The standard bullying definition used by the CDC and StopBullying.gov describes bullying as unwanted, aggressive behavior among school-aged children that involves a real or perceived imbalance of power and is repeated, or highly likely to be repeated, over time. Bullying can cause physical, emotional, social, or educational harm. For students with disabilities, bullying is not only a safety issue. It can also become a civil rights issue under Section 504 and the ADA, and it can interfere with a student's right to a free appropriate public education (FAPE).
How to define bullying: the three key parts
Not every conflict between kids is bullying. A one-time argument between two friends of equal standing is usually not bullying, even if it is hurtful. To define bullying, experts look for three features:
- Unwanted and aggressive behavior. The student on the receiving end does not want it, and the behavior is meant to hurt, scare, embarrass, or control.
- A power imbalance. The child who bullies uses some kind of power, such as physical strength, popularity, access to embarrassing information, or being part of a group, to control or harm someone else. A disability can make a child seem like an easier target, which is itself a power imbalance.
- Repetition. The behavior happens more than once, or there is a real chance it will happen again.
The CDC's uniform definition also notes that bullying happens between youth who are not siblings or current dating partners. Harm between siblings or in dating relationships is serious too, but it is handled under other definitions.
Types of bullying
Bullying can take many forms, and a student may face more than one at the same time.
- Physical bullying: hitting, kicking, pushing, tripping, spitting, or taking or breaking someone's belongings.
- Verbal bullying: name-calling, teasing, insults, threats, and mocking how a child talks, moves, or learns. Using slurs like the r-word is a common example aimed at students with disabilities.
- Social or relational bullying: leaving someone out on purpose, spreading rumors, telling others not to be friends with a child, or embarrassing someone in public.
- Cyberbullying: bullying that happens through phones, computers, and other devices, such as text messages, social media posts, group chats, online games, or sharing private photos or videos.
What makes cyberbullying different
Cyberbullying can happen at any hour, can reach a large audience quickly, and can be hard to erase. It is sometimes anonymous. Even when it happens off campus, schools may need to respond if it affects a student's ability to learn or feel safe at school. Many state anti-bullying laws and school policies specifically cover electronic communication.
School bullying: why it is a significant problem
School bullying is not a normal part of growing up. It is a real problem with lasting effects on the victim, the student who bullies and the students who watch it happen. Research on bullying in school links it to lower grades, school avoidance and mental health problems such as anxiety and depression. Understanding the context matters: bullying is often hidden from adