in defining a child, and educators become
confused regarding the actual intellectual ability of their students. The term ‘genius’ used to be
widely employed but now is reserved for reference only to the “phenomenally or profoundly
Gifted Children and Bullying 25
gifted person” (Evans, 2008, p. 84). The term ‘talented’ tends to be used when referring to a
particular strength or ability of a person” (Evans, 2008, p. 85). However, thought should be given
to whether the talent is truly a gift or is it rather an ability that has become a highly developed
skill through practice. Terms such as ‘prodigy’ or ‘precocious’ are more commonly used when a
child shows a “decidedly advanced degree of skill in a particular endeavor at an early age, as
well as a very disciplined type of motivation” (Evans, 2008, p. 84).
‘Superior’ is a comparative term, meaning that when the term is used, it should be
“referenced in accordance to whom or what group is the student superior to and to what degree”
(Evans, 2008, p. 84). A child may be “markedly superior to the majority of children in a specific
mental ability such as verbal comprehension, and at the same time be equally inferior in another
specific mental ability such as psychomotor” (Evans, 2008, p. 84). ‘Rapid learner’ is a helpful
term in understanding giftedness because it is “a distinct characteristic manifested by the
identified gifted child” and the term ‘exceptional’ is appropriate when referring to the gifted
children being different in their characteristics of intelligence (Evans, 2008, p. 85). The term
which is used often in referencing gifted children is ‘elitism,’ which means the choice, best, or
superior part or class of persons. However, the misunderstanding of this word has given the
negative connotation of implying snobbishness, selectivity, and unfair special attention or
treatment. The fact is that gifted and talented children are elite in the same way someone is a
record champion holder or a leader in their field, and the negative connotations of the word need
not apply since they are not accurate in their definition, thus they are not credible.
The levels of giftedness are measured by intelligence tests and although most IQ tests do
not have the capacity to discriminate accurately at higher levels, they are able to provide a range
to distinguish levels of aptitude. “The Stanford-Binet is the only test that has a sufficient ceiling
Gifted Children and Bullying 26
to identify the basic bright child from the profoundly gifted; and teamed with the use of the
Wechsler Intelligence Scale for Children, they provide the guidelines for the assessment of the
gifted population” (Parker, 2008, p. 102). As of 2008, the ranges are as follows:
Bright: 115+, or 1 in 6 (84th percentile)
Moderately Gifted: 130+, or 1 in 50 (97.9th percentile)
Highly Gifted: 145+, or 1 in 1,000 (99.9th percentile)
Exceptionally Gifted: 160+, or 1 in 30,000 (pp.997th percentile)
Profoundly Gifted: 15+, or 1 in 3 million (99.99997th percentile)
David Perkins (1995) synthesized much of the research and theories of intelligence and
grouped them into three strands. Neural intelligence is “rooted in a biological system and
determined by neural efficiency, which is the brain’s physical process” (Peterson, 2003, p. 66).
Experiential intelligence involves know-how or knowledge of typical patterns and situations and
as a result, “intelligence is a matter of experience with thinking in particular contexts” (Peterson,
2003, p. 66). Reflective intelligence is “based on knowledge of thinking strategies” which
means knowing how to think (Peterson, 2003, p. 67). This includes how to monitor one’s
thinking and how to persist, and Perkins contends that “not one, but all three strands contribute to
intelligence and behavior” (Peterson, 2003, p. 68-69).
As the concept of intelligence becomes more multidimensional, the concept of giftedness
also evolves; and if intelligence is not a single quality, there cannot be a single definition of
giftedness. Schools are becoming more specific about identifying abilities and areas of strength
rather than giving students the generic gifted label. If intelligence is not static and can be learned,
then the assumption is that giftedness and talent can be developed. This further supports the need
for the use of multiple assessments in the identification process, as well as the need to be able to
Gifted Children and Bullying 27
identify the characteristics of gifted students. Therefore, you not only identify those students that
are in need of instruction beyond the regular curriculum, but also “those students who display the
potential for high-level learning beyond their current accessibility” (Lane, 2006, p. 394).
Table 4: Characteristics for Helping to Identify Gifted Students
Positive
Characteristics
Negative
Characteristics
able to generate many ideas
to solutions and problems
FLUENCY many dominate others, may
have difficulty closing task
has high tolerance for
ambiguity
FLEXIBILITY may be impatient with details
or restrictions, unproductive
able to express ideas in
unique ways, fantasy, fun
ORIGINALITY
CREATIVITY
may be considered unusual or
silly, may refuse authority
interested in a wide variety of
things, asks many questions
CURIOSITY may ignore activities in order
to pursue individual interests
has knowledge which is
unusually advanced for age,
progress at a more rapid pace
KNOWLEDGE
SKILLS
may be intolerant of others,
may dominate, bored with
routine
relates positively to peers and
adults
SOCIAL
RELATIONSHIPS
may have difficulty relating
to peers and adults
persistent, self-motivated and
able to stay on task
TASK COMMITMENT may have difficulty bringing
task to closure
Adapted from Challenge: Reading and Teaching The Gifted Child, by Judy Luker, Good Apple
Press, www.sengifted.com, Copyright February 2002, Volume 48, p. 21.
Gifted Children and Bullying 28
Special Needs of Gifted Children
In order to understand the true meaning of giftedness, it is necessary that we separate the
concept of giftedness from academic or talented achievement. High achievers are those who are
motivated to do well in school, and gifted students may be high achievers or they may be high
school dropouts. They have learning needs that differ from other students, just as
developmentally delayed students have different learning needs as well. “When giftedness is
seen as the ‘mirror image of retardation,’ it becomes clear that there is a responsibility to meet
their needs, whether or not they are high achievers” (Lind, 2001, p. 4). In the past, the concept of
giftedness was associated primarily with a high IQ and it was assumed that gifted students were
born with high intelligence which was identified by their grades and test scores, and were
capable of excelling in all areas of school and life. These assumptions are still prevalent, but
there have been a lot changes due to “cognitive science, developmental psychology, and new
understandings of how learning takes place” which are influencing the way gifted is defined and
how the special needs are conceptualized (Polgar, 2007, p. 79).
Many students who are achieving A’s may be severely underachieving and by the same
token for gifted children, achieving an A may not be a goal. The real purpose of education is to
learn new information, and students who achieve A’s based on what they have already learned
are gaining daily practice in underachievement. All students have a right to struggle and
struggling is essential to growth, and it means that the student is stretching to attain new power in
learning. “Gifted students actually enjoy struggling to master new material and when not
pressured about their grades, they welcome the challenge” (Polgar, 2007, p. 79). Teachers have
an enormous impact on the lives of their gifted students, and underachieving students have been
salvaged by one or more teachers who took an interest in them. The investment of time and
Gifted Children and Bullying 29
energy in differentiating the curriculum for gifted students can inspire them to have higher
aspirations, to win scholarships, to choose demanding and fulfilling careers, and to use their gifts
for the betterment of society.
Defining Bullying
Now that the identification process for gifted and talented children has been presented,
we can further explore the research on why bullying impacts these children differently than the
children in the common or traditional classroom settings or school environments. When using the
term bullying, it is often used to describe a child being “teased, terrorized or systematically
victimized by his or her peers” (Burrill, 2006, p. 85). Further descriptions include the concept
that there is a difference in power between peers in this bullying dynamic in which “one imposes
negative consequences towards another individual” (Burrill, 2006, p. 87). Bullying has also often
been defined as “a behavior that occurs repeatedly over time as well as behavior that can occur
as an isolated incident” (Juvonen, et al. 2003, p. 1233). Berthold and Hoover (1987) argued that
bullying exists when students are “exposed repeatedly or over time to a negative action on the
part of one or more students” (Berthold, et al. 2008, p. 65). Bullying is invoked when
“aggression is directed on purpose to one student by another student that enjoys physical or
psychological power over a victim” (Berthold, et al. 2008, p. 65). Mobbing occurs when “an
individual is bullied collectively by several bullies” and these behaviors range from
psychological abuse to physical altercations (Burrill, 2006, p. 89). Victims tend to worry, dislike
themselves and “desire to stay home from school for the sake of their physical safety” (Berthold,
et al. 2008, p. 72).
Relational aggression is also considered a form of bullying, which is essentially “non-
physical aggression but deeply psychological” (Peterson, et al. 2007, p. 149). This form uses
Gifted Children and Bullying 30
peer and social relationships as the weapon to harm someone, meaning that the bully threatens to
destroy a victim’s relationship with the few peers and friends they presently have, thus
destroying their social life. Examples of this type of bullying include spreading rumors, ignoring
the victim completely, and telling others to specifically ignore the victim. Burrill’s study (1990)
shows that “relational aggression is more common in girls than in boys, as girls have a tendency
to place a higher value on friendships and social status than boys” (Burrill, 2006, p. 88). Burrill
suggests that “boys are more likely to use physical means of aggression on their victims which
gains them social power, ultimately rewarding them for their negative behavior” (Burrill, 2006,
p. 89). Bullies are more likely than other students to spend time at home without adult
supervision; they drink alcohol, smoke cigarettes, cheat on tests, and bring weapons to school.
Bullies also fare poorly as adults, and they are “more likely to receive attention from law
enforcement officials, as well as seek mental health services from early adolescence into their
adulthood” (Bosworth, et al. 2009, p. 359). The aggression they exhibit from their childhood
tends to become a lifestyle as they grow older, and “these types of antisocial behavior lead to
failure in school, failure in the work force, and failure in their interpersonal relationships”
(Bosworth, et al. 2009, p. 360).
The primary purpose of the Berthold and Hoover (1987) study was to examine the
relationship between bullying and risk factors among 591 fourth through sixth grade students in a
mid-sized Midwestern town in the U.S. They found that “more than one-third of the respondents
reportedly experienced bullying, while one-fifth reported that they themselves did the bullying”
(Berthold, et al. 2008, p. 73). Implications of this study were outlined including various bullying
intervention strategies and suggestions for assessment and therapeutic approaches of addressing
the presence of psychological symptoms, such as posttraumatic stress and dissociation.
Gifted Children and Bullying 31
Additionally, technology has brought us a new type of problem called cyberbullying, and
this social cruelty is widespread, growing, and children are often not telling anyone.
Cyberbullying can include sending mean or threatening messages or images, pretending to be
someone else to make a person look bad, or sharing private information about another person.
Cyberbullying is the sending or posting of harmful or cruel texts or images using the Internet or
other digital communication devices such as e-mail, instant messaging (IM), text messages or
digital images sent on mobile phones, social networking sites such as FaceBook and MySpace,
web pages, blogs, virtual worlds, chat rooms or discussion groups, and interactive game sites
such as Xbox. “The biggest problem with this type of bullying is that it can be difficult to trace,
can happen at any time, day or night; and the messages can be sent out quickly to a large group
of people” (Kirk, 2009, p. 24). Cyberbullying can be conducted 24 hours a day and 7 days a
week, making the victim a perpetual target at any moment in time. The harassment can be
anonymous, and a single message posted online or sent to a mobile phone can be spread and
circulated to a wide audience quickly and efficiently. Hurtful or embarrassing messages or
images can remain online indefinitely to damage the child's reputation, social life and
friendships, and possibly their self-image.
Many researchers agree that the duration of bullying, the number of bullies, and
the profile of the victims are all very integral factors in the bullying victimization process. There
are also different types of bullying dynamics, “such as direct bullying as an open verbal or
physical attack on an individual, and indirect bullying which indicates that much of the bullying
is proactive aggression” (McIntosh, 2006, p. 5). Proactive aggression, as described by McIntosh,
is aggressive behavior that usually occurs “without any apparent provocation or threat on the part
of the victim” (McIntosh, 2006, p. 5). For the purposes of this study, bullying will refer to “one
Gifted Children and Bullying 32
or more perpetrators, directly or indirectly; and attacking a victim or a group of victims, one time
only or repeatedly over time” (McIntosh, 2006, p. 4).
Bullying and School Climate
In the Bosworth and Simon study (2001), bullying was examined as a “continuum of
mild to extreme behaviors” in order to improve identification and targeting of those individuals
most at risk for bullying (Bosworth, et al. 2009 p. 342). “Demographic, behavioral, and
psychosocial correlates were tested on a continuous measure of bullying behaviors, and were
rated according to the number and frequency of the behaviors” (Bosworth, et al. 2009, p. 342).
Among the 558 middle school students surveyed in the study, only 20% reported no bullying
behavior and in multiple regression analysis, it was found that misconduct, anger, and beliefs
supported in violence encouraged bullying behavior. However, confidence in using non-violent
strategies, and intentions of using non-violence or alternative strategies were associated with the
lowering of the levels of bullying behavior. Although boys reported more bullying behavior than
did girls, “gender was not a significant predictor in the multiple regression analysis” (Bosworth,
et al. 2009, p. 361). These studies were inconsistent with the perspective that early adolescents
were either bullies or non-bullies, and indicated the need for a comprehensive approach to
preventing bullying behavior.
Peterson found that the actual school climate leads to the vulnerability of gifted children
to bullying, with one student subject stating “our classes are different, so the other students don’t
even know us” (Peterson, et al. 2006, p. 258). Furthermore, another student subject of the study
stated that “there are groups that are protected, such as you don’t say bad things about different
races; but there are other groups, if something’s said, nobody does anything – like smart or gay
people, or groups that people are uncomfortable thinking about. The administration may say they
Gifted Children and Bullying 33
do something about it, but they don’t” (Peterson, et al. 2006, p. 258). Since many gifted children
are perfectionistic, they feel that telling an adult what is happening is “a reflection on their ability
to control their lives” (Schuler, 2002, p. 3). To their detriment, however, many adults tell these
children that this is a form of tattling, snitching, or story-telling, therefore, leading these children
to distrust all adults and withdraw into themselves, often causing them to suffer silently as
situations escalate from their tormentors.
Some studies in the past have challenged the myth that gifted children do not have unique
social and emotional concerns, and when the myth prevails, “pertinent concerns are not
recognized and addressed formally or informally, proactively or reactively” (Milsom, et al. 2006,
p. 36). Administration, educators, parents, coaches, and even trained counselors may miss the
indicators of their distress, and “the lack of these opportunities for gifted students to discuss
concerns related to social and emotional development potentially contributes to vulnerability”
(Milsom, et al. 2006, p. 38). A student that has bullied can have far-reaching effects in a school
and “create a climate of fear and intimidation not only in his or her victims, but in fellow
students” as well; therefore, students who bully, their victims, and bystanders are all affected
(Branson, et al. 2009, p. 8). When asked the number one reason for not returning to school, “10%
of high school dropouts reported fear of being harassed, teased, or attacked” (Walker, 2009, p.
7). Similarly, more than one-third of middle students felt unsafe at school because of bullying
and did not report such behaviors to school personnel because they were “scared, lacked the
confidence or parental support to make a report, and felt that adults would not be supportive of
their dilemma” (Walker, 2009, p. 8).
Teachers and administrators working with gifted children should be aware that these
students can and do drop out, and individual case studies need to be taken into account when
Gifted Children and Bullying 34
researching this trend. Although many drop out for the same general reasons that regular students
do, such as disinterest, a need to find employment, or they are underachievers; teachers and
administrators should be “particularly sensitive to gifted students who show attendance
problems, discipline problems, or academic problems” (Matthews, 2006, p. 220). Gifted
programs continue to strive to “identify and serve an even greater proportion of students from
non-mainstream cultural and economic backgrounds,” however, with this also comes the issues
of discrimination and harassment, thus raising the probability that these students will be bullied
due to their academic and environmental makeup (Branson, et al. 2009, p. 15). It is becoming
increasingly important to “understand how giftedness or talent may interact with socioeconomic
and cultural factors to influence students’ educational decisions” (Matthews, 2006, p. 220).
Improving understanding will hopefully lead to more effective bullying interventions and
reduced dropout rates.
Peterson and Ray (2006) surveyed 432 gifted and talented eighth graders in eleven states
regarding bullying during their school years and used structured interviews to explore the lived
experiences of being bullied or being a bully. Using both quantitative and qualitative methods,
they researched “bullying as related to giftedness by examining prevalence and the effects of
bullying among gifted individuals specifically” (Peterson, et al. 2007, p. 149). They found that
“67% had experienced bullying by the eighth grade, 16% defined themselves as bullies, and 29%
had violent thoughts” with the vast majority expressing depression, hopelessness, unexpressed
rage, and most often school absenteeism as responses to their bullying experiences (Peterson, et
al. 2007, p. 152). Further analysis of the interview information and data found that even just one
incident was distressing for some. “All children are affected adversely by bullying, but gifted
children differ from other children in significant ways, and what they experience may be
Gifted Children and Bullying 35
qualitatively different,” said Peterson, whose study was conducted at the time with doctoral
candidate Karen Ray (Peterson, et al. 2006, pg. 149). “It is important to remember that although
cognitively these children are advanced; physically, socially and emotionally, they may not be”
(Peterson, et al. 2006, p. 259). “The most disturbing thing about this study is that we do not
know what those violent thoughts are,” was Peterson’s major concern upon completion of the
study (Peterson, et al. 2007, p. 167). Peterson states that they could be anything from kicking a
trash can to blowing up the school but they have no concrete evidence. However, just the fact
that there are violent thoughts should be enough to make everyone stand up and pay attention,
and Peterson calls for further studies to identify these perpetrators and their level of aggression.
Although most studies have found that gifted children, especially those with high verbal
aptitude, are more sensitive than their less-gifted peers and worry more about their social
standing, we must remember than most regular kids get bullied as well. The issue is that “gifted
kids are bullied based on their superior school performance, which makes the child’s strength
into a weakness” (Peterson, 2003, p. 65). Inevitably, their advanced academic or talent
performance turns into a source of shame for the child and unable to cope with this shame, they
turn to violence to deal with their frustrations. Due to the fact that bullying behaviors arouse a
sense of fear and can lead to major physical altercations that disrupt the learning cycle,
“educators are urged to address actively the impact of bullies on their school culture and on the
academic success of all students” (Bosworth, et al. 2009, p. 362). Bosworth and Simon (2001)
concluded that freedom from fear of bullying is not enough to ensure successful learning, but it
is “a necessary condition for effective learning” (Bosworth, et al. 2009, p. 363).
In the last decade, “Columbine-style plots involving students as young as twelve have
been erupted in more than half a dozen American communities” (Peterson, 2009, p. 282).
Gifted Children and Bullying 36
Bullying has been cited as the motive in the majority of these incidents, all because “the
conspirators were considered different due to their academic precocious” (Peterson, 2009, p.
282). In 2003, sixteen-year-old Jaysen Kettl was sentenced to four years in prison plus ten years
of probation for conspiracy to commit capital murder by killing twenty fellow high school
students plus four of his teachers. Kettl acknowledged that he first started having problems in
school when he was about nine due to his high grades and good relationships with his teachers,
but all took a turn for the worse when he entered Vidor High School in Orange, Texas. The same
students he had attended intermediate school with took to “name-calling, mocking, stealing his
school books, and pushing him down the stairs” (Walker, 2009, p. 8). After confiding in what
Kettl considered the few friends he had that he was a homosexual, the bullying became more
violent when his sexuality was made public. He turned to the school administration and even
security and asked for help and protection, and he attested that they did nothing. Through this
process, he met three other students all going through similar experiences in the high school, and
“a strong bond was formed based on mutual misery” (Walker, 2009, p. 8). Kettl and the four
other students created a book which named all the students that bullied them over the years and
named the teachers that did nothing to stop the bullying, and the book went into detail on how
they planned to kill these individuals. Although the plot was foiled three days prior to taking
effect due to one girl in Kettl’s group turning them in after confiding to her parents, Kettl attested
that he just wanted the people in his book to get off his back and there was nothing he could do
to change it besides the plan he came up with; and even if he could go back and change things,
he said “high school is nothing but hell nowadays anyway” (Walker, 2009, p. 8).
Statistics show that “up to 85% of bullying happens in front of a large group, and a
playground or classroom makes a great theater” (Schuler, 2002, p. 3). During the school years
Gifted Children and Bullying 37
there are many physical and emotional changes in girls and “many girls will go along with
bullying or not intervene because they just want to ‘fit in’ themselves” (Phoenix, et al. 2003, p.
162). In addition to the behavioral and psychosocial measures in these studies, many participants
answered questions which led to the revelation that they “perceived access to guns as a relevant
correlate” (Walker, 2009, p. 8). Immediate access to firearms brings an increased risk for
homicide, suicide, and even unintentional firearm deaths through horseplay or carelessness.
Psychiatric and Psychological Factors
Previous research suggests various psychiatric and psychological factors contribute to
bully victimization, however, posttraumatic stress and dissociation are presently limited areas of
study in relation to bullying. The overall purpose of the Burrill study (1990) was to address the
socially relevant issue of bullying in schools across grade level, age, and gender. A correlation
study was conducted with 147 middle school children using a bully index and a victimization
index, and the measures included anxiety, depression, anger, stress, and dissociation. However,
these measures did not note differences across the original factors measured, they were actually
noticed between regular classroom children, special education children, and talented and gifted
children, “with the talented and gifted children scoring highest among the bullying victimization
scale” (Burrill, 2006, p. 87). Research related to giftedness has not focused on the inner life of
gifted children and adolescents until recently, and “the inability to respond to negative behaviors
from others is related to the vulnerability to bullying” (Robinson, et al. 2006, p. xi). Robinson
noted that the most highly gifted and talented, because of their normally poor fit to school
programs, are the most vulnerable to poor peer relations. The issue precipitates itself in the
situation that they are “unable in finding compatible friends, especially when they are young and
their social sphere is restricted to a particular classroom, school, neighborhood, or small town”
Gifted Children and Bullying 38
(Robinson, et al. 2006, p. xii). Due to these dynamics, they are “likely to be less socially adept,
more introverted, and more inhibited than other gifted children” (Robinson, et al. 2006, p. xxiv).
There are two categories of self-concept that help identify gifted students, “the academic
self-concept, which most often they rate quite highly in; and the social-self concept, an area that
receives a very low rating” (Pittinsky, et al. 2008, p. 134). All children need positive responses
from others, starting with their home and school environment, in order to “experience well-being
and self-satisfaction” (Pittinsky, et al. 2008, p. 134). Responses received by gifted children from
those outside of the family are often less than positive and can lower their views of themselves,
usually from statements such as “if you are so gifted, figure it out; you seem to know everything”
(Clark, 2008, p. 146). This gifted label can create problems within itself, as these children feel
different and alienated, and unable to find a group to belong. Unfortunately, many teachers do
not relate to these children in ways other than their levels of achievement, and these children
have “a need to feel valued for some reason other than their giftedness” (Clark, 2008, p. 148).
Most gifted and talented children are already very intense and anxious, as well as highly
sensitive due to their own and others’ high expectations of them. They consider social justice
issues very important, and with their own hyper-sensitivity to self-criticism and perfectionalism,
they struggle to make sense of this cruelty and aggression. They develop low self-esteem which
results in even higher levels of anxiety, less effectiveness, and even destructive behavior; and
begin to believe themselves to be powerless and even unworthy of love or attention. Many times
they blame themselves for the lack of adult support, and respond by withdrawing socially in
order to hide from bullies. In essence, their vulnerable areas have been attacked, and “gifted
children become more susceptible to the severe emotional damage that bullying can inflict”
(Schuler, 2002, p. 3).
Gifted Children and Bullying 39
Table 5: Vulnerable Areas for Gifted Children
Personal Characteristics Motivation School Conditions
Perfectionism leads to self- Too easy or difficult a task If individuality is not valued,
criticism, competition, and/or limits the student's possibility then social isolation occurs
unrealistic expectations for success
Supersensitivity to social The student feels fear from Teachers have unrealistic
feedback leads to withdrawal high expectations expectations of high success
in all areas consistently
Desire for independence leads Desires and abilities may not Teachers are uncomfortable
to attempts to control the match opportunities, no with differentness, they fear
situation positive image of the future superior student knowledge
Given an intense desire to Unable to control emotions,
School activities are not
satisfy curiosity, the student easily frustrated, ashamed, differentiated or challenging,
feels restricted in analyzing the angry at obstacles offer no depth or complexity
problem in the time allocated
Using advanced problem The student doesn't have
The school district does not
solving, student manipulates accurate self-knowledge provide any appropriate
peers and adults about his or her ability educational provisions
Desiring complexity, the The student doesn't have the No positive role model is
student is not interested in energy to persist to the present
memorization or repetition completion of a goal
Adapted from Giftedness, Conflict, and Underachievement, by J.R. Whitmore, Boston: Allyn
and Bacon, Copyright 1980, p. 143.
Gifted Children and Bullying 40
Many victims suffer in silence, struggling to understand bullying, make futile attempts to
halt bullying, despair when it continues, and formulate violent thoughts. Most victims associate
not being well-known or popular as the reason for being bullied, and most definitely for being
clustered within a gifted program which identifies them for their select abilities and focuses on
differentiation, therefore, once again setting them apart from the rest of the school population.
Differentiation is designed for instruction in mixed-ability classroom regarding multiple
intelligences, as referenced earlier; and not for meeting the special needs of gifted children.
Many peers, and even adults, do not understand the placement of students in these particular
classroom environments, and this distinction can be explained and understood quite simply by
referencing the following table.
Table 6: Differentiated Instruction for Mixed-Ability Classrooms
Differentiation is … Differentiation is not…
provision of a variety of ways to explore
curriculum content
making all tasks the same, with adjustments by
merely varying difficulty level of questions
provision of an array of processes for
understanding and owning information
marking some students harder than others
provision of options for demonstrating or
exhibiting what has been learned
letting those who finish early play games for
enrichment
giving students extra problems, extra reports,
or extension assignments
Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School
Classroom, Dr. Tracy Riley, Massey University, 2000 at http://www.kidsource.com/
kidsource/content/diff_instruction.html.
Gifted Children and Bullying 41
Certainly a victim’s apparent tendency not to tell adults about being bullied means that
parents and school personnel are often not aware of the extent of the bullying. Bullying often
occurs under the radar, and is “even normalized by adults as a ‘basic rite of passage’ into
adulthood” (Peterson, 2009, p. 280). These behaviors invalidate the feelings of the victim and
children who try to cope or adapt pay a big price, particularly when it comes to their health. They
experience significant physical and mental health problems including, but not limited to “high
stress much like post-traumatic stress disorder; and chronic stress which causes physical changes
in the brain that can lead to depression” (Peterson, 2009, p. 281). Stress is also linked with high
blood pressure, phobias both real and perceived, insomnia, bad dreams and bed-wetting, and
eating disorders. Additionally, “many gifted children suffer from extreme self-criticism, and self-
destructive behavior caused by perceived inadequacies” (Peterson, 2009, p. 281). These
conditions cause many to self-medicate with stolen or illegal substances and alcohol, followed by
finally dropping out of school in order to remove themselves from the source of their stress.
Gifted children that have difficulty coping tend to choose one of three patterns for
adjusting to their world. They may choose to withdraw and isolate themselves, and this occurs
most often when a situation seems hopeless. They may become disruptive or even class clowns
in order to gain acceptance, but this behavior is normally carried to a point that “teachers and
peers reject such attempts as being inappropriate or silly, and view the child as a nuisance” (Van
Tassel, et al. 2008, p. 55). Finally, some gifted children may hide their superior intelligence, but
this results in “loss of function, and growth cannot be nurtured through this subterfuge” (Van
Tassel, et al. 2008, p. 55). Gifted students, particularly those inhibited by their need for
perfectionism both academically and socially, now account for “as much as 20% of students who
drop out of high school” (Van Tassel, et al. 2008, p. 61).
Gifted Children and Bullying 42
Table 7: Perfectionism At-A-Glance
How A Perfectionist Acts
overcommits self rarely delegates to others hard time making choices
always has to be in control competes fiercely arrives late often
does last-minute cramming gets carried away with details never satisfied with their work
frequently criticizes others refuses to hear criticism of self checks on other peoples work
makes negative comments calls self 'stupid' procrastinates
How A Perfectionist Thinks
"If I can't do it perfectly, what's the point in doing it at all?"
“Every detail of a job should be perfect.”
“I always have to stay ahead of the others.”
"I'm a wonderful person if I do well; I'm a lousy person if I do poorly."
"I'd better not make a mistake here, or people will think I am stupid."
"Everything should be clearly black or white. Grays are a sign of confused thinking."
How A Perfectionist Feels
anxious and nervous deeply ashamed of mistakes worried about details
afraid of rejection angry if routine is interrupted discouraged
ashamed of having fears ashamed of being rejected plagued by self-hatred
exhausted, unable to relax afraid of appearing incompetent disgusted by criticism
When Gifted Children Don’t Have All The Answers, Chapter 3: Emotional Dimensions of
Giftedness, by J. Delisle and J. Galbraith, Minneapolis: Free Spirit Publishing, Inc., Copyright
2002, p. 65-66.
Gifted Children and Bullying 43
Social and Emotional Needs
School officials, peers, and adults at one time assumed that gifted and talented
children did not have unique social and emotional needs. “Positive stereotypes prevailed based
on media images of confident and motivated students, athletes, actors and actresses, and
musicians;” and these media images did not reflect the underlying concerns of their social and
emotional well-being (Young, et al. 2004, p. 529). Early identification of giftedness may have
also “contributed to the notion that high academic capability means solid mental and physical
health, and future success in higher education, careers, and interpersonal relationships” (Young,
et al. 2004, p. 533). Federal education mandates have also shown little concern for the well-being
of gifted children, and even the field of gifted education itself has not advocated as strongly as it
could have for “proactive approaches to promote healthy social and emotional development”
(Walker, 2009, p. 8). Even past literature suggests that “characteristics of giftedness such as
sensitivity, intensity and overexcitability are not only overlooked risk factors, but detrimental to
a child’s overall well-being if not equipped with coping skills” (Robinson, et al. 2006, p. xi).
Gifted individuals differ greatly from less able age peers and among themselves in the actual
degree of characteristics associated with giftedness, making it “difficult sometimes to identify,
anticipate, and react to social and emotional concerns” (Young, et al. 2004, p. 534). Giftedness
may also co-exist in a child with learning disabilities; therefore, further contributing to
frustration, behavioral problems, and bully victimization.
Asynchronous development is quite common in gifted and talented
children, and refers to “uneven intellectual, physical, and emotional development” (Breedlove,
2010, p. 48). The developmental rates are usually even within average children, including
physical, cognitive, social, and emotional. With above-average children, their rates of
Gifted Children and Bullying 44
development are a little faster than average children, however, they are still linked. The
developmental rates of these four categories for gifted and talented children are out-of-sync, with
each child normally developing in their own unique pattern. “These children are usually
cognitively gifted, however, there is a less rapid rate of development physically, socially, and
particularly emotionally” (Breedlove, 2010, p. 50). This out-of–sync development, also called
asynchronous, of gifted children is an integral part of who they are and how they interact with
the world; which explains why they may act like an adult one moment and throw a temper
tantrum the next. Overexcitabilities are “inborn intensities indicating
a heightened ability to respond to stimuli” (Piechowski, 1999, p. 325). These overexcitabilities
are found to a greater degree in gifted and talented individuals, as they are generally expressed in
forms of increased sensitivity, awareness, and intensity. “One who manifests several forms of
overexcitability sees reality in a different, stronger, and more multi-sided manner” and
experiencing the world in this unique way carries with it not only joys, but great frustrations as
well (Lind, 2001, p.1). There are five overexcitabilities and each once carries with it different
concerns, particularly in relation to the reactions to bullying.
Psychomotor overexcitability is a “heightened excitability of the neuromuscular system,”
and this includes a capacity of being active and energetic (Piechowski, 1999, p. 325). This
surplus of energy is usually demonstrated by “rapid speech, zealous enthusiasm, intense physical
activity, and a need for action” (Piechowski, 1999, p. 329). Many gifted children experience life
more intensely than others, and they react in big ways to small things. They often get tunnel
vision, which causes them to have trouble changing topics or transitioning to the next activity
smoothly. These children tend to not be able to sit still or be quiet, and many teachers and adults
find them disobedient and distracting; and “often they are misdiagnosed as Attention Deficit
Gifted Children and Bullying 45
Hyperactivity Disorder (ADHD)” (Piechowski, 1999, p. 329). Sensual overexcitability is
expressed as a “heightened experience of sensual pleasure or displeasure emanating from sight,
smell, touch, taste, and hearing” and they have an early and increased appreciation for pleasures
such as music, art, and language (Lind, 2001, p. 2). These children may find clothing tags,
classroom noise, or smells in the cafeteria so distracting that they are unable to function at that
moment beyond their uncomfortableness.
Intellectual overexcitability is marked by “a need to seek understanding and truth, to gain
knowledge, and to analyze and synthesize” and these children are intensely curious, and usually
very avid readers (Lind, 2001, p.4). There is a strong moral focus which comes at this level, and
they tend to be concerned with issues such as AIDS, Gay and Lesbian Rights, animal cruelty,
cancer research, the environment, and war. Since these children are so independent and
outspoken, they often appear critical and impatient of others who “cannot sustain their
intellectual pace” (Lind, 2001, p. 4). Imaginational overexcitability reflects a “heightened play of
the imagination with rich association of images and impressions, frequent use of image and
metaphor, facility for invention and fantasy, detailed visualization, and elaborate dreams” (Lind,
2001, p. 4). These children often tend to mix truth with fiction, and create their own imaginary
private worlds with made-up companions and scenarios. They also often sit in class and draw or
write stories instead of doing their school work; and when they turn in assignments, they usually
“are tagged by some incredible idea which sends them off in a different direction from the
assigned task” (Lind, 2001, p. 4).
The last and most prevalent of the overexcitabilities in gifted and talented children
is emotional, which is “heightened, intense feelings, extremes of complex emotions,
identification with others’ feelings, and strong affective expression” (Lind, 2001, p. 6). These
Gifted Children and Bullying 46
children are often accused of overreacting to situations, and their feelings are so intense that they
cannot return to tasks at hand like homework, chores, or even playing. Often these children have
“extremely high energy levels, and require less sleep than their peers, having stopped napping at
a very early age” (Lind, 2001, p. 7). This extra energy leads them to prefer faster activities and
games, and a desire to get away from a lesson or a situation that has lost their interest. Since the
degree of social difficulties may increase in proportion to the level of giftedness, not only is a
profoundly gifted child likely to have very few intellectual or interest peers at school or in the
community, but also “schools may not be receptive or accommodating to the child” (Breedlove,
2010, p. 61). Even moderate giftedness may lead to a poor initial fit in school, with their social
and emotional discomfort levels increasing as they progress through their grade levels.
The moral development of gifted and talented children is also woven into their social and
emotional development, and from an early age “they show evidence of moral concerns, including
empathy, compassion, idealism, global concern, and advanced understanding and judgment of
moral issues” (Strip, et al. 2000, p. 47). These children are reported as being far beyond their
age-peers in understanding the “need for fairness, justice, and responsibility” (Strip, et al. 2000,
p. 48). Adolescent highly compassionate children are especially vulnerable because they have
“not yet developed effective ways to deal with strong emotional content,” and they are
overwhelmed by unclear directions, difficult situations, unfair treatment, and misunderstandings
(Strip, et al. 2000, p. 50). The attitudes of teachers and school personnel towards gifted children
clearly affect not only the students’ social and emotional well-being, but their educational
progression as well. The concerns of these children have been surveyed below, further enforcing
the issue that an “establishment of a moral climate within the school is required in order for all
students and school personnel to interactive positively” (Strip, et. al, 2000, p. 53).
Gifted Children and Bullying 47
Table 8: Gifted Kids on Giftedness
More than 1,000 gifted middle school children responded to an online survey regarding
their giftedness. Here are the responses to some of the questions:
Q: Gifted kids are often described as: easily bored when not intellectually challenged,
needing a lot of novelty, craving mental stimulation, and are often overexcitable.
In general, how true is this for you?
22% All of the time 41% Most of the time
29% Some of the time 8% Infrequently
Q: Gifted children are often described as: intuitive, insightful, perceptive, and able to
simultaneously see several points of view. In general, how true is this for you?
38% All of the time 49% Most of the time
13% Some of the time 1% Infrequently
Q: Gifted children are often described as: introverted, preferring privacy, reflective,
quiet in large groups, and uncomfortable as the center of attention in a large group.
In general, how true is this for you?
24% All of the time 19% Most of the time
21% Some of the time 36% Infrequently
Q: Gifted children are often described as: possessing a keen sense of justice, nonconforming,
and frequently questioning rules and authority. In general, how true is this for you?
49% All of the time 28% Most of the time
18% Some of the time 5% Infrequently
When Gifted Children Don’t Have All The Answers, Chapter 1: What is Giftedness, by J. Delisle
and J. Galbraith, Minneapolis: Free Spirit Publishing, Inc., Copyright 2002, p. 35.
Gifted Children and Bullying 48
Being bullied has also been recognized as a major health problem for gifted children
because of their already present association with adjustment problems. This usually manifests
itself into “poor mental health with thoughts of suicide, and more extreme violent behavior such
as homicide perceived as justifiable retaliation” (Juvonen, et al. 2003, p. 1235). Juvonen (2002)
found in her research that the bullies themselves were actually psychologically stronger than the
victims, and had a higher social standing. These bullies are often popular within their groups, and
their groups possess other bullies; therefore making them a “higher population in respect to the
groups of non-bullies” (Juvonen, et al. 2003, p. 1235). To be able to intervene with bullying,
Juvonen stresses that it is important to recognize the unique problems of these gifted children
and address them directly with the assistance of parents, teachers, and school personnel. In
addition to recognizing these problems, school-wide antibullying approaches that aim to change
peer dynamics that support and maintain bullying should be developed and implemented. In
order to meet the social and emotional needs of these gifted children, a good school environment
should set “explicit standards or codes of appropriate student behavior” (Juvonen, et al. 2003, p.
1237). Administrators should also lay out clear expectations for their teachers and staff in
adhering to these standards, and recruit their assistance in gathering and reviewing feedback and
meeting set goals. Juvoven admits that a code of conduct may not be enough to eliminate
bullying, but “well-established policies with methods to investigate issues and resolve problems
as they arise provide all with a better opportunity to intervene on the behalf of students most
affected by bullying” (Juvonen, et al. 2003, p. 1237).
As educators struggle to reduce violence, dealing with all of these bullying behaviors has
truly come to the forefront. In order for effective programs to be developed and implemented, the
social and emotional needs of those bullied, as well as the bullies themselves, must be
Gifted Children and Bullying 49
understood and met. In the Bosworth study (2001), the first purpose was to “determine the
distribution of bullying behavior within a sample of urban middle school students” (Bosworth,
2009, p. 345-346). The bullying behavior was viewed on several levels and these levels included
mild teasing all the way to extreme violence, as well as a review of the actual cases reported and
the frequency of these reports. The second purpose was to describe the characteristics associated
with the bullying, such as which students were targeted, and what factors caused them to become
targets. Included in these variables were also the age, gender, grade, ethnicity, and socio-
economic status, such as whether they received free or reduced lunch. The third and final
purpose was to examine the extent of the psychosocial risks such as anger, feelings of
depression, and the tendency to have thoughts of violence. Included in this purpose was also the
accessibility to guns or other weapons, as well as if these victims had any intervention regarding
the “use of non-violent strategies associated in dealing with bullies” (Bosworth, 2009, p. 346).
The variables of bullying behavior were examined within a sample of 558 urban
middle school students and the study focused mostly on the actual behaviors rather than the
demographics. The data was collected from student self-reports as well as information gathered
from teachers and parents, and all agreed that most of the bullying behavior took place at times
“which adult supervision is limited or nonexistent” (Bosworth, 2009, p. 356). Also, many
teachers found it difficult to recognize the bullying because it was often done so subtle or
indirectly, and many children as well as their parents do not report these incidents and they are
unable to intervene effectively. Many teachers reported teasing, which they considered “a
common part of socialization to later adolescence,” but if teasing is related to problem behaviors
or negative consequences, then the teasing has crossed the line over into bullying (Bosworth,
2009, p. 356).
Gifted Children and Bullying 50
Berthold and Hoover (1987) found similar findings in their study of 591 fourth, fifth, and
sixth grade students, noting the correlations they found between the bullying behavior as well as
the social and emotional consequences of the victims. In their study, they argued that the
outcomes of bullying and victimization are serious over the long term, and that early bullying led
to “inhibited self-esteem in young people” which rolled over into adulthood (Berthold, et al.
2008, p. 66). In working with adults who were victimized as children through bullying, Berthold
and Hoover found that these adults “found it difficult to establish sexual relationships, hold down
long-term employment, and connect with their family members” due to the fact that they
experienced peer abuse as children and still harbored the resentment (Berthold, et al. 2008, p.
68). These adults all demonstrated a tendency towards depression, and remembered their
childhood days most unpleasantly; and “they continue to experience anxiety when they try to
formulate relationships, both interpersonally and professionally” (Berthold, et al. 2008, p. 68).
There are many statistics and reports regarding bullying, and the prevalence of
this information speaks volumes regarding the impact that bullying has on our schools and the
children. It has been determined that “a high percentage of children, over 89% have experienced
victimization at some point throughout their school experience” (Burrill, 2005, p. 84). These
children are more likely to experience “attention deficit disorder, oppositional defiant disorder,
conduct disorder, and depression” (Burrill, 2005, p. 86). Suicidal thoughts are more prevalent in
victims of bullying, particularly the gifted, and “these victims reported experiencing feelings of
vengefulness, anger, and self-pity” (Olweus, 1996, p. 17). Olweus has extensively researched the
effects of bullying on gifted and talented children, and found that victimization is “highly
correlated with low self-esteem, depression, isolation, suicidal ideation, and violent retaliation”
(Olweus, 1996, p. 18). Victims of relational aggression are found to be at risk for developing
Gifted Children and Bullying 51
additional issues in adulthood, including “substance abuse, lack of connectedness
interpersonally, and maladaptive eating disorders” (Olweus, 1996, p. 22).
Bullying Intervention
Many gifted and talented children and adolescents are targets of teasing and
bullying because teachers perceive them as “too verbal, too bossy, too nerdy, or too different”
(Delisle, et al. 2002, p. 36). Since gifted individuals tend to be highly sensitive to others, their
reactions to being bullied are extremely intense, which just causes further problems. As Schuler
has commented in previous studies, “one only has to look at recent shootings and suicides around
the country committed by children who were identified as gifted to see obvious examples of this
intensity” (Schuler, 2002, p. 3). Schuler attests that administrators, teachers, and school staff
including coaches and counselors, must be trained specially in the social and emotional needs of
these children in order to maintain a positive school climate and a bully-free zone. First and
foremost, they “must not minimize any bullying situation by suggesting that everyone gets
teased; or suggesting that it is their problem and to stand up for themselves,” which only makes
these children feel even more inadequate and powerless (Cavanaugh, 2009, p. 9). The biggest
mistakes made by school personnel is “speaking with the bully and negotiating a plan to stop
their behavior by offering rewards; and calling the parents of the bully or bullies to complain
only intensifies the situation” (Cavanaugh, 2009, p. 9).
Gifted children have an internal drive to learn and know things and unfortunately, their
interests don’t always coincide with what their teachers are teaching. Due to their social and
emotional needs, “they tend not to respond to the same rewards as general classroom students”
(Jacobsen, et al. 2007, p. 8). A well-informed teacher motivates a gifted child by tapping into
their interests, values, and abilities; and by “assisting in providing challenges and opportunities
Gifted Children and Bullying 52
of interest for them” (Jacobsen, et al. 2007, p. 8). When these alternative strategies are
implemented within the classroom, positive interactions take place and the emotional and social
needs of the child are being satisfied, as well as their educational needs. By the same token,
recent research has shown that “teaching gifted children alternative strategies in dealing with
bullying besides exploding in anger or suffering passively is the most important aspect of a
school improvement plan” (Beane, 2006, p. 3).
Simple strategies which are non-aggressive and low stress can be taught to these children
to help them to go from being victimized, to being positive and assertive. These strategies take
power away from the bully and do not allow an opportunity for them to retaliate. Such strategies
should include looking the bully in the eye but staying relaxed and friendly; and at the same time
standing up straight, feet slightly apart, and staying in close proximity to the bully. To appear
non-threatening, the potential victim should keep their hands behind them or in their pockets;
and speak loud enough to be heard using a firm and determined voice, but continuing to smile.
Finally, they should “make statements such as ‘I do not like it when you push me around’ and
end it with ‘you will no longer bully me,’ as they turn and be the first to walk away” (Beane,
2006, p. 26-27).
Bullying creates a sense of fear that disrupts the learning environment, and we need to
actively address the impact of bullies on school climate and the social pressures of students
victimized by this bullying. Bullying sets a tense environment in a school and as addressed
earlier, can lead to violence towards others or suicide by the victims. Although freedom from the
fear and shame of bullying does not necessarily ensure academic success for all students, “it is
indeed a necessary condition to promote effective learning in a positive classroom culture”
(Schuler, 2002, p. 4).
Gifted Children and Bullying 53
Table 9: Tips for Teachers and Students in Creating A Positive Classroom Climate
TEACHER DIRECTIONS: STUDENT DIRECTIONS: At Our School, We Are:
Clearly communicate a zero-
tolerance policy for bullying.
Use kind words and help when
you can.
RESPECTFUL
* Show consideration for others
Reinforce your students'
positive behaviors.
Listen to what others have to
say, share, and take turns.
* Honorable
* Appreciate our peers and
teachers
Get to know and understand
your students even better.
Be honest and truthful, and
remember your manners.
ON TIME
* Punctual
Treat your students with great
kindness and respect.
Think before you speak or act,
and hold your temper.
* Ready for the day
* Eager to participate
Model accepting and
appropriate behavior in all kinds
of situations.
Work and play fairly,
remembering to enjoy each
other.
PREPARED
* Have our homework
* Always have necessary
materials
Teach your students skills that
will help them resolve conflicts,
affirm themselves and each
other, and make friends.
Think about the feelings of
others, and how you would like
to be treated.
RESPONSIBLE
* Make positive decisions
* Give it our best
The Bully Free Classroom: Over 100 Tips and Strategies for Teachers K-8, Chapter 1: Creating
A Positive Classroom, by A.L. Beane, Minneapolis: Free Spirit Publishing, Inc., Copyright 1999,
p. 15.
Gifted Children and Bullying 54
Instruments of Measure
The purpose of the Olweus study was “to explore relationships between bullying
and additional psychiatric symptoms that have not been fully examined previously” (Olweus,
1996, p. 15). In the Olweus study, as well as the studies of Burrill and Peterson, three self-
reported, standardized instruments were used to form a “comprehensive picture of a child’s
experience to peer-related threat, level of distress, and anxiety related to school safety”
(Peterson, 2009, p. 280). The Bully Victimization Scale (BVS) is designed to “assess bullying
behavior and bully-victimization experiences in children and adolescents” (Burrill, 2006, p. 87).
The BVS consists of two sub-scales, the Bully Scale and the Victimization Scale; and is designed
for use with students ages nine through thirteen, and takes five to ten minutes to complete. The
BVS provides for the “identification of youngsters who are being bullied and students who
engage in bullying behavior” (Burrill, 2006, p. 87). The BVS may be used individually and as a
school-based screening measure for the identification of bullies and bully-victims. The use of the
BVS as a screening measure “assists in the creation of safe schools by identifying youngsters
who bully as well as their victims who often feel distressed, disenfranchised, and alienated from
school” (Burrill, 2006, p. 88).
The Bully-Victimization Distress Scale (BVDS) is designed to “evaluate
victimization distress in children and adolescents in ages nine through fourteen” (Reynolds,
2009, p. 2). The BVDS is conceptualized as “measuring components of externalizing distress and
internalizing distress through self-reports which take around ten minutes each to complete”
(Reynolds, 2009, p.3). A student's response to being bullied may be characterized as
internalizing, meaning symptoms of depression, anxiety or fearfulness; and externalizing,
meaning symptoms of anger, aggression, acting out, oppositional or defiance, and a tendency
Gifted Children and Bullying 55
towards thoughts of violence. The test provides scores on externalizing distress subscales and
internalizing distress subscales, as well as a total distress scale. There will be a “moderate
correlation between the two sub-scales since it is expected that some students will show both
internalizing and externalizing responses to bully-victimization” (Reynolds, 2009, p. 4). The
BVDS is a measure of a students' psychological response to bullying and determines the
internalizing and externalizing nature of this distress and it allows counselors, psychiatrists, and
clinical psychologists to evaluate students victimization distress, which is “an important activity
given the extent to which bullying is a problem in our nations schools” (Reynolds, 2009, p. 4).
The School Violence Anxiety Scale (SVAS) is a
“measure of anxiety designed for use with students in grades five through twelve, to assess
students' perception of school violence and safety” (Burrill, 2006, p. 7). The SVAS evaluates a
students' level of anxiety about the school as a safe environment, including “anxiety specific to
physical harm at school, harassment at school, and the potential for violence occurring at school”
(Reynolds, 2009, p. 3). These SVAS items evaluate physiological, cognitive, and emotional
components of anxiety due to the effects of bullying and victimization.
All three of these scales lend themselves to
screening for children who engage in bullying as well as those who are the victims of bullying,
and are used in both school and clinical settings. The BVS and BVDS are written at the third
grade reading level, while the SVAS is written at the fifth grade reading level, and profiles are
developed to “understand and treat the psychological underpinnings of bullying and
victimization” (Reynolds, 2009, p. 4). These scales are also used to monitor environmental
changes associated with new safe school initiatives, particularly in checking for a decrease in
bullying in school climate and the physical and emotional well-being of the students involved in
Gifted Children and Bullying 56
the initiatives. The Myers-Briggs
Type Indicator (MBTI) is often administered prior to the instruments referenced above, which is
a “forced-choice, self-report inventory that identifies people’s basic preferences in relation to
their perceptions and judgments” (Sak, 2004, p. 78). The essence of the theory behind the MBTI
is that much seemingly random variation in behavior is actually quite orderly and consistent,
being due to basic differences in the ways individuals prefer to use their perception and
judgment. The indicators generate four preferences for the eight basic personality types: EI
(Extraversion-Introversion), SN (Sensing-Intuitive), TF (Thinking-Feeling), and JP (Judging-
Perception).
An integration of these findings is used in order to understand the psychological types of
gifted children and adolescents, and sixteen personality types are created using the indicators
above to create more comprehensive results. For example, the combination ISTJ (Introversion-
Sensing-Thinking-Judgment) identifies someone who is quiet, serious, and earns success by
thoroughness and dependability. Additionally, they are “practical, matter-of-fact, realistic and
responsible, and decide logically what should be done and work toward it steadily, regardless of
distractions” (Sak, 2004, p. 79). On the other hand, the combination ESFP (Extroversion-
Sensing-Feeling-Perception) identifies someone who is outgoing, friendly, and accepting, as well
as an exuberant lover of life, people, leisure activities, and material comforts; and “they enjoy
working with others to make things happen, and bring with them a common sense and a realistic
approach to their work, and make work fun” (Sak, 2004, p. 79). These individuals are normally
flexible and spontaneous, adapt readily to new people and environments, and learn best by trying
a new skill with other people or peers. Through these measures, we are better able to identify the
Gifted Children and Bullying 57
effects of bullying among middle school gifted and talented children; and develop strategies for
more effective bullying intervention for all students.
Summary
Bullying creates a sense of fear that disrupts the learning environment, and we need to
actively address the impact of bullies on school climate and the social pressures of students
victimized by this bullying. Bullying sets a tense environment in a school and as addressed
earlier, can lead to violence towards others or suicide by the victims. Although freedom from the
fear and shame of bullying does not necessarily ensure academic success for all students, “it is
indeed a necessary condition to promote effective learning in a positive classroom culture”
(Schuler, 2002, p. 4).
Gifted Children and Bullying 58
CHAPTER III
METHODOLOGY
Gifted Children and Bullying 59
Chapter III
“We are altogether too easily deceived by the time-worn argument that
the gifted student, the genius perhaps, will get along somehow without
much teaching. The fact is, the gifted... and the brilliant... are the
ones who need the closest attention of the skillful mechanic” (page 99).
W. Franklin
Jones (1972) Introduction
Research related to giftedness has not focused on the inner life of
gifted children and adolescents until recently; and according to Robinson, the inability to respond
to negative behaviors from others is related to the “vulnerability to bullying” (Robinson, et al.
2006, p. xi). Regarding this vulnerability, Robinson noted that the most highly talented, because
of their normally poor fit to school programs, are most vulnerable to poor peer relations. The
issue precipitates itself in the situation that they are “unable in finding compatible friends,
especially when they are young and their social sphere is restricted to a particular classroom,
school, neighborhood, or small town” (Robinson, et al. 2006, p. xii). Because of this, they are
“likely to be less socially adept, more introverted, and more inhibited than other gifted children”
(Robinson, et al. 2006, p. xxiv).
All children are vulnerable to the effects of bullying, but gifted children differ
from other children in several significant ways. Most gifted and talented children are already
very intense and anxious, as well as highly sensitive due to their own and others’ high
expectations of them. Gifted children consider social justice issues very important to them, and
Gifted Children and Bullying 60
with their own hyper-sensitivity to self-criticism and perfectionalism, “they struggle to make
sense of this cruelty and aggression; many times blaming themselves or the lack of adult
support,” and respond by withdrawing socially in order to hide from bullies (Morrison, et al.
2006, p. 212). “Gifted children are more susceptible to the severe emotional damage that
bullying can inflict” (Schuler, 2002, p. 3).
This chapter will include the purpose of the study, research
questions and categories used for data retrieval, and an overview of the methodology. The
methodology will include descriptions of the setting for the study, the participants, the measures
and instruments used in the study, the procedure and the rationale.
Purpose of the Study
The purpose of this study was to indicate the incidents and
reactions to bullying, and to what extent it exists within the school climate. Certainly, a victim’s
apparent tendency not to tell adults about being bullied means that parents, teachers and school
personnel are often not aware of the extent of the bullying. Bullying often occurs under the radar,
out of sight, or is even “normalized by adults as a basic ‘rite of passage’ into adulthood”
(Peterson, 2009, p. 280). These behaviors therefore, invalidate the feelings of the victim and as
originally stated, they now continue to suffer in silence. Children who try to cope or adapt to
bullying conditions pay a big price, particularly when it comes to their health and well-being.
The problem is made worse when adults normalize bullying behavior, and then victims feel even
more stigmatized and isolated. Research has shown that victims of bullying experience
significant physical and mental health problems including, but not limited to “high stress much
like post-traumatic stress disorder; and unresolved, chronic stress which causes physical changes
in the brain that can lead to depression” (Peterson, 2009, p. 281).
Gifted Children and Bullying 61
In working with adults who were victimized as children
through bullying, it was found that these adults “found it difficult to establish intimate
relationships, hold down long-term employment, and connect with their family members” due to
the fact that they experienced peer abuse as children and still harbor the resentment (Spriggs, et
al. 2008, p. 742). These adults all demonstrated a tendency towards depression, and remembered
their childhood days most unpleasantly; and continue to experience anxiety when they try to
“formulate relationships, both interpersonally and professionally” (Spriggs, et al. 2008, p. 744).
There are many statistics and factual data regarding bullying, and the prevalence of this
information speaks volumes regarding the impact that bullying has on our schools and the
children. It has been determined that “a high percentage of children, over 89% have experienced
victimization at some point throughout their school experience” (Burrill, 2005, p. 84).
For the purpose of this study, the research
questions investigated how safe gifted children actually felt within school grounds and on the
school bus, how other students treated them, what they have seen and heard as well as how they
reacted to bullying, their thoughts on gangs, and how much of a problem they believed bullying
was in their particular school. Research Questions
The following categories and questions
guided this research study: Category One questions pertained to
how safe they felt. These questions included how safe they felt in their general and elective
classrooms, as opposed to their gifted classrooms, as well as areas such as the gymnasium and
athletic fields, cafeteria, and hallways. These questions extended the safety issue out to walking
to and from school, as well as taking the school bus with all the other students of the school.
Category Two allowed them to discuss how others treated them with questions such as how often
Gifted Children and Bullying 62
did other students bully them by laying their hands on them, including incidents of hitting,
kicking, pushing, or hurting their body otherwise. Questions asked how often did other students
bully them by saying mean things to them, things which hurt their feelings, how often did other
students bully them by spreading mean rumors about them; and how often did other students
bully them by leaving them out of their activities. Further insight was acquired by asking in what
grade was the student or students which bullied them, and had they ever told or asked for help
when being bullied. Category Three asked questions about what
they have seen or heard, such as how often they have seen another student bully others by laying
their hands on them or by saying mean things to them, things which hurt their feelings. Also,
how often have they seen another student bully others by spreading mean rumors about them,
and how often have they seen another student bully others by leaving them out of their activities.
Category Four questions pertained to how they reacted, such as what have they done when they
have seen a student being hit, kicked, pushed, punched or otherwise physically hurt in school or
on the school bus; and if they helped a student in a bully situation, what was the outcome, and
whether it was positive or negative. Category Five pertained specifically to gangs due to
the demographics of the subjects, such as did they know of students in their school who were
members of a gang, or were wanna-be’s of a gang; and exactly how much of a problem did they
think gangs were in their school. Category Six completed the questionnaire with an essay
question asking how much of a problem did they think bullying was in their school. Participants
were asked to give some examples and specific situations, and no names were included.
Methodology
Setting
Gifted Children and Bullying 63
The setting for this study was a public middle school in the city of Norfolk in the state of
Virginia, and the school contains sixth, seventh, and eighth grade students. More than 85% of the
families are economically disadvantaged and approximately 80% of students are eligible for free
or reduced lunch. The student demographics are approximately 84% African-American, 9%
White, 4% Hispanic, and 3% Asian. The middle school has an enrollment of approximately
1,440 students and continues to grow at a rate of 3-4% a year for the past 10 years.
Participants
This school provides a self-contained classroom academy program called Young Scholars
for gifted and talented students with approximately 98 students totaling from the sixth, seventh,
and eighth grade levels. These children range in ages from ten to sixteen, and cover all the
economical and ethnic demographics. For the purpose of this study, students were selected from
the Young Scholars program only.
Measures
The responses to the research questions referenced above were tallied for common and
uncommon patterns, and the essay questions assisted in pinpointing specific reasons for the
bullying of gifted and talented children within their school climate. Category One questions
which pertained to how safe they felt allowed for responses of very unsafe and scared, kind of
unsafe, kind of safe, and very safe. Category Two questions regarding how others treated them
allowed for responses to particular scenarios with answers such as every day, once or twice per
week, once or twice per month, once or twice per year, and never. Category Three questions
about what they have seen and heard were responded to with frequency of particular incidents
with answers such as everyday, once or twice per week, once or twice per month, once or twice
Gifted Children and Bullying 64
per year, and never.
Category Four questioned how they reacted with responses such as they have never seen
another student being bullied, they walked away and ignored it, they stood and watched, they
helped the person who was being bullied, or they laughed. The Category Five questions about
gangs had yes or no answers, and frequency of gang activity responses such as if they are a huge
problem, a big problem, somewhat of a problem or no problem at all. Category Six responses
were provided in the form of an essay discussing how much of a problem they thought bullying
was in their school, and they provided some examples and specific situations, and they excluded
using any names.
Measurable content questions were rated according to the frequency of occurrences, and
three validity scales were used from the Trauma Symptom Survey (TSI), including a five-point
scale ranging from 5 (often) to 0 (never). “The validity scales and scoring provides summaries of
the effects of bullying on gifted children, and registers the psychological effects of said bullying”
(Reynolds, 2009, p. 11-12). The validity scales of the TSI are as follows: “Response Level (RL)
measuring a tendency towards defensiveness, denial or a need to appear unusually symptom free;
Atypical Response (ATR) measuring extreme distress, anxiety, and appearing dysfunctional, and
Inconsistent Response (INC) attention or concentration problems, communication difficulties,
and social withdrawal” (Reynolds, 2009, p. 7-8).
Instruments
A comparative research study was conducted in order to examine the impact of bullying
on gifted and talented children within the middle school climate. A questionnaire was
administered and completed by the participants. Category One results were compiled in order to
examine how safe students felt within their school culture, and Category Two questions were
Gifted Children and Bullying 65
examined in order to determine how they were treated by other students. Category Three
questions were reviewed to revel what these participants had seen and heard, and the Category
Four Questions provided data on how they reacted to the referenced situations in the previous
categories. Additionally, Category Five provided data pertaining to gangs within the school
climate, and Question Six essays were analyzed for specific causes and situations of bullying
among gifted and talented students.
Procedure
Questionnaires were administered at the same time on the same day to sixth, seventh, and
eighth graders in three different classrooms each containing a teacher monitor. Each grade level
consisted of 30 students which had been in the Young Scholars program from the beginning of
the 2009-2010 school year. No time limit was placed on the questionnaires, and the
questionnaires were collected by the teacher monitors once all had been completed. Permission
had been granted for this study by the district school board, gifted department chair, and assistant
principal; and all issues of anonymity and privacy were adhered to and thereafter. All parental
consent forms were signed and filed with the school main office, and additional copies were
provided to the gifted department.
Both male and female participants were selected for this study with a total of 90
students from the Young Scholars program; 30 from the sixth grade level, 30 from the seventh
grade level, and 30 from the eighth grade level. Since there was an average of 33-35 students per
grade level within the program, all students present the day of the test being administered were
included as participants. However, 94 participants were present, and four were randomly
removed from the study to maintain a participation number of 90, 30 from each grade level, in
Gifted Children and Bullying 66
order to keep the study consistent across grade levels.
Using the Trauma Symptom Survey (TSI) which is a five-point scale ranging
from 5 (often) to 0 (never), the mean score was calculated per category, and the average mean
was compared across grade levels. Additionally, the essay questions served to provide specific
details and situations asked for within the categories for clarity and further analysis.
Rationale
This study did show how bullying effects gifted and talented children in the middle
school grades. Much of the research within the literature review already indicated that the most
common type of bullying during the middle school years was name-calling, teasing about
appearance, pushing and shoving, and insults regarding their intelligence and grades. Regular
children get bullied too but gifted children are most often bullied based on their school
performance, which "turns their strength into a weakness and a source of shame” (Smith, et al.
2008, p. 7). Certain challenges due to emotional immaturity comes automatically with
exceptional intellectual ability, therefore, gifted children are extremely sensitive to bullying.
The data collected from this study indicated how safe and unsafe these students
felt within their school culture and how they were treated by other students. It also provided data
on what these participants had seen and heard, and how they reacted to the situations of bullying.
Furthermore, the study provided insight pertaining to gangs within the school climate, and
specific causes and situations of bullying among gifted and talented students.
Summary
Bullying creates a sense of fear that disrupts the learning environment, and we need to
actively address the impact of bullies on school climate and the social pressures of students
victimized by this bullying. Bullying sets a tense environment in a school and as addressed
Gifted Children and Bullying 67
earlier, can lead to violence towards others or suicide by the victims. Although freedom from the
fear and shame of bullying does not necessarily ensure academic success for all students, “it is
indeed a necessary condition to promote effective learning in a positive classroom culture”
(Schuler, 2002, p. 4).
CHAPTER IV
PRESENTATION OF DATA
Gifted Children and Bullying 68
CHAPTER IV
“Aim for success, not perfection. Never give up your right to be
wrong, because then you will lose the ability to learn new things
and move forward with your life” (page 37).
David M. Burns (1993)
Introduction
Included within this chapter, you will find a brief introduction restating the purpose of
this study, as well as the setting and the participants. Research questions and the methodology
used will also be included, followed by the presentation of data and concluding remarks.
Purpose of the Study
The purpose of this study was to indicate the incidents and reactions to bullying, and to
what extent it exists within the school climate. Certainly, a victim’s apparent tendency not to tell
adults about being bullied means that parents, teachers, and school personnel are often not aware
of the extent of the bullying. Bullying often occurs under the radar, out of sight, or is even
“normalized by adults as a basic ‘rite of passage’ into adulthood” (Peterson, 2009, p. 280). These
behaviors therefore, invalidate the feelings of the victim and as originally stated in Chapter I,
they continue to suffer in silence, or retaliate with violence.
Children who try to cope or even adapt to bullying conditions pay a big price,
Gifted Children and Bullying 69
particularly when it comes to their physical, mental, and emotional health and well-being. The
problem is made worse when adults normalize bullying behavior, and then victims feel even
more stigmatized and isolated. Research has shown that victims of bullying experience
significant physical and mental health problems including, but not limited to “high stress much
like post-traumatic stress disorder; and unresolved, chronic stress which causes physical changes
in the brain that can lead to depression” (Peterson, 2009, p. 281).
Bullying research suggests that bullying not only affects the bullied
victims, but also damages an entire school’s atmosphere by creating “a climate of fear and
intimidation” (Bandyopadhyay, et al. 2009, p. 44). In addition, teasing and bullying have a
detrimental effect on student learning and achievement, and “contributes to school refusal,
truancy, and dropout” (Bandyopadhyay, et al. 2009, p. 44).
The setting for this study was a public middle school in the
city of Norfolk in the state of Virginia, and the school contains sixth, seventh, and eighth grade
students. More than 85% of the families are economically disadvantaged and approximately 80%
of students are eligible for free or reduced lunch. The student demographics are approximately
84% African-American, 9% White, 4% Hispanic, and 3% Asian. The middle school has an
enrollment of approximately 1,440 students and continues to grow at a rate of 3-4% a year for
the past ten years. This school provides a self-contained classroom academy program
called Young Scholars for gifted and talented students with approximately 98 students totaling
from the sixth, seventh, and eighth grade levels. These children range in ages from ten to sixteen,
and cover all the economical and ethnic demographics. For the purpose of this study, students
were selected from the Young Scholars program only.
A comparative research study was conducted in order to examine
Gifted Children and Bullying 70
the impact of bullying on gifted and talented children within the middle school climate, and a
questionnaire was administered and completed by the participants. Category One results were
compiled in order to examine how safe students felt within their school culture, and Category
Two questions were examined in order to determine how they were treated by other students.
Category Three questions were reviewed to reveal what these participants had seen and heard,
and the Category Four Questions provided data on how they reacted to the referenced situations
in the previous categories. Additionally, Category Five provided data pertaining to gangs within
the school climate, and Question Six essays were analyzed for specific causes and situations of
bullying among gifted and talented students.
Questionnaires were administered at the same time on the same day to
sixth, seventh, and eighth graders in three different classrooms each containing a teacher
monitor. Each grade level consisted of 30 students which had been in the Young Scholars
program from the beginning of the 2009-2010 school year. No time limit was placed on the
questionnaires, and the questionnaires were collected by the teacher monitors once all had been
completed. Permission had been granted for this study by the district school board, gifted
department chair, and assistant principal; and all issues of anonymity and privacy were adhered
to and thereafter. All parental consent forms were signed and filed with the school main office,
and additional copies were provided to the gifted department.
Both male and female participants were selected for
this study with a total of 90 students from the Young Scholars program; 30 from the sixth grade
level, 30 from the seventh grade level, and 30 from the eighth grade level. Since there was an
average of 33-35 students per grade level within the program, all students present the day of the
questionnaire being administered were included as participants. However, 94 participants were
Gifted Children and Bullying 71
present, and four were randomly removed from the study to maintain a participation number of
90; 30 from each grade level, in order to keep the study consistent across grade levels.
Using the Trauma Symptom Survey (TSI) which is
a five-point scale ranging from 5 (often) to 0 (never), the mean score was calculated per
category, the results were then calculated into percentages, and the percentages were compared
across grade levels and genders. This survey measuring system was developed to assess the
prevalence of the bullying and the various types of bullying, the attitudes on aggressive behavior,
and the willingness to give and seek assistance. Additionally, the essay questions served to
provide specific details and situations asked for within the categories for clarity and further
analysis. Presentation of Data
Category One questions pertained to how safe they felt, and these questions delved into
how safe they felt in their general and elective classrooms, as opposed to their gifted classrooms,
as well as areas such as the gymnasium and athletic fields, cafeteria, and hallways. These
questions extended the safety issue out to walking to and from school, as well as taking the
school bus with all the other students of the school not within the Young Scholars Program.
Table 10
Results: Bullying Questionnaire
Category One: How Safe Do You Feel?
Question 1: How safe do you feel in your general and elective classrooms, as opposed to your
Young Scholars classrooms?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
Gifted Children and Bullying 72
a very unsafe, scared 00.00 00.00 00.00 00.00 00.00 00.00
b kind of unsafe 29.42 17.65 11.76 41.19 05.88 17.65
c kind of safe 35.30 52.96 17.65 41.19 35.30 35.30
d very safe 17.65 23.54 47.07 17.65 52.96 29.42
No Response 17.65 5.88 23.54 00.00 05.88 17.65
For all three grade levels, 67.84% of the students found their general and elective
classrooms kind of safe or very safe, with the remaining 20.63% finding them kind of unsafe,
and very unsafe and scared, leaving 11.53% which did not respond to the question. The majority
of participants commented within their essay question and additional comments that they found
their Young Scholar classrooms equivalent to a haven, where they were safe and protected. Also,
they commented that their Young Scholar teachers protected them as well as understood their
social and emotional needs, and there was no bullying amongst themselves. In fact, they
commented that if they were not within this inclusive program, many would not have attended
this particular school at all.
Table 11
Results: Bullying Questionnaire
Category One: How Safe Do You Feel?
Question 2: How safe do you feel in the gymnasium or on the athletic fields?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a very unsafe, scared 00.00 05.88 00.00 05.88 00.00 00.00
b kind of unsafe 17.65 17.65 00.00 29.42 11.76 23.54
Gifted Children and Bullying 73
c kind of safe 41.19 35.30 41.19 53.30 23.54 23.54
d very safe 23.54 35.30 35.30 29.42 64.72 35.30
No Response 17.65 05.88 00.00 00.00 00.00 17.65
For this question, 73.61% of the students reported the gymnasium and the athletic fields
were areas they felt kind of safe or very safe, with 18.63% finding them kind of unsafe, and very
unsafe and scared, leaving 7.76% which did not respond to the question. They commented that
though the verbal harassment was still evident, the physical harassment was at a minimal due to
the careful watch of the physical education teachers. Furthermore, the Young Scholars were not
distributed across the other classes; they were still somewhat together with two mutual teachers
for physical education half the year in the gymnasium and health in a classroom for the other half
of the year.
School climate can be defined as the “quality and frequency of interactions among adults
and students,” which includes aspects such as perceptions of fairness, strictness of school rules,
and qualities of student-teacher relationships” (Spriggs, et al. 2008, p. 744). A good example of
this are these two physical education teachers who work closely with the Young Scholars
program, and are aware of the vulnerability to bullying these children experience, therefore, they
put out the extra effort to support their social and emotional needs. There is better
socioemotional adjustment among students within a positive climate, as indicated by “prosocial
behavior, greater teacher support, greater safety, and clarity of the rules” which ultimately leads
to a student’s higher commitment to academic achievement (Spriggs, et al. 2008, p. 746).
Bullying creates a sense of fear that disrupts the learning environment, and there is a
need to actively address the impact of bullies and their victims on school climate and academic
Gifted Children and Bullying 74
success of students. These teachers are aware of this concern, therefore, lay out clear
expectations for their students in adhering to the schools’ non-bullying standards, and although a
code of conduct may not be enough to eliminate bullying, “well-established policies with
methods to investigate issues and resolve problems as they arise provide all with a better
opportunity to intervene on the behalf of students most affected by bullying” (Juvonen, et al.
2003, p. 1237).
Table 12
Results: Bullying Questionnaire
Category One: How Safe Do You Feel?
Question 3: How safe do you feel in the cafeteria?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a very unsafe, scared 00.00 11.76 00.00 05.88 00.00 00.00
b kind of unsafe 17.65 41.19 11.76 58.84 00.00 00.00
c kind of safe 29.42 29.42 17.65 11.76 35.30 47.07
d very safe 35.30 11.76 47.07 23.54 58.84 35.30
No Response 17.65 05.88 23.54 00.00 05.88 17.65
In regards to the cafeteria environment, 63.74% of the students found it kind of safe or
very safe, with 24.51% finding them kind of unsafe, and very unsafe and scared, leaving 11.75%
which did not respond to the question. They reported the cafeteria as an environment of
‘distance’ bullying, meaning that since all students had to sit in their seats and there was a dean
and a security guard present, the bullying was done differently. Mostly they were intimidated
Gifted Children and Bullying 75
into the back of the food line with stares and whispers, and have learned early on to just get to
the back of the line when others enter the food line.
Furthermore, they are with their Young Scholars class at the same table, so they are all
bombarded with food every day. Although the dean and security guard often interfere to stop it,
no one exactly ever sees who has thrown it so no administrative action ever takes place. Many
participants bring their own lunch, roughly 75%, in order not to stand in line at all; and often
their table is released first by the dean so they may head back to their class before the rest of the
general population is present in the hallways with them.
Table 13
Results: Bullying Questionnaire
Category One: How Safe Do You Feel?
Question 4: How safe do you feel in the hallways?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a very unsafe, scared 00.00 05.88 00.00 29.42 00.00 00.00
b kind of unsafe 17.65 29.42 11.76 35.30 05.88 23.54
c kind of safe 47.07 41.19 17.65 29.42 64.72 35.30
d very safe 17.65 17.65 47.07 05.88 23.54 23.54
No Response 17.65 05.88 23.54 00.00 05.88 17.65
The results reported that 60.77% of the students felt that the hallways were kind of safe
or very safe, with 27.46% finding them kind of unsafe, and very unsafe and scared, leaving
11.77% which did not respond to the question. The students that found the hallways unsafe and
Gifted Children and Bullying 76
were scared shared their remarks within the essay question. By far, they felt that the hallways
were the worst and would rather be written up by teachers for arriving late to class, rather than
endure the bullies within the crowds. These students reported to developing methods and
strategies in order to avoid contact with bullies as much as possible in a consistent, daily manner.
Location plays a significant role in bullying and the students noted that the hallways,
cafeteria, and restrooms were the most vulnerable areas; and many refuse to enter the locker
rooms as well. The locker rooms are unmonitored and many students wear their gym clothes
under their uniform to avoid entering them all together. Many participants also reported sneaking
to the fourth floor teachers restrooms in order to avoid the student restrooms where bullying not
only occurs, but other incidents of smoking, drugs, weapons, and precocious behavior, and they
are afraid of being witnesses to this behavior or even accused of being involved.
Within the essay comments, the participants noted that these are the same areas they were
bullied in when in elementary school, and they cited that lack of adult supervision as the number
one reason that bullying occurs. Their biggest grievance was that they were aware of the rule that
all teachers are required to monitor the hallways during bell change, and they wanted to know
why so few are present during this time. Furthermore, they cited the lack of dean presence for the
majority of the school day, and wanted to know why normally only two of the four security
guards were ever present in the building at the same time.
Table 14
Results: Bullying Questionnaire
Category One: How Safe Do You Feel?
Question 5: How safe do you feel going to and from school, walking or taking the bus?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Gifted Children and Bullying 77
Boys Girls Boys Girls Boys Girls
a very unsafe, scared 00.00 05.88 00.00 00.00 00.00 00.00
b kind of unsafe 00.00 11.76 00.00 23.54 00.00 05.88
c kind of safe 23.54 29.42 11.76 35.30 29.42 29.42
d very safe 58.84 47.07 64.72 41.19 64.72 47.07
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Within this question, 80.39% of the students reported that the buses were kind of safe or
very safe, with 7.84% finding them kind of unsafe, and very unsafe and scared, leaving 11.77%
which did not respond to the question. The students who reported feeling safe acknowledged that
they took the 4:00pm activity bus everyday, whereas the general population left on the busses at
2:35pm. Thus, only Young Scholars and students participating in afterschool activities are on the
busses, and the bullies have long since left the school grounds for the day. The students which
reported feeling unsafe did not participate in any activities or sports, and were on the busses
daily with the general population, and therefore in the presence of the bullies. Many victims
“avoid public areas in the school such as the cafeteria, restrooms, and hallways in an attempt to
elude bullies” (Lumsden, 2002, p. 346). Within the essay responses, nearly half of the
participants noted that the fear of being bullied is so great sometimes that they arrive very early
and leave very late, or avoid school altogether when a situation has escalated to the point where
they are fearful of their safety.
Category Two allowed them to discuss how others treated them with questions such as
how often did other students bully them by laying their hands on them, including incidents of
hitting, kicking, pushing, or hurting their body otherwise. The questions also addressed how
often did other students bully them by saying mean things to them, things which hurt their
Gifted Children and Bullying 78
feelings, how often did other students bully them by spreading mean rumors about them, and
how often did other students bully them by leaving them out of their activities. Further insight
was acquired by asking in what grade was the student or students which bullied them, and had
they ever told or asked for help when being bullied. Additionally, the section for additional
comments provided further analysis regarding their answers to the questions.
Table 15
Results: Bullying Questionnaire
Category Two: How Others Treat You
Question 1: How often do other students bully you by laying their hands on you (hit, kick, or
push you or hurt your body otherwise)?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a every day 05.88 00.00 05.88 23.54 00.00 00.00
b once or twice a week 05.88 23.54 17.65 05.88 00.00 00.00
c once or twice a month 05.88 00.00 11.76 11.76 00.00 11.76
d once or twice a year 35.30 11.76 05.88 23.54 58.84 11.76
e never 29.42 58.84 35.30 35.30 35.30 11.76
No Response 17.65 05.88 23.54 00.00 05.88 64.72
Within this question, 14.71% of the student participants reported that other students
bullied them by laying their hands on them, including hitting, kicking, pushing, or hurting their
body otherwise on an frequent basis, either daily or several times per week. Many commented
that this bullying was unrelentless, and from the same bullies year after year, some of it even
Gifted Children and Bullying 79
carrying over from elementary school. Those that reported the bullying was infrequent, perhaps
once or twice per month, or even per year, averaged at 31.36%. Finally, 34.32% reported never
having been bullied in this particular manner, leaving 19.61% which did not respond to the
question.
In review of the comments within this category, the participants noted that much of the
bullying took place not only without intervention, but without interruption. Many of the
participants have been bullied by the same students since elementary school, and these bullies
have recruited other students to assist them in their bullying behavior. This dynamic “empowers
the bully to act aggressively without fear of sanction, and encourages passivity in bystanders”
(Tomlinson, 2008, p. 62). This creates an environment in which the victims of bullying no longer
see a reason to report their victimization, and they have given up on any hope of adult assistance.
These participants expressed a fear in reporting this bullying, since they will also be attending
high school in the future with their bullies. Additionally, many stated that this questionnaire was
the only time they had actually been asked their opinion and remarks on the bullying taking place
in their school.
Table 16
Results: Bullying Questionnaire
Category Two: How Others Treat You
Question 2: How often do other students bully you by saying mean things to you, things which
hurt your feelings?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a every day 29.42 17.65 11.76 17.65 00.00 00.00
Gifted Children and Bullying 80
b once or twice a week 17.65 00.00 05.88 41.19 05.88 05.88
c once or twice a month 05.88 17.65 11.76 05.88 23.54 41.19
d once or twice a year 05.88 11.76 29.42 35.30 47.07 23.54
e never 23.54 52.96 17.65 00.00 17.65 11.76
No Response 17.65 00.00 23.54 00.00 05.88 17.65
In responding to this question, 25.49% of the student participants reported that other
students bullied them by saying mean things to them, things that hurt their feelings on a frequent
basis, either daily or several times per week. These students reported that they were deeply upset
by the remarks and the rumors about them. As a group, they commented, the Young Scholars
were called ‘geeks,’ ‘nerds,’ and told they acted ‘stuck-up’ and better than everyone else.
Individually, they were attacked for their weight and their race, with the majority of Young
Scholars being of mixed-heritage and nearly all the white, Mexican, and Asian students within
the school are in the Young Scholar program. By the eighth grade, they reported that they were
attacked with rumors about their sexuality, often called “faggots,’ ‘lesbos,’ and often accused of
bisexuality with each other because ‘no one else would want them.’ The essay comments were
strongest in this category and participants reported crying and being distressed about these
remarks on a daily basis.
Those that reported the bullying was infrequent, perhaps once or twice per month, or
even per year, averaged at 43.13%. Finally, 20.59% reported never having been bullied in this
particular manner, leaving 10.79% which did not respond to the question. Within the essay
comments, the participants again noted that lack of adult supervision as the number one reason
that bullying occurs. Their grievance was that they were aware of the code of conduct rules and
Gifted Children and Bullying 81
even signed the student contracts regarding bullying and harassment; however, teachers and
administrators were not following procedure in reprimanding the bullies with detention or
suspension. Furthermore, they again cited the lack of dean presence in the hallways for the
majority of the school day, and wanted to know why normally only two of the four security
guards were ever present in the building at the same time.
Table 17
Results: Bullying Questionnaire
Category Two: How Others Treat You
Question 3: How often do other students bully you by spreading mean rumors about you?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a every day 00.00 05.88 05.88 11.76 00.00 00.00
b once or twice a week 05.88 11.76 05.88 17.65 00.00 00.00
c once or twice a month 11.76 11.76 11.76 17.65 11.76 00.00
d once or twice a year 29.42 11.76 17.65 35.30 23.54 41.19
e never 35.30 52.96 35.30 17.65 58.84 41.19
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Within this question, 10.78% of the student participants reported that other students
bullied them by spreading mean rumors about them on a frequent basis, either daily or several
times per week. Those that reported the bullying was infrequent, perhaps once or twice per
month, or even per year, averaged at 37.24%. Finally, 40.21% reported never having been
bullied in this particular manner, leaving 11.77% which did not respond to the question.
Gifted Children and Bullying 82
The essay comments were essentially the same as the previous question, with the
participants reporting that they were deeply upset by the rumors about them and stressing that
they could not ‘get away’ from the rumors. In addition to being called ‘geeks,’ ‘nerds,’ and told
they acted ‘stuck-up’ and better than everyone else since they were in the Young Scholars
program, they stated that as absurd as many of the rumors were, they were treated as ‘truth’ by
the general population within the school. This made it impossible for them to make friendships
outside of the program, particularly since they lived in the same neighborhoods with many of the
non-Young Scholars students. Individually, they were once again attacked for their weight and
their race, with the majority of Young Scholars being of mixed-heritage and nearly all the white,
Mexican, and Asian students within the school are in the Young Scholar program.
By the eighth grade, they again reported that they were attacked with rumors about their
sexuality, often called “faggots,’ ‘lesbos,’ and often accused of bisexuality with each other
because ‘no one else would want them.’ Compounding these rumors were also accusations of
being “oreos” which means being black on the outside, but white on the inside; as well as being
attacked at school events for dancing like “dorks” or for their “Sears clothing.”
Table 18
Results: Bullying Questionnaire
Category Two: How Others Treat You
Question 4: How often do other students bully you by leaving you out of their activities?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a every day 00.00 00.00 00.00 00.00 00.00 00.00
b once or twice a week 23.54 05.88 17.65 11.76 05.88 23.54
Gifted Children and Bullying 83
c once or twice a month 11.76 23.54 11.76 17.65 05.88 05.88
d once or twice a year 11.76 11.76 05.88 11.76 11.76 29.42
e never 35.30 52.96 41.19 58.84 70.61 23.54
No Response 17.65 05.88 23.54 00.00 05.88 17.65
In responding to this question, 14.71% of the student participants reported that other
students bullied them by leaving them out of their activities on a frequent basis, either daily or
several times per week. Those that reported the bullying was infrequent, perhaps once or twice
per month, or even per year, averaged at 26.45%. Finally, 47.07% reported never having been
bullied in this particular manner, leaving 11.77% which did not respond to the question.
When it came to bullies leaving them out of activities, 47.07% reported that this rarely
happened for the sole purpose that these bullies did not participate in school extracurricular or
sports activities. The other participants who remarked that they experienced this behavior noted
in their comments that this occurred when doing group projects within a classroom, or when
getting selected for teams within physical education class, but even these incidents were
infrequent such as once or twice a month.
Once again the participants reported in their comments that they took the 4:00pm activity
bus everyday due to afterschool activities and sports, mainly with other Young Scholars students;
whereas the general population left on the busses at 2:35pm. Thus, only Young Scholars and
students participating in afterschool activities are within the school building, and the bullies have
long since left the school grounds for the day. Once again the participants noted that the fear of
being bullied is so great sometimes that they arrive very early and leave very late, or avoid
school altogether when a situation has escalated to the point where they are fearful of their
Gifted Children and Bullying 84
safety. In addition, this fear carried over to even community-related and church activities, since
many live in the same neighborhoods as their bullies.
Category Three asked questions about what they have seen or heard, such as how often
they have seen another student bully others by laying their hands on them or by saying mean
things to them, things which hurt their feelings. Also, how often have they seen another student
bully others by spreading mean rumors about them, and how often have they seen another
student bully others by leaving them out of their activities.
Table 19
Results: Bullying Questionnaire
Category Three: What You Have Seen Or Heard
Question 1: How often have you seen another student bully others by laying their hands on them
(hit, kick, or push you or hurt their body otherwise)?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a every day 23.54 29.42 17.65 47.07 41.19 17.65
b once or twice a week 29.42 17.65 29.42 05.88 41.19 35.30
c once or twice a month 29.42 41.19 23.54 29.42 11.76 11.76
d once or twice a year 00.00 05.88 00.00 11.76 00.00 11.76
e never 00.00 00.00 05.88 05.88 00.00 05.88
No Response 17.65 05.88 23.54 00.00 05.88 17.65
In responding to this question, 55.87% of the student participants reported that they have
seen another student bully others by laying their hands on them, either hitting, kicking, pushing,
Gifted Children and Bullying 85
or hurting their body otherwise on a frequent basis, either daily or several times per week. Those
that reported the bullying was infrequent, perhaps once or twice per month, or even per year,
averaged at 29.42%. Finally, 2.94% reported never having seen bullying in this particular
manner, leaving 11.77% which did not respond to the question.
In reviewing the essay questions and supporting comments, the numbers of frequency for
these incidents were high for all questions within Category Three. The Young Scholars reported
feeling safe within their inclusive classrooms and environment, as well as the extent of support
of their Young Scholars teachers, but found that others within the general population had it even
worse at the will and hands of the bullies. Within their statements, they reported witnessing this
abuse on a daily basis and found themselves powerless to help, mostly afraid of retaliation from
the bully and the chance of becoming their next target.
Table 20
Results: Bullying Questionnaire
Category Three: What You Have Seen Or Heard
Question 2: How often have you seen another student bully others by saying mean things to
them, things which hurt their feelings?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a every day 35.30 64.72 35.30 58.84 58.84 52.96
b once or twice a week 29.42 23.54 29.42 29.42 35.30 11.76
c once or twice a month 17.65 05.88 05.88 05.88 00.00 11.76
d once or twice a year 00.00 00.00 05.88 05.88 00.00 00.00
e never 00.00 00.00 00.00 00.00 00.00 05.88
Gifted Children and Bullying 86
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Within this question, 77.43% of the student participants reported that they have seen
another student bully others by saying mean things to them, things which hurt their feelings on a
frequent basis, either daily or several times per week. Those that reported the bullying incidents
were infrequent, perhaps once or twice per month, or even per year, averaged at 9.80%. Finally,
1.00% reported never having seen bullying in this particular manner, leaving 11.77% which did
not respond to the question.
In reviewing the essay questions and supporting comments, the participants once again
commented feeling safe within their inclusive classrooms and environment, as well as the extent
of support of their Young Scholars teachers, but found that others within the general population
had it even worse at the will and hands of the bullies. They reported witnessing this abuse on a
daily basis and found themselves powerless to help, stating again that they were mostly afraid of
retaliation from the bully and the chance of becoming their next target.
Table 21
Results: Bullying Questionnaire
Category Three: What You Have Seen Or Heard
Question 3: How often have you seen another student bully others by spreading mean rumors
about them?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
aevery day 11.76 11.76 17.65 35.30 17.65 17.65
bonce or twice a week 29.42 23.54 29.42 29.42 35.30 11.76
c once or twice a month 17.65 47.07 17.65 23.54 29.42 47.07
Gifted Children and Bullying 87
donce or twice a year 05.88 05.88 05.88 11.76 11.76 00.00
enever 17.65 05.88 05.88 00.00 00.00 05.88
No Response 17.65 05.88 23.54 00.00 05.88 17.65
When responding to this question, 45.09% of the student participants reported that they
have seen another student bully others by spreading rumors about them on a frequent basis,
either daily or several times per week. Those that reported the bullying was infrequent, perhaps
once or twice per month, or even per year, averaged at 37.26%. Finally, 5.88% reported never
having seen bullying in this particular manner, leaving 11.77% which did not respond to the
question. The comments of the participants once again reinforced that although they witnessed
this abuse on a daily basis and found themselves powerless to help, they were mostly afraid of
retaliation from the bully and the chance of becoming their next target.
Table 22
Results: Bullying Questionnaire
Category Three: What You Have Seen Or Heard
Question 4: How often have you seen another student bully others by leaving them out of their
activities?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a every day 23.54 11.76 17.65 58.84 35.30 23.54
b once or twice a week 35.30 29.42 29.42 11.76 29.42 17.65
c once or twice a month 00.00 35.30 00.00 05.88 05.88 17.65
d once or twice a year 05.88 11.76 05.88 05.88 17.65 23.54
Gifted Children and Bullying 88
e never 17.65 05.88 23.54 17.65 05.88 00.00
No Response 17.65 05.88 23.54 00.00 05.88 17.65
In answering this question, 53.91% of the student participants reported that they have
seen another student bully others by leaving them out of their activities on a frequent basis, either
daily or several times per week. Those that reported the bullying incidents were infrequent,
perhaps once or twice per month, or even per year, averaged at 22.55%. Finally, 11.77%
reported never having seen bullying in this particular manner, leaving 11.77% which did not
respond to the question.
The participants stated within their comments that this behavior was what kept them from
making friends outside of their Young Scholars program. In essence, the bullies use peer and
social relationships as the weapon to harm someone, meaning that the bully threatens to destroy a
victim’s relationship with the few peers and friends they presently have, thus destroying their
social life. Examples of this type of bullying include spreading rumors, ignoring the victim
completely, telling others to specifically ignore the victim, and intentional exclusion from
activities.
Additionally, the participants reported very high levels of profanity being thrown in their
direction, and cursing being done by these bullies on a regular basis. Referring to specific body
parts or commenting on sexual activity is commonplace for these bullies, and they continue to
persist until they reach shock value from these participants within the study. Within the essay
question, participants noted that there are no serious consequences for using profanity in their
school, and although it is listed in the student code of conduct as an offense, no one else
considers it an offense. They noted that particularly in the hallways and cafeteria profanity is
Gifted Children and Bullying 89
screamed at them, and bystanders mostly laugh and encourage the bullies even more; and
unfortunately, administrators and teachers appear to just ignore it, often citing that they pretend
not to have heard it in the first place, or they are unwilling to take the time or effort to write-up a
formal offense form.
Category Four questions pertained to how they reacted, such as what have they done
when they have seen a student being hit, kicked, pushed, punched or otherwise physically hurt in
school or on the school bus; and if they helped a student in a bully situation, what was the
outcome, and whether it was positive or negative.
Table 23
Results: Bullying Questionnaire
Category Four: How You Reacted
Question 1: What have you done when you have seen a student being hit, kicked, pushed,
punched or otherwise physically hurt in school or on the school bus?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a never seen another
student being bullied
00.00 05.88 05.88 05.88 00.00 00.00
b walked away and
ignored it
17.65 58.84 35.30 11.76 41.19 23.54
c stood and watched 35.30 11.76 11.76 35.30 23.54 35.30
d helped the person 23.54 17.65 17.65 35.30 29.42 17.65
Gifted Children and Bullying 90
being bullied
e laughed 05.88 00.00 05.88 11.76 00.00 05.88
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Within this question, 2.94% reported to never having seen another student being bullied
such as being hit, kicked, pushed, punched, or otherwise physically hurt in school or on the
school bus. However, 31.38% reported to walking away and ignoring incidents of this bullying
behavior upon others, while 25.49% reported to standing and watching these incidents of
bullying on another student passively. When asked if they ever helped a person being bullied,
23.53% responded that they did, while 4.90% admitted to having laughed, leaving 11.76% which
did not respond to the question.
Table 24
Results: Bullying Questionnaire
Category Four: How You Reacted
Question 2: What have you done when you heard a student being teased or called names in
school or on the school bus?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a never seen another
student being bullied
00.00 05.88 00.00 00.00 00.00 05.88
b walked away and 41.19 41.19 23.54 11.76 35.30 23.54
Gifted Children and Bullying 91
ignored it
c stood and watched 23.54 00.00 11.76 17.65 17.65 29.42
d helped the person
being bullied
05.88 41.19 41.19 58.84 17.65 17.65
e laughed 11.76 05.88 00.00 11.76 23.54 05.88
No Response 11.76 05.88 00.00 11.76 23.54 05.88
Within this question, 1.96% reported to never having seen another student being bullied such
as being teased or called names in school or on the school bus. However, 27.47% reported to
walking away and ignoring incidents of this bullying behavior upon others, while 16.67%
reported to standing and watching these incidents of bullying on another student passively. When
asked if they ever helped a person being bullied, 30.40% responded that they did, while 11.75%
admitted to having laughed, leaving 11.75% which did not respond to the question.
In reviewing their comments, many of the participants once again stated that they did not
report these experiences to teachers or school personnel because they were afraid of retaliation
on the part of the bully. Furthermore, they did not want to draw further attention to themselves,
which could make them the next target. They admitted to empathizing and sympathizing with the
victims, but the risk in getting involved was too big for them; therefore, they also understood
when others did not come to their aid when being bullied themselves. The participants also noted
that their advanced academic performance and inclusion in the Young Scholars program made
them a target to their bullies, often being told they ‘asked for it.’
Gifted Children and Bullying 92
When it came to verbal attacks, the participants most often helped the student being
teased or called names in school or on the school bus. In reviewing the comments on the
questionnaires, the participants did not offer direct assistance, but were readily and willingly
available to offer comfort and understanding to the victim after the incident.
Category Five pertained specifically to gangs due to the demographics of the participants
of this study, such as did they know of students in their school who were members of a gang, or
were wanna-be’s of a gang. Additionally, the participants were asked exactly how much of a
problem did they think gangs were in their school.
Table 25
Results: Bullying Questionnaire
Category Five: Gangs
Question 1: Do you know of students in your school who are members of a gang, or are
wanna-be’s?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a Yes 00.00 05.88 17.65 52.96 52.96 29.42
b No 41.19 11.76 17.65 05.88 41.19 11.76
c wanna-be's, not
members
23.54 23.54 29.42 29.42 00.00 35.30
d no gangs, just
'cliques'
17.65 23.54 11.76 11.76 00.00 05.88
No Response 17.65 35.30 23.54 00.00 05.88 17.65
Gifted Children and Bullying 93
Within this question, 26.48% of the participants found gangs to be a major problem
within their school and community, with 23.54% worried not particularly about gangs, but
wanna-be’s wanting to be gang members. Additionally, 21.57% did not believe that gangs were a
problem, and 11.77% stating that there supposed ‘gangs’ were actually cliques of bullies
pretending to be an actual gang or trying to form a gang within the school, leaving 16.64% which
did not respond to the question.
The participants commented that most gang members that they see in and around
their school are actively involved in criminal activity within the community, and this often
involves violence, the possession of weapons, and the sale of drugs, particularly marijuana and
crack cocaine. Also noted within their comments was the issue that they were often related to
these gang members, such as being siblings, step-siblings, or cousins.
Table 26
Results: Bullying Questionnaire
Category Five: Gangs
Question 2: How much of a problem do you think gangs are in your school?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a a huge problem 05.88 00.00 05.88 23.54 05.88 11.76
b a big problem 11.76 17.65 00.00 23.54 29.42 05.88
csomewhat of a
problem41.19 35.30 29.42 35.30 41.19 58.84
d no problem at all 23.54 11.76 41.19 17.65 17.65 05.88
Gifted Children and Bullying 94
No Response 17.65 35.30 23.54 00.00 05.88 17.65
When responding to this question, 8.82% of the participants found gangs to be a ‘huge’
problem within their school and community, with 14.71% finding them to be a ‘big’ problem,
and 40.21% of them reporting that they found gangs to be ‘somewhat’ of a problem. However,
19.62% reported that they felt gangs were not a problem within their school or community,
leaving 16.64% which did not respond to the question.
Category Six completed the questionnaire with an essay question asking how much of a
problem did they think bullying was in their school. Participants were asked to give some
examples and specific situations, and no names were included. These results were included
within the presentation of data per category and question to which they pertained.
Summary
The presentation of data reviewed within this study indicated how safe and unsafe these
students felt within their school culture and how they were treated by other students. It also
provided data on what these participants had seen and heard, and how they reacted to the
situations of bullying. Furthermore, the study provided insight pertaining to gangs within the
school climate, and specific causes and situations of bullying among gifted and talented students.
The basis of this presentation of data is to support the rationale that “gifted kids are
bullied based on their superior school performance, which makes the child’s strength into a
weakness” (Peterson, 2003, p. 65). Inevitably, their giftedness and talents turns into a source of
shame for the child and many are unable to cope with this shame, and being bullied has already
been recognized as a major health problem for gifted children because of their already present
association with adjustment problems, as reviewed in Chapter II. Due to the fact that bullying
behaviors arouse a sense of fear and can lead to major physical altercations that disrupt the
Gifted Children and Bullying 95
learning cycle, “educators are urged to address actively the impact of bullies on their school
culture and on the academic success of all students” (Bosworth, et al. 2009, p. 362).
Bullying prevention programs are often created based on studies such as this one, and the
results are analyzed in an attempt to create strategies to modify school climate by changing
students’ attitudes that promote bullying and foster these behaviors towards the joining of gangs.
Furthermore, these studies and prevention programs encourage administrators and teachers to
recognize bullying as a serious problem, and “attempt to increase student willingness to seek
help for themselves and other victims” (Bandyopadhyay, et al. 2009, p. 42).
Chapter V
CONCLUSION
Gifted Children and Bullying 96
Chapter V
"The best indicator of a sociopathic serial bully is not a clinical diagnosis but
the trail of devastation and destruction of lives and livelihoods surrounding this
individual throughout their life” (p. 18).
J.S. Peterson
(2002)
Introduction
Historically, bullying among school children and youth has not been a topic of great
public concern; mostly due to the fact that “many adults viewed the experience of being bullied
as a rite of passage for many children” (Caruana, 2002, p. 54). All children are vulnerable to the
effects of bullying, but gifted children differ from other children in several significant ways.
Most gifted children are already very intense and anxious, as well as highly sensitive due to their
own and others’ high expectations of them. Gifted children consider social justice issues very
important to them, and “with their own hyper-sensitivity to self-criticism and perfectionalism,
they struggle to make sense of this cruelty and aggression; many times blaming themselves and
Gifted Children and Bullying 97
withdrawing socially in order to hide from bullies” (Clark, 2008, p. 151). These gifted and
talented children are “more susceptible to the severe emotional damage that bullying can inflict”
(Bosworth, 2009, p. 342). Take into consideration also that gifted students “tend to strive
towards perfectionalism and consider their lives less fulfilling without the pursuit of high goals,
some impossibly high” (Lumsden, 2002, p. 346).
The significance of this study was not to review bullying in gifted and talented children
versus common classroom children; however, it was to study the prevalence and impact that
bullying has on gifted and talented children specifically. The most common type of bullying
during the middle school years is “name-calling, teasing about appearance, pushing and shoving,
and insults regarding their intelligence and grades” (Smith, et al. 2008, p. 3). Regular children
get bullied too but gifted children are most often bullied based on their school performance,
which “turns their strength into a weakness and a source of shame” (Smith, et al. 2008, p. 7).
Certain challenges due to emotional immaturity come automatically with exceptional intellectual
abilities, therefore, gifted and talented children are extremely sensitive to bullying.
Summary of Findings
The setting for this study was a public middle school in the city of Norfolk in the state of
Virginia, and the school contains sixth, seventh, and eighth grade students. More than 85% of the
families are economically disadvantaged and approximately 80% of students are eligible for free
or reduced lunch. The student demographics are approximately 84% African-American, 9%
White, 4% Hispanic, and 3% Asian. The middle school has an enrollment of approximately
1,440 students and continues to grow at a rate of 3-4% a year for the past ten years. This school
provides a self-contained classroom academy program called Young Scholars for gifted and
talented students with approximately 98 students totaling from the sixth, seventh, and eighth
Gifted Children and Bullying 98
grade levels. These children range in ages from ten to sixteen, and cover all the economical and
ethnic demographics. For the purpose of this study, students were selected from the Young
Scholars program only. A comparative research study was conducted in order to examine the
impact of bullying on gifted and talented children within the middle school climate, and a
questionnaire was administered and completed by the participants.
Category One questions within the questionnaire pertained to how safe they felt, and
these questions delved into how safe they felt in their general and elective classrooms, as
opposed to their gifted classrooms, as well as areas such as the gymnasium and athletic fields,
cafeteria, and hallways. These questions extended the safety issue out to walking to and from
school, as well as taking the school bus with all the other students of the school not within the
Young Scholars Program. The study showed that 19.81% of the participants self unsafe in every
aspect of their school climate, and similarly, 89.08% of the participants did not report such
behaviors to school personnel because they were scared and lacked the confidence, or felt they
did not have the parental support to make the report. Bullying sets a tense environment in a
school and as addressed earlier, can lead to violence towards others or even suicide by the
victims. A student that has bullied can have far-reaching effects in a school and “create a climate
of fear and intimidation not only in his or her victims, but in fellow students” as well; therefore,
students who bully, their victims, and bystanders are all affected (Branson, et al. 2009, p. 8).
When asked the number one reason for not returning to school, “10% of high school dropouts
reported fear of being harassed, teased, or attacked” (Walker, 2009, p. 7).
Category Two allowed them to discuss how others treated them with questions such as
how often did other students bully them by laying their hands on them, including incidents of
hitting, kicking, pushing, or hurting their body otherwise. The questions also addressed how
Gifted Children and Bullying 99
often did other students bully them by saying mean things to them, things which hurt their
feelings, how often did other students bully them by spreading mean rumors about them, and
how often did other students bully them by leaving them out of their activities. From exclusion
from activities and cliques, to mean remarks and the spreading of gossip, and even
cyberbullying, 51% of the participants reported that this type of bullying happened most often to
them, and not always within the school environment either. Many times it rolled over into the
weekends and holiday and summer breaks when they encountered these bullies within their
neighborhoods and community, even in church and the shopping mall. Some students stated they
were just grateful when the bullies ignored them outside of the school environment, but were
quick to add that the bullying just started up again when school resumed. This added anxiety
during non-school time which reaches over into neighborhood and community time goes
unreported, but “eventually leads to poor grades, increased truancy, and increased violence
among students” (Holmes, 2010, p. 4).
Category Three asked questions about what they have seen or heard, such as how often
they have seen another student bully others by laying their hands on them or by saying mean
things to them, things which hurt their feelings. Also, how often have they seen another student
bully others by spreading mean rumors about them, and how often have they seen another
student bully others by leaving them out of their activities. Within this category, 81.03% of the
participants reported having seen another student bully others by spreading mean rumors about
them. Since many gifted children are perfectionistic, they feel that telling an adult what is
happening is “a reflection on their ability to control their lives” (Schuler, 2002, p. 3). To their
detriment, however, many adults tell these participants that this is a form of tattling, snitching, or
Gifted Children and Bullying 100
story-telling, therefore, leading them to distrust all adults and withdraw into themselves, often
causing them to suffer silently as situations escalate from their tormentors.
Most studies about bullying focus on boys as aggressors but girls can be bullies too, and
when girls bully, it is most often done in the form of rumors and gossip. Within their essays, the
participants reported that most of the boy bullies leaned towards violence and outward taunting,
but girl bullies and their tactics were often quiet and covert. The female participants noted that
when teachers are standing around, they don’t notice the group of girls who are bullying and
saying mean things apart from a group of girls who are innocently standing around and talking.
Girls socialize differently than boys, and as girls enter middle school their peer interactions
become less physical and more social and “they engage in verbal bonding by sharing stories,
hopes, and dreams” (Clark, 2008, p. 104). Since girls bond differently than boys, it makes sense
that when they bully it would be different too, but when girls bully they aren’t so obvious. The
most common tactic is rumors and gossip, and “playing the popularity game in a way that causes
fear or inadequacy in others is a form of bullying and it is a common tactic used by girls” (Clark,
2008, p. 105).
Research has shown us that bullies often come from homes in which physical punishment
is used, “where striking out physically is a way to handle problems, and where parental
involvement and warmth are frequently lacking” (Peterson, et al. 2007, p. 154). These students
who engage in bullying behaviors have a need to feel powerful and in control, and very often
appear to “derive satisfaction from inflicting injury and suffering on others and seem to have
little empathy for their victims,” and often they defend their actions by saying that their victims
provoked them in some way (Peterson, et al. 2007, p. 158).
Gifted Children and Bullying 101
Category Four questions pertained to how they reacted, such as what have they done
when they have seen a student being hit, kicked, pushed, punched or otherwise physically hurt in
school or on the school bus; and if they helped a student in a bully situation, what was the
outcome, and whether it was positive or negative. Nearly 95% of the participants reported having
seen another student bully others by saying mean things to them, things which hurt their feelings.
Bullying is a common experience for many children and teenagers as per the research, but the
incidents evolve as well do the means. “Direct bullying seems to increase through the elementary
school years, peak in middle school, and decline during the high school years” (Van Tassel,
2007, p. 144). Although this direct bullying seems to decrease with the increase of age in the
victim, “verbal abuse appears to stay constant, often escalating within the high school years”
(Van Tassel, 2007, p. 145).
This verbal abuse, as stated by the participants, often comes in the form of intense
profanity. There is a rise in profanity in our schools today primarily due to music, movies, and
television; and “our kids are routinely exposed to a variety of language that can only be
considered inappropriate” (Morrison, et al. 2006, p. 216). Profanity has gradually become a more
accepted part of pop culture with our children as is evidenced by the sitcoms they watch and the
music they listen to, and familiarity breeds acceptance. Profanity is now a common occurrence
within the halls of our high schools, middle schools, and even elementary schools; and school
officials, parents and the media need to share in the responsibility to curtail this growing
epidemic. There are many statistics and reports regarding bullying, and the prevalence of this
profanity speaks volumes regarding the impact that bullying has on our schools and the children.
It has been determined that “a high percentage of children, over 89% have experienced
victimization at some point throughout their school experience” (Burrill, 2005, p. 84). These
Gifted Children and Bullying 102
children are more likely to experience “attention deficit disorder, oppositional defiant disorder,
conduct disorder, and depression” (Burrill, 2005, p. 86). Suicidal thoughts are more prevalent in
victims of bullying, particularly the gifted, and “these victims reported experiencing feelings of
vengefulness, anger, and self-pity” (Olweus, 1996, p. 17). Olweus has extensively researched the
effects of bullying on gifted and talented children, and found that victimization is “highly
correlated with low self-esteem, depression, isolation, suicidal ideation, and violent retaliation”
(Olweus, 1996, p. 18).
Category Five pertained specifically to gangs due to the demographics of the participants
of this study, such as did they know of students in their school who were members of a gang, or
were wanna-be’s of a gang. Additionally, the participants were asked exactly how much of a
problem did they think gangs were in their school. All of the participants found gangs a problem
at some level, as referenced in Question 1 in this category. Bullies are often surrounded by
others, not through popularity but through fear. It is this dynamic which has caused the
development and rise of gangs in schools and neighborhoods. A bully is rarely able to sustain a
friendship because it is “based on trust, dependability, loyalty, and mutual respect” (Parker,
2008, p. 101). Therefore, the bully forms alliances with others which is part of his or her strategy
for power and control. Looking at the bully and their cohorts, a clique and then eventually a gang
mentality is formed where true friendship is absent. Many of the cohorts side with the bully and
join these gangs “for fear of otherwise becoming a target” (Parker, 2008, p. 101). Many join
gangs, as noted earlier in the comments of the participants, because they were often related to
these gang members, such as being siblings, step-siblings, or cousins.
Implications
Gifted Children and Bullying 103
Victims experience real suffering that can interfere with their social and emotional
development, as well as their actual school performance. Some victims of bullying have
“attempted suicide rather than continue to endure harassment and abuse” (Marr, et al. 2001, p.
32). Bullycide is the word coined by researchers to describe when “bullied children are driven to
suicide rather than face another day of unrelenting bullying, harassment, and abuse” (Marr, et al.
2001, p. 11). Many victims haven taken out their anger and frustration by using violence, which
“normally manifests itself in high school” (Whiting, 2009, p. 227). Many of the “young people
who have caused school-related violence and even deaths have been bullied themselves,” and
examples such as the Columbine high school tragedy shows how bullying can lead to violence
and suicide (Whiting, 2009, p. 232).
Being bullied has also been recognized as a major health problem for gifted children
because of their already present association with adjustment problems. This usually manifests
itself into “poor mental health with thoughts of suicide, and more extreme violent behavior such
as homicide perceived as justifiable retaliation” (Juvonen, et al. 2003, p. 1235). Juvonen (2002)
found in her research that the bullies themselves were actually psychologically stronger than the
victims, and had a higher social standing. These bullies are often popular within their groups, and
their groups possess other bullies; therefore making them a “higher population in respect to the
groups of non-bullies” (Juvonen, et al. 2003, p. 1235). To be able to intervene with bullying,
Juvonen stresses that it is important to recognize the unique problems of these gifted children
and address them directly with the assistance of parents, teachers, and school personnel.
In addition to recognizing these problems, school-wide antibullying approaches that aim
to change peer dynamics that support and maintain bullying should be developed and
implemented. In order to meet the social and emotional needs of these gifted children, a good
Gifted Children and Bullying 104
school environment should set “explicit standards or codes of appropriate student behavior”
(Juvonen, et al. 2003, p. 1237). Administrators should also lay out clear expectations for their
teachers and staff in adhering to these standards, and recruit their assistance in gathering and
reviewing feedback and meeting set goals. Juvoven admits that a code of conduct may not be
enough to eliminate bullying, but “well-established policies with methods to investigate issues
and resolve problems as they arise provide all with a better opportunity to intervene on the behalf
of students most affected by bullying” (Juvonen, et al. 2003, p. 1237).
Recommendations for Future Studies
Bullying thrives in schools because teachers and school officials are often unaware that it
is taking place, and normally only learn about it when it is finally reported due to the escalation
of situations to the point of violence. One of the goals for bullying prevention programs is to
promote student willingness to seek help when they directly experience or witness serious
circumstances of bullying. Students who regard this aggressive behavior as acceptable or even
normal within their school climate are more likely to become bullies themselves, therefore
escalating the problem even more. In order to prevent this escalation, it must first be ascertained
to what extend bullying is taking place by measuring these participants perceptions of these
behaviors, and the frequency of the incidents.
Bullying prevention programs are designed through such studies, and they attempt to
modify school climate by changing student attitudes that promote bullying and foster these
behaviors. More specifically, these programs “aim to reduce aggressive attitudes among students
and encourage them to be more accepting of classmates from diverse backgrounds” (Webb, et al.
2005, p. 87). With this, these programs encourage administrators and teachers to recognize how
serious of a problem bullying is within their school climate, and to assist in student willingness
Gifted Children and Bullying 105
to seek help for themselves or report incidents in order to assist others. The prevalence of
bullying within a school ultimately impacts student learning and achievement not only for the
victims, but for bystanders as well, and contributes again to truancy, and even increases the
dropout rate.
School districts struggle to reduce violence and dealing with bullying behaviors has come
to the forefront recently. In order for effective programs to be developed through school
improvement plans, “researchers must first be able to identify the students most at risk for
engaging in bullying behavior and provide data regarding the behavioral and psychosocial
characteristics associated with the different types and levels of these behaviors.” (Cavanaugh,
2009, p. 9) Researchers have used an array of definitions, such as those referenced in Chapter 2,
to focus on the identification of bullies and their victims and have used “various measures to
measure the prevalence and effects of bullying” on not only individuals but the school climate as
a whole. (Peterson, 2003, p. 71)
School professionals are charged with teaching and modeling good social and emotional
behavior so that students will act appropriately and thrive in school, academically and socially.
Therefore, they should always be on alert for bullying behaviors among children and act pro-
actively. In order to end this negative behavior, “the behavior of the bullying child needs to
change, as well as helping the child who is being bullied respond appropriately.” (Peterson,
2002, p. 18)
Reflections
Bullying creates a sense of fear that disrupts the learning environment, and we need to
actively address the impact of bullies on school climate and the social pressures of students
victimized by this bullying. Bullying sets a tense environment in a school and as addressed
Gifted Children and Bullying 106
earlier, can lead to violence towards others or suicide by the victims. Although freedom from the
fear and shame of bullying does not necessarily ensure academic success for all students, “it is
indeed a necessary condition to promote effective learning in a positive classroom culture”
(Schuler, 2002, p. 4).
As educators struggle to reduce violence, dealing with all of these bullying behaviors has
truly come to the forefront. In order for effective programs to be developed and implemented, the
social and emotional needs of those bullied, as well as the bullies themselves, must be
understood and met. Combating bullying is a mission that requires cooperation between
everyone involved including parents and the community, as well as the school administration and
staff. Future studies and comprehensive intervention plans can help ensure that all students learn
in a safe and fear-free environment.
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APPENDIX
APPENDIX A: Human Participant Approval Generic Consent
Gifted Children and Bullying 115
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Gifted Children and Bullying 117
APPENDIX B: Bullying Questionnaire
Gifted Children and Bullying 118
Bullying Questionnaire
(Circle One) I am in: (a) 6th grade (b) 7th grade (c) 8th grade
(Circle One) I am a: (a) boy (b) girl
My age is: _________
Category One: How Safe Do You Feel?
1. How safe do you feel in your general and elective classrooms, as opposed to your Young
Scholar classrooms?
a. very unsafe and scared
b. kind of unsafe
c. kind of safe
d. very safe
2. How safe do you feel in the gymnasium or on the fields?
a. very unsafe and scared
b. kind of unsafe
c. kind of safe
d. very safe
3. How safe do you feel in the cafeteria?
a. very unsafe and scared
b. kind of unsafe
c. kind of safe
d. very safe
4. How safe do you feel in the hallways?
a. very unsafe and scared
b. kind of unsafe
c. kind of safe
Gifted Children and Bullying 119
d. very safe
5. How safe do you feel going to and from school, walking or taking the bus?
a. very unsafe and scared
b. kind of unsafe
c. kind of safe
d. very safe
Category Two: How Others Treat You
1. How often do other students bully you by laying their hands on you (hit, kick, or push
you or hurt your body otherwise)?
a. every day
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
2. How often do other students bully you by saying mean things to you, things which hurt
your feelings?
a. every day
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
3. How often do other students bully you by spreading mean rumors about you?
a. every day
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
Gifted Children and Bullying 120
4. How often do other students bully you by leaving you out of their activities?
a. every day
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
In what grade is the student or students which bully you?
__________________________________________
Who have you told or asked for help when being bullied?
__________________________________________
Category Three: What You Have Seen Or Heard
1. How often have your seen another student bully others by laying their hands on them (hit,
kick, or push you or hurt your body otherwise)?
a. everyday
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
2. How often have your seen another student bully others by saying mean things to them,
things which hurt their feelings?
a. everyday
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
Gifted Children and Bullying 121
3. How often have your seen another student bully others by spreading mean rumors about
them?
a. everyday
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
4. How often have your seen another student bully others by leaving them out of their
activities?
a. everyday
b. once or twice per week
c. once or twice per month
d. once or twice per year
e. never
Category Four: How You Reacted
1. What have you done when you have seen a student being hit, kicked, pushed, punched or
otherwise physically hurt in school or on the school bus?
a. I have never seen another student being bullied
b. I walked away and ignored it
c. I stood and watched
d. I helped the person who was being bullied
e. I laughed
2. What have you done when you heard a student being teased or called names in school or
on the school bus?
a. I have never seen another student being bullied
b. I walked away and ignored it
Gifted Children and Bullying 122
c. I stood and watched
d. I helped the person who was being bullied
e. I laughed
3. If you helped a student in a bully situation, how did you help?
a. I have never seen another student being bullied
b. I walked away and ignored it
c. I stood and watched
d. I helped the person who was being bullied
e. I laughed
Category Five: Gangs
1. Do you know of students in your school who are members of a gang, or are wanna-be’s?
a. Yes
b. No
c. wanna-be’s, but not actual members
d. we don’t have gangs, just “cliques” who control others
2. How much of a problem do you think gangs are in your school?
a. a huge problem
b. a big problem
c. somewhat of a problem
d. no problem at all
Category Six: Essay Question
How much of a problem do you think bullying is in your school?
Give some examples and specific situations, no names included.______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Gifted Children and Bullying 123
______________________________________________________________________________
Please use back if needed. Thank You.
APPENDIX C: Bullying Questionnaire Grade 6 Comprehensive Results
Gifted Children and Bullying 124
BULLYING QUESTIONNAIRE: Grade 6PTS Boy 1 Boy 2 Boy 3 Boy 4
Category One: How Safe Do You Feel?1 How safe do you feel in your general and elective classrooms, as opposed to your Young Scholar classrooms?
a very unsafe and scared 4 b kind of unsafe 3 3 3 c kind of safe 2 2 d very safe 1 1
2 How safe do you feel in the gymnasium or on the fields?a very unsafe and scared 4 b kind of unsafe 3 3 c kind of safe 2 2 2 d very safe 1 1
3 How safe do you feel in the cafeteria?a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 2 2 d very safe 1 1 1
4 How safe do you feel in the hallways?a very unsafe and scared 4 b kind of unsafe 3 3 c kind of safe 2 2 2 d very safe 1 1
5 How safe do you feel going to and from school, walking or taking the bus?a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 d very safe 1 1 1 1 1
Category Two: How Others Treat You1 How often do other students bully you by laying their hands on you (hit, kick, push or hurt your body otherwise)?
a every day 5 b once or twice per week 4 c once or twice per month 3 3 d once or twice per year 2 2 e never 1 1 1
2 How often do other students bully you by saying mean things to you, things which hurt your feelings?a every day 5 5 5 b once or twice per week 4 c once or twice per month 3 3 d once or twice per year 2 e never 1 1
3 How often do other students bully you by spreading mean rumors about you?a every day 5 b once or twice per week 4 c once or twice per month 3 d once or twice per year 2 2 2 2 e never 1 1
4 How often do other students bully you by leaving you out of their activities?a every day 5 b once or twice per week 4 4 c once or twice per month 3 3 d once or twice per year 2 e never 1 1 1
Gifted Children and Bullying 125
In what grade is the student or students which bully you? 6 6 6 Who have you told or asked for help when being bullied? mom, dad, mom no
grandparents,
Category Three: What You Have Seen or Heardteachers
1 How often have your seen another student bully others by laying their hands on them (hit, kick, push or hurt their body otherwise)?a every day 5 b once or twice per week 4 4 4 4c once or twice per month 3 3 d once or twice per year 2 e never 1
2 How often have your seen another student bully others by saying mean things to them, things which hurt their feelings?a every day 5 5 5 b once or twice per week 4 4c once or twice per month 3 3 d once or twice per year 2 e never 1
3 How often have your seen another student bully others by spreading mean rumors about them?a every day 5 b once or twice per week 4 4c once or twice per month 3 3 3 d once or twice per year 2 2 e never 1
4 How often have your seen another student bully others by leaving them out of their activities?a every day 5 b once or twice per week 4 4 4 4c once or twice per month 3 d once or twice per year 2 2 e never 1
Category Four: How You Reacted
1What have you done when you have seen a student being hit, kicked, pushed, punched or otherwise physically hurt in school or on the school bus?
a I have never seen another student being bullied 1 b I walked away and ignored it 2 2 c I stood and watched 3 3 3 d I helped the person who was being bullied 4 4e I laughed 5
2 What have you done when you heard a student being teased or called names in school or on the school bus?a I have never seen another student being bullied 1 b I walked away and ignored it 2 2 2 2c I stood and watched 3 3 d I helped the person who was being bullied 4 e I laughed 5
If you helped a student in a bully situation, never told the bully
how did you help? helped to stop
Category Five: Gangs1 Do you know of students in your school who are members of a gang, or are wanna-be’s?
a Yes 4 b No 1 1 c wanna-be’s, but not actual members 2 2 2d we don’t have gangs, just “cliques” who control others 3 3
2 How much of a problem do you think gangs are in your school?a a huge problem 4 b a big problem 3 c somewhat of a problem 2 2 2d no problem at all 1 1 1
Gifted Children and Bullying 126
POINTS TOTAL 48 41 41 35
Category Six: Essay QuestionHow much of a problem do you think bullying is in your school?Give some examples and specific situations, no names included.
BIG ! No Big People get teased
groups of wanna-be made fun everywherebullies gangs of a lot
for skin No one
gang up oncolor
(white)really hits
one persontold I act
tripped funnyeveryday
hallwaysare really
bad
Gifted Children and Bullying 127
Boy 5 Boy 6 Boy 7 Boy 8 Boy 9 Boy 10 Boy 11 Boy 12 Boy 13
3 3 3 2 2 2 2 1 1
3 32 2 2 2 1 1 1
3 3 2 2 2 1 1 1 1
3 2 2 2 2 2 2 1 1
2 2 21 1 1 1 1 1
5 4 2 2 2 2 1 1 1
5 5 5 4 4 4 2 1 1
4 3 32 2 1 1 1 1
4 4 4 3 2 1 1 1 1 6 6 6 6 6-7-8 6 - 8 6 - 8 6
Young no no no no no mom no no
Gifted Children and Bullying 128
Scholarteachers
5 5 5 54 4 3 3 3
5 5 5 5 4 4 4 4 3
5 5 4 4 4 4 1 x 1
5 5 5 5 4 4 1 1 1
2 2 3 3 34 4 4 5
2 2 2 3 3 3 4 5 5
I get
annoyednever by ending it
support them
yell loud to helped get told the
I tell them helped back them
upget them to them away bully to
to stop back offfrom the
bullystop
1 1 1 1 1 2 2 3 3
4 3 32 2 2 2 1 1
51 52 40 45 30 58 43 29 52
Gifted Children and Bullying 129
BIG25%
problemBig Big Just some SERIOUS Big lots of Large
punks arguments
some kidsespecially
inget bullied I have to
Especially on
I get very and yelling especially
come tothe
cafeteriaabout my
help some of
the bus depressed in the
school afraid
weight but my friends not a lot of cafeteria
not by the a lot told I have
aAfraid fist-fights
beenother
Youngflat chest someone
pantsed Scholars and butt could killsomeone
left out in that I must elsegym games be gay
some of these
call be an bullies arealbino cause
going to be in
I'm mixedjail when
theygrow up
Gifted Children and Bullying 130
Boy 14 BOY Girl 15 Girl 16 Girl 17 Girl 18 Girl 19 Girl 20 Girl 21TOTALS
5 3 3 2 6 2 2 2 3 1 1
3 3 3 3 2 7 2 2 2 4 1
4 3 3 3 3 3 5 2 2 6 1
3 3 3 3 3 3 8 2 3 1 1
3 3 2 4 2 2 2 10 1 1
1 1 4 4 4 1 2 6 2 2 5 1 1
5 5 5 3 1 3 1 2 2 21 4 1 1 4 4 2 3 3 5 1 6 1 1 1
4 2 3 3 2 2 6 1 1 1 1 16 6 6 6 6 - 7 6
dean no no mainly mother teacher friends counselor
Gifted Children and Bullying 131
4 5 5 5 5 4 3 5 3 3 3
6 5 5 5 5 5 5 4 4 3 3
2 5 5 4 43 3 3 3 1 2 3 1
4 5 4 6 4 4 4 3 3 1 2 3
1 3 2 2 2 2 23 6 4 4 1
2 7 2 2 2 2 4 1 4 4 4 2
broke up
thestood up stood up
told the bully
I ignore it I don't want
fight for them for them to leave
them to be a part
alone of it
4 1 7 1 1 4 2 2 3 3 3
1 2 3 3 2 7 2 2 2 2 4 1
39 238 61 42 44 60 29 37 45
Gifted Children and Bullying 132
BigEveryday I
seeBig MAJOR HUGE HUGE HUGE
lots of fights
at least 4 or throw things
in the cafeteria
especially 5 studentsreally easy
to Big in my
I heard someone
Young at each other
in thegetting picked
just set some
school and threaten to Scholarsthrowing
foodcafeteria
andon bullies off will never
kill someone
get bullied food thrown
the hallways
be resolvedelse if they
dida lot
becauserubbed in
facebullies throw
fights justnot give
themwe are
food on because We don't money different girls getothers and someone bully each slapped
make thembumped
intoother in
I've seen drugs
They call
cry them Young and
weaponsus nerds use really
Scholars foulget tripped Things get they hate us language
grabbed andbecause
theystolen in the think we are curse at the
hallways better teachers
really bad in
they don't even
electives know us
safe in it's notYoung right
Scholars
Gifted Children and Bullying 133
Girl 22 Girl 23 Girl 24 Girl 25 Girl 26 Girl 27 Girl 28 Girl 29 Girl 30 GIRLTOTALS
3 32 2 2 2 2 2 9 1 1 4
4 1 3 2 2 2 61 1 1 1 1 6
4 2 3 3 3 3 72 2 2 5 1 2
4 1 3 52 2 2 2 2 2 7 1 3
4 1 2 2 2 51 1 1 1 1 1 8
4 4 21 1 1 1 1 1 1 1 10
5 5 4 3 3 3 4 31 1 1 1 5 5 1 2 2 2 2 21 1 1 1 1 1 9
4 1 3 3 4 2 2 21 1 1 1 96 6 6 6-7-8 6 6 no no no no no no counselor no
PE
teachers
Gifted Children and Bullying 134
5 5 5 4 4 3 3 3 3 3 72 1
5 5 5 5 5 5 11 4 4 43 1
5 2 4 4 43 3 3 3 3 3 8 1 1
5 2 4 4 5 3 3 3 3 62 2 1 1
12 2 2 2 2 10 3 3 2 4 4 3
1 1 2 2 2 7 4 4 4 4 7 5 1
get a teacher
try to help moved them
stood up told the helped never never
write a bullies don't
away from for them teacherverbally
buthelped helped
statementlisten to
mebully
not physically
1 1 1 1 1 2 2 2 43 3 3 4
3 3 3 2 2 2 2 2 2 61 2
29 41 41 43 37 40 66 40 40 262
Gifted Children and Bullying 135
verbal BIGsaw a
bunch ofcall us nerds
lots of fights
I get kicked
lots of fights
lots of fights
girls throw and geeksin the
hallwayand called
namesin the
hallwayin the
cafeteriabullies have
teased andoranges at
a
really bad harassedgirl and would
I was told that
throwing food
attitudesnot stop
evenI couldn't
everkids are made
though shetalk in the
schoolonly 1 dean
to cry was cryingcause I'm
whiteand 1 guardin the
cafeteriapunched
inspoke up
for
the facemyself once
and the girl
this is DAILY
threatened to
cut my throat
I feel left outa lot
Gifted Children and Bullying 136
APPENDIX D: Bullying Questionnaire Grade 7 Comprehensive Results
Gifted Children and Bullying 137
BULLYING QUESTIONNAIRE: Grade 7 PTS Boy 1 Boy 2 Boy 3 Boy 4Category One: How Safe Do You Feel?
1 How safe do you feel in your general and elective classrooms, as opposed to your Young Scholar classrooms?
a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 d very safe 1 1 1 1 1
2 How safe do you feel in the gymnasium or on the fields? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 2d very safe 1 1 1 1
3 How safe do you feel in the cafeteria? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 2 2d very safe 1 1 1
4 How safe do you feel in the hallways? a very unsafe and scared 4 b kind of unsafe 3 3 c kind of safe 2 2 d very safe 1 1 1
5 How safe do you feel going to and from school, walking or taking the bus? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 d very safe 1 1 1 1 1
Category Two: How Others Treat You1 How often do other students bully you by laying their hands on you (hit, kick, push or hurt your body otherwise)?
a every day 5 b once or twice per week 4 c once or twice per month 3 3d once or twice per year 2 e never 1 1 1 1
2 How often do other students bully you by saying mean things to you, things which hurt your feelings? a every day 5 b once or twice per week 4 c once or twice per month 3 3d once or twice per year 2 2 2 e never 1 1
3 How often do other students bully you by spreading mean rumors about you? a every day 5 b once or twice per week 4 c once or twice per month 3 3 d once or twice per year 2 2e never 1 1 1
4 How often do other students bully you by leaving you out of their activities? a every day 5 b once or twice per week 4 c once or twice per month 3
Gifted Children and Bullying 138
d once or twice per year 2 e never 1 1 1 1 1
In what grade is the student or students which bully you? 7 7 7 - 8 Who have you told or asked for help when being bullied? mother no friends
friends
Category Three: What You Have Seen or Heard
1 How often have your seen another student bully others by laying their hands on them (hit, kick, push or hurt their body otherwise)?
a every day 5 b once or twice per week 4 4 c once or twice per month 3 3 3d once or twice per year 2 e never 1 1
2 How often have your seen another student bully others by saying mean things to them, things which hurt their feelings?a every day 5 5 b once or twice per week 4 4 4c once or twice per month 3 3 d once or twice per year 2 e never 1
3 How often have your seen another student bully others by spreading mean rumors about them? a every day 5 5 b once or twice per week 4 4 c once or twice per month 3 3d once or twice per year 2 2 e never 1
4 How often have your seen another student bully others by leaving them out of their activities? a every day 5 5 b once or twice per week 4 c once or twice per month 3 d once or twice per year 2 2 e never 1 1 1
Category Four: How You Reacted
1 What have you done when you have seen a student being hit, kicked, pushed, punched or otherwise physically hurt in school or on the school bus?
a I have never seen another student being bullied 1 1 b I walked away and ignored it 2 2 2 2c I stood and watched 3 d I helped the person who was being bullied 4 e I laughed 5
2 What have you done when you heard a student being teased or called names in school or on the school bus? a I have never seen another student being bullied 1 b I walked away and ignored it 2 2 c I stood and watched 3 d I helped the person who was being bullied 4 4 4 4e I laughed 5
If you helped a student in a bully situation, not tried to I drag stood up how did you help? helped talk the them away for them
Category Five: Gangs bully away1 Do you know of students in your school who are members of a gang, or are wanna-be’s?
a Yes 4 4 4
Gifted Children and Bullying 139
b No 1 1c wanna-be’s, but not actual members 2 2 d we don’t have gangs, just “cliques” who control others 3
2 How much of a problem do you think gangs are in your school? a a huge problem 4 b a big problem 3 c somewhat of a problem 2 1 d no problem at all 1 1 1 1
POINTS TOTAL 29 38 35 35
Category Six: Essay Questionbullied pushed fights over
racist remarks
How much of a problem do you think bullying is in your school? a lot down the nothing cause I'm
Give some examples and specific situations, no names included.stairs
becausemixed
say mean I'm an lots of
things athlete gossipthey get
even
and liesmore mad
ifyou try to
fights justignore them
for bumpinginto one another
Gifted Children and Bullying 140
Boy 5 Boy 6 Boy 7 Boy 8 Boy 9 Boy 10 Boy 11 Boy 12 Boy 13 BOYTOTALS
3 3 22 2 2 3 1 1 1 1 8 3 2 2 2 2 2 2 7 1 1 1 6 3 3 22 3 1 1 1 1 1 1 8 3 2 2 2 31 1 1 1 1 1 8 2 2 21 1 1 1 1 1 1 11
5 1 4 4 4 3 3 2 2 11 1 1 6 5 5 2 4 1 3 2 2 2 2 51 1 3 5 1 4 1 3 2 2 2 31 1 1 1 6
Gifted Children and Bullying 141
4 4 4 3 3 3 2 2 11 1 1 7 7 7 7 7 7 - 8 7 friends parents no friends parents teacher friends 5 5 5 34 4 4 4 5 3 3 4 1 5 5 5 5 5 64 4 4 5 1 2 1 5 5 34 4 4 4 5 3 3 3 1 1 1 5 5 34 4 4 4 4 5 1 1 1 4
12 2 2 6 3 3 2 4 4 4 3 5 1 2 2 2 4 3 3 2 4 4 4 4 7
nothing I told the bully
tell them totell them
totell them
tohelped them
told them nevernothing I
can
can do to to be quiet ignore the back off lay off out to stop helped do to help
helpwalked away
bully
4 3 1 1 32 2 2 2 5 3 3 2 4 1
Gifted Children and Bullying 142
2 2 2 2 5 1 1 1 1 7
36 36 53 56 53 33 41 36 55 221
bullies are pushed disrespectfulI get
bulliedwe don't people are
White kids
I get teased
Big
strong and regularlysocialize
inalways get it the a lot but I
powerful yelled ata lot of gossip
our elective
getting worst stay with Everyday
and dramaget
insultedclasses revenge
because they
only Young
I get called
people arebecause
theybecause
weafter are so few Scholars gay and
rude get cursed atdon't like
myare afraid school where it is faggot
personality they are safeYoung Young I stay late told they
Scholars Scholars they laughwith the
otherdon't
belongback up
eachis safe if I cry Young in the
other Scholars schooland we
take the 4 pm
buswith just us
or get picked
up by ourparents in
frontof the school
we avoid the
bullies thebest we can
Gifted Children and Bullying 143
Girl 14 Girl 15 Girl 16 Girl 17 Girl 18 Girl 19 Girl 20 Girl 21 Girl 22
3 3 3 32 2 2 2 2 4 3 3 3 3 3 2 2 1 4 3 3 3 3 3 3 2 1 4 4 4 3 3 3 32 2 3 3 32 2 2 2 1 1
5 5 4 3 3 2 2 2 1 54 4 4 4 3 2 2 2 4 4 3 32 2 2 2 2 4 3 2 2 1 1 1 1 17 7 7 7 7 - 8 7 7 - 8 7 - 8 7 - 8
Gifted Children and Bullying 144
no no mother teachers teachers no no mother Young (not helpful) friends parents Scholars
friends
Teachers
5 5 5 5 3 32 2 1 5 5 5 54 4 4 3 2 5 5 4 3 3 3 32 2 5 5 5 5 5 4 3 2 1
1 2 2 3 3 4 4 4 4 2 2 3 4 4 4 45 5
told bully to I do not help victim get a teachertold the bully
told the bully
call over other
I bring a I can't really
leave them helponce the
bullyright away to stop to go away
Young Scholars
teacher overhelp - I comfort
alone goes away to help afterwards 4 4 4 4 3 2 2 2 2 4 4 3 3 2 2 2 2 1
Gifted Children and Bullying 145
42 53 51 40 57 42 56 61 56
name calling
Bigonly the Young
Huge I hate thethey bully
meBig
I get screamed
name calling
Scholars get hallwaysin the
cafeteriaat on the bus
teasing some of us bullied because
bullying is bullies come every day spread really
struggle through
we are smart
mostly done to
getting bullied
they call meto our Young
bad rumors
called a slut schooland that makes
Young Scholars
is a daily big and fat Scholarthat are not
trueand a
strippereveryday us different activity
classrooms and
and don't ever
this disrupts they won't
let table in the go away
had buttonsI always
havewe are told
we our learning
the bullies are
you ignorecafeteria
evenripped off
myto be careful
are all gay and
like animals,
themwhen they
arethey make
lies
shirt what I say bisexual andwe only
havethey are not told NOT to the truth
sleep witheach other
andeven
civilizedeach other our Youngcause no
oneScholar
they are very
else wants us
teachers racist to
white, mixed,
we are told we
Asians, and
are spoiled, Mexicansselfish brats
they hate us
Gifted Children and Bullying 146
Girl 23 Girl 24 Girl 25 Girl 26 Girl 27 Girl 28 Girl 29 Girl 30 GIRLTOTALS
3 3 3 7 3 3 7 1 1 1 3 1 5 2 2 2 2 61 1 1 1 5 13 3 3 3 10 3 2 1 1 1 4 4 3 5 3 3 6 3 3 3 5 1 1 3 42 2 6 1 1 1 1 1 7
5 5 4 1 2 5 41 1 1 1 1 6 5 5 34 4 4 7 1 2 2 2 6 5 5 2 4 3 3 3 2 6 1 1 1 3 4 23 3 3 2 1 1 1 1 1 10
Gifted Children and Bullying 147
7 7 7 7 7 7 - 8 7 7 Young
Scholarsmom, dad mom, dad
Young Scholars
mom mom, dad mom no
teacher teacher mother
5 5 5 5 8 4 13 3 3 5 2 1 5 5 5 5 5 5 10 4 4 5 1 1 5 5 5 5 64 4 4 4 5 4 2 5 5 5 5 5 10 4 2 1 1 1 1 3
1 2 3 3 3 3 6 4 4 65 5 2 2 3 3 34 4 4 4 4 4 10 2
stood up for I got a comfort stood up for I got a take them to got a
them teacher afterwards them teacherthe
counselor teacher
4 4 4 4 4 9 1 2 5 3 3 2 4 4 4 3 3 4 2 2 6 1 1 3
60 44 59 59 44 43 54 51 289
Gifted Children and Bullying 148
kids arekids are
mad the Young I hate my
my school is
jealous of the
at me cause Scholar Scholar schoolso
dangerousYoung
ScholarsI'm a Young teachers get teachers get
Scholar rid of the rid of the I am afraidthey
torment bullies bullies every day
usthey bump
intoon purpose
they try to and then
startruin our a fight like I
reputations, did iteven with
ourown
teachersthey say I'm
really not smart
Gifted Children and Bullying 149
APPENDIX E: Bullying Questionnaire Grade 8 Comprehensive Results
Gifted Children and Bullying 150
BULLYING QUESTIONNAIRE: Grade 8 PTS Boy 1 Boy 2 Boy 3 Boy 4Category One: How Safe Do You Feel?
1 How safe do you feel in your general and elective classrooms, as opposed to your Young Scholar classrooms? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 2 2d very safe 1 1 1
2 How safe do you feel in the gymnasium or on the fields? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 2d very safe 1 1 1 1
3 How safe do you feel in the cafeteria? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 2 2d very safe 1 1 1
4 How safe do you feel in the hallways? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 2 2d very safe 1 1 1
5 How safe do you feel going to and from school, walking or taking the bus? a very unsafe and scared 4 b kind of unsafe 3 c kind of safe 2 d very safe 1 1 1 1 1
Category Two: How Others Treat You1 How often do other students bully you by laying their hands on you (hit, kick, push or hurt your body otherwise)?
a every day 5 b once or twice per week 4 c once or twice per month 3 d once or twice per year 2 2 2 2 2e never 1
2 How often do other students bully you by saying mean things to you, things which hurt your feelings? a every day 5 b once or twice per week 4 4 c once or twice per month 3 3 d once or twice per year 2 2 2e never 1
3 How often do other students bully you by spreading mean rumors about you? a every day 5 b once or twice per week 4 c once or twice per month 3 d once or twice per year 2 2 2 e never 1 1 1
4 How often do other students bully you by leaving you out of their activities? a every day 5 b once or twice per week 4 c once or twice per month 3
Gifted Children and Bullying 151
d once or twice per year 2 2 2 e never 1 1 1
In what grade is the student or students which bully you? 8 8 8 Who have you told or asked for help when being bullied? no friends parents
Category Three: What You Have Seen or Heard
1 How often have your seen another student bully others by laying their hands on them (hit, kick, push or hurt their body otherwise)?a every day 5 b once or twice per week 4 4 4 4c once or twice per month 3 3 d once or twice per year 2 e never 1
2 How often have your seen another student bully others by saying mean things to them, things which hurt their feelings?a every day 5 5 b once or twice per week 4 4 4 4c once or twice per month 3 d once or twice per year 2 e never 1
3 How often have your seen another student bully others by spreading mean rumors about them? a every day 5 b once or twice per week 4 4c once or twice per month 3 3 3 d once or twice per year 2 2 e never 1
4 How often have your seen another student bully others by leaving them out of their activities? a every day 5 b once or twice per week 4 4 4 c once or twice per month 3 3 d once or twice per year 2 e never 1 1
Category Four: How You Reacted
1 What have you done when you have seen a student being hit, kicked, pushed, punched or otherwise physically hurt in school or on the school bus?
a I have never seen another student being bullied 1 b I walked away and ignored it 2 2 2 c I stood and watched 3 3 3d I helped the person who was being bullied 4 e I laughed 5
2 What have you done when you heard a student being teased or called names in school or on the school bus? a I have never seen another student being bullied 1 b I walked away and ignored it 2 2 c I stood and watched 3 3 3d I helped the person who was being bullied 4 4 e I laughed 5
If you helped a student in a bully situation, tell the bully
I don't like told the I walk
how did you help? to go away to get bully to awayCategory Five: Gangs involved calm down
1 Do you know of students in your school who are members of a gang, or are wanna-be’s?
a Yes 4 4 b No 1 c wanna-be’s, but not actual members 2 1 1 1d we don’t have gangs, just “cliques” who control others 3
2 How much of a problem do you think gangs are in your school? a a huge problem 4
Gifted Children and Bullying 152
b a big problem 3 c somewhat of a problem 2 2 2 2d no problem at all 1 1
POINTS TOTAL 37 43 33 37
Category Six: Essay Question
How much of a problem do you think bullying is in your school? I get people getbullies want
lots of
Give some examples and specific situations, no names included. teased seriously you to fist fights
everyday hurt respect andmainly in
PEbow down
keep getting
to them lots of
teased about
cursing
the same they neverthings over stop verbaland over attacks
they don't care
no onecan stop
them
Gifted Children and Bullying 153
Boy 5 Boy 6 Boy 7 Boy 8 Boy 9 Boy 10 Boy 11 Boy 12 Boy 13
3 2 2 2 2 1 1 1 1 3 2 2 2 1 1 1 1 1 2 2 2 2 1 1 1 1 1 3 2 2 2 2 2 21 1 2 2 2 21 1 1 1 1
2 2 2 2 1 1 1 1 1 3 2 2 2 2 2 2 1 1 2 2 1 1 1 1 1 1 1 4 3
Gifted Children and Bullying 154
1 1 1 1 1 1 18 6 8 8 8 8
friends counselor parents no no no no teachers 5 5 5 5 5 4 4 4 3 5 5 5 5 5 5 4 4 4 5 4 4 4 43 3 3 2 5 5 54 4 4 2 2 2
2 2 2 2 2 34 4 4 2 2 2 2 2 3 4 4 5
I comfort I tell the I walk away it is not I defend I help I tell themafterwards bully to I cannot safe to get them when I can to just
stopphysically
helpinvolved stop
4 4 4 4 4 4 4 1 1 1 3 3 3 3 2 2 2 2
Gifted Children and Bullying 155
45 33 35 51 41 43 41 43 44
Being in I can't talk I get kicked I hate the bullying is they hate
Young to anyoneand
punchedhallways normal in athletes
Scholars outside of every time my schoolkeeps me Young I am in the I'm alwayssafe from Scholars or hallways punched people
the bullies it is taken call me names
wrong they think everyday Bullies can't its funny and hurtget to us in my feelings
our classrooms
or afterschoolactivities
Gifted Children and Bullying 156
Boy 14 Boy 15 Boy 16 BOY Girl 17 Girl 18 Girl 19 Girl 20 Girl 21TOTALS
1 3 6 2 2 2 21 1 1 9 1 3 3 4 2 21 1 1 11 1 6 2 2 21 1 1 10 1 1 1 3 3 3 2 2 2 11 2 4 1 3 2 5 2 2 21 1 11 1
2 2 10 2 2 2 2 1 6 1 1 3 2 4 3 3 3 8 2 1 3 1 3 2 2 4 2 2 1 10 1 1 1 1 4 4 4 1 3 2 21 1 1 12 8 8 8 8 8 8 8 no mom no no no parents cried to Myself
Gifted Children and Bullying 157
5 5 7 5 4 7 4 4 4 4 2 5 5 5 10 5 5 5 5 6 4 5 5 3 5 5 4 6 5 3 3 3 2 5 5 5 6 5 5 5 5 5 4 1 3 1
7 2 3 4 3 4 4 5 4 4 4 1 6 3 3 3 4 4 45 5 5 4
I really I tell them I comfort I told them I backed I comfort I try to getcan't help to just afterwards to shut up them up afterwards them away
stopfrom the
bully
4 9 4 4 4 4 7 2 2 2 1 4 2 5 3 7 2 2 2 1 1 3
47 43 45 272 51 52 46 51 49
Gifted Children and Bullying 158
non-Youngpeople always
when I'm in Health there are no made fun of
Scholarsmake fun of
mebullied, I
feelI've been
manners with
every day
ignore meand make
surelonely,
attacked with
bullies
I'm not confused,
andthings being rumors
they don't included broken thrown at they don'tinvolve me me like care about people are
in anythingthey turn
theirteachers pencils, their peers jealous of
friends think that waterbottles, Youngagainst me bullying is paper balls, they act like Scholars
normal anything the school isthey make
metheirs …
feel bad about
some of these
they steal and it is
small stuff bullies just my bookssnap and work
Gifted Children and Bullying 159
Girl 22 Girl 23 Girl 24 Girl 25 Girl 26 Girl 27 Girl 28 Girl 29 Girl 30 GIRLTOTALS
3 3 32 2 6 1 1 1 1 1 5 3 3 42 2 4 1 1 1 1 1 6 2 2 2 2 2 8 1 1 1 1 6 3 4 2 2 2 2 2 6 1 1 1 4 1 2 2 51 1 1 1 1 1 1 8
3 3 2 2 2 21 1 1 1 1 2 4 1 3 3 3 3 7 2 2 2 41 2 2 2 2 2 2 7 1 1 1 1 7 4 4 1 2 2 2 2 51 1 1 1 48 8 8 8 8 8 8 8 8 no friends no no parents friends no friends friends
Young Scholar
sister
teachers
Gifted Children and Bullying 160
5 5 3 4 4 6 3 3 2 2 3 21 1 5 5 5 5 5 9 4 2 3 3 2 1 1 5 3 4 4 2 3 3 3 3 3 8 1 1 4 4 4 3 3 3 3 32 2 2 2 4
2 2 2 43 3 3 3 3 6 3 5 1 1 3 2 2 2 43 3 3 3 5 3 5 1
I really I comfort I just stand there really
I help I'm scared I tell them I stand up
can't help afterwardsnext to them
isn't much afterwards to shut up for them
to help I can do
4 5 1 1 22 2 2 2 2 6 3 1 4 2 1 2 2 2 2 2 2 2 10 1 1
32 34 40 39 40 35 45 43 41 230
Gifted Children and Bullying 161
pushingthey call
uswhite and I get called Bullies are
we are called
I get calledevery school
it is best in
aggressivestuck-up
andmixed kids fat and gay
sneaky and
nerds and fat white jas bullies Young
know-it-alls
are bullied the
they will show-offs girl Scholars
the bleachers
most always get I hate hate
are very it's muchaway with
it they
spreadhate gym
we are safe
dangerous safer in theeven more
ifrumors about
from bullies
Young Scholar
you are in us, all lies there is no in our
classrooms Young point in classroomsScholars making a
report, nothing
our Young
we are picked on
happens Scholars
all day,teachers
keepevery day us safe
bullies areignorant
Gifted Children and Bullying 162
APPENDIX F: Bullying Questionnaire Category 1 Calculated Results
Gifted Children and Bullying 163
Results: Bullying Questionnaire
Category One: How Safe Do You Feel?
Question 1: How safe do you feel in your general and elective classrooms, as opposed to your
Young Scholars classrooms?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa very unsafe, scared 00.00 00.00 00.00 00.00 00.00 00.00b kind of unsafe 29.42 17.65 11.76 41.19 05.88 17.65c kind of safe 35.30 52.96 17.65 41.19 35.30 35.30d very safe 17.65 23.54 47.07 17.65 52.96 29.42
No Response 17.65 5.88 23.54 00.00 05.88 17.65
Question 2: How safe do you feel in the gymnasium or on the fields?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa very unsafe, scared 00.00 05.88 00.00 05.88 00.00 00.00b kind of unsafe 17.65 17.65 00.00 29.42 11.76 23.54c kind of safe 41.19 35.30 41.19 53.30 23.54 23.54d very safe 23.54 35.30 35.30 29.42 64.72 35.30
No Response 17.65 05.88 00.00 00.00 00.00 17.65
Question 3: How safe do you feel in the cafeteria?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa very unsafe, scared 00.00 11.76 00.00 05.88 00.00 00.00b kind of unsafe 17.65 41.19 11.76 58.84 00.00 00.00c kind of safe 29.42 29.42 17.65 11.76 35.30 47.07d very safe 35.30 11.76 47.07 23.54 58.84 35.30
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Question 4: How safe do you feel in the hallways?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa very unsafe, scared 00.00 05.88 00.00 29.42 00.00 00.00b kind of unsafe 17.65 29.42 11.76 35.30 05.88 23.54c kind of safe 47.07 41.19 17.65 29.42 64.72 35.30d very safe 17.65 17.65 47.07 05.88 23.54 23.54
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Gifted Children and Bullying 164
Question 5: How safe do you feel going to and from school, walking or taking the bus?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8
Boys Girls Boys Girls Boys Girls
a very unsafe, scared 00.00 05.88 00.00 00.00 00.00 00.00
b kind of unsafe 00.00 11.76 00.00 23.54 00.00 05.88
c kind of safe 23.54 29.42 11.76 35.30 29.42 29.42
d very safe 58.84 47.07 64.72 41.19 64.72 47.07
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Gifted Children and Bullying 165
APPENDIX G: Bullying Questionnaire Category 2 Calculated Results
Gifted Children and Bullying 166
Results: Bullying Questionnaire
Category Two: How Others Treat You
Question 1: How often do other students bully you by laying their hands on you (hit, kick, or
push you or hurt your body otherwise)?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa every day 05.88 00.00 05.88 23.54 00.00 00.00b once or twice a week 05.88 23.54 17.65 05.88 00.00 00.00c once or twice a month 05.88 00.00 11.76 11.76 00.00 11.76d once or twice a year 35.30 11.76 05.88 23.54 58.84 11.76e never 29.42 58.84 35.30 35.30 35.30 11.76
No Response 17.65 05.88 23.54 00.00 05.88 64.72
Question 2: How often do other students bully you by saying mean things to you, things which
hurt your feelings?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa every day 29.42 17.65 11.76 17.65 00.00 00.00b once or twice a week 17.65 00.00 05.88 41.19 05.88 05.88c once or twice a month 05.88 17.65 11.76 05.88 23.54 41.19d once or twice a year 05.88 11.76 29.42 35.30 47.07 23.54e never 23.54 52.96 17.65 00.00 17.65 11.76
No Response 17.65 00.00 23.54 00.00 05.88 17.65
Question 3: How often do other students bully you by spreading mean rumors about you?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa every day 00.00 05.88 05.88 11.76 00.00 00.00b once or twice a week 05.88 11.76 05.88 17.65 00.00 00.00c once or twice a month 11.76 11.76 11.76 17.65 11.76 00.00d once or twice a year 29.42 11.76 17.65 35.30 23.54 41.19e never 35.30 52.96 35.30 17.65 58.84 41.19
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Gifted Children and Bullying 167
Question 4: How often do other students bully you by leaving you out of their activities?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa every day 00.00 00.00 00.00 00.00 00.00 00.00b once or twice a week 23.54 05.88 17.65 11.76 05.88 23.54c once or twice a month 11.76 23.54 11.76 17.65 05.88 05.88d once or twice a year 11.76 11.76 05.88 11.76 11.76 29.42e never 35.30 52.96 41.19 58.84 70.61 23.54
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Gifted Children and Bullying 168
APPENDIX H: Bullying Questionnaire Category 3 Calculated Results
Gifted Children and Bullying 169
Results: Bullying Questionnaire
Category Three: What You Have Seen Or Heard
Question 1: How often have your seen another student bully others by laying their hands on them
(hit, kick, or push you or hurt your body otherwise)?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa every day 23.54 29.42 17.65 47.07 41.19 17.65b once or twice a week 29.42 17.65 29.42 05.88 41.19 35.30c once or twice a month 29.42 41.19 23.54 29.42 11.76 11.76d once or twice a year 00.00 05.88 00.00 11.76 00.00 11.76e never 00.00 00.00 05.88 05.88 00.00 05.88
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Question 2: How often have your seen another student bully others by saying mean things to
them, things which hurt their feelings?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa every day 35.30 64.72 35.30 58.84 58.84 52.96b once or twice a week 29.42 23.54 29.42 29.42 35.30 11.76c once or twice a month 17.65 05.88 05.88 05.88 00.00 11.76d once or twice a year 00.00 00.00 05.88 05.88 00.00 00.00e never 00.00 00.00 00.00 00.00 00.00 05.88
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Question 3: How often have your seen another student bully others by spreading mean rumors
about them?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa every day 11.76 11.76 17.65 35.30 17.65 17.65b once or twice a week 29.42 23.54 29.42 29.42 35.30 11.76c once or twice a month 17.65 47.07 17.65 23.54 29.42 47.07d once or twice a year 05.88 05.88 05.88 11.76 11.76 00.00e never 17.65 05.88 05.88 00.00 00.00 05.88
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Gifted Children and Bullying 170
Question 4: How often have your seen another student bully others by leaving them out of their
activities?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8Grade
8 Boys Girls Boys Girls Boys Girlsa every day 23.54 11.76 17.65 58.84 35.30 23.54b once or twice a week 35.30 29.42 29.42 11.76 29.42 17.65c once or twice a month 00.00 35.30 00.00 05.88 05.88 17.65d once or twice a year 05.88 11.76 05.88 05.88 17.65 23.54e never 17.65 05.88 23.54 17.65 05.88 00.00
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Gifted Children and Bullying 171
APPENDIX I: Bullying Questionnaire Category 4 Calculated Results
Gifted Children and Bullying 172
Results: Bullying Questionnaire
Category Four: How You Reacted
Question 1: What have you done when you have seen a student being hit, kicked, pushed,
punched or otherwise physically hurt in school or on the school bus?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa never seen another
student being bullied00.00 05.88 05.88 05.88 00.00 00.00
b walked away and ignored it
17.65 58.84 35.30 11.76 41.19 23.54
c stood and watched 35.30 11.76 11.76 35.30 23.54 35.30
d helped the person being bullied
23.54 17.65 17.65 35.30 29.42 17.65
e laughed 05.88 00.00 05.88 11.76 00.00 05.88
No Response 17.65 05.88 23.54 00.00 05.88 17.65
Question 2: What have you done when you heard a student being teased or called names in
school or on the school bus?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa never seen another
student being bullied00.00 05.88 00.00 00.00 00.00 05.88
b walked away and ignored it
41.19 41.19 23.54 11.76 35.30 23.54
c stood and watched 23.54 00.00 11.76 17.65 17.65 29.42
d helped the person being bullied
05.88 41.19 41.19 58.84 17.65 17.65
e laughed 11.76 05.88 00.00 11.76 23.54 05.88
No Response 11.76 05.88 00.00 11.76 23.54 05.88
Gifted Children and Bullying 173
APPENDIX J: Bullying Questionnaire Category 5 Calculated Results
Gifted Children and Bullying 174
Results: Bullying Questionnaire
Category Five: Gangs
Question 1: Do you know of students in your school who are members of a gang, or are
wanna-be’s?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa Yes 00.00 05.88 17.65 52.96 52.96 29.42b No 41.19 11.76 17.65 05.88 41.19 11.76
cwanna-be's, not members
23.54 23.54 29.42 29.42 00.00 35.30
d no gangs, just 'cliques' 17.65 23.54 11.76 11.76 00.00 05.88 No Response 17.65 35.30 23.54 00.00 05.88 17.65
Question 2: How much of a problem do you think gangs are in your school?
Grade 6 Grade 6 Grade 7 Grade 7 Grade 8 Grade 8 Boys Girls Boys Girls Boys Girlsa a huge problem 05.88 00.00 05.88 23.54 05.88 11.76b a big problem 11.76 17.65 00.00 23.54 29.42 05.88c somewhat of a problem 41.19 35.30 29.42 35.30 41.19 58.84d no problem at all 23.54 11.76 41.19 17.65 17.65 05.88
No Response 17.65 35.30 23.54 00.00 05.88 17.65
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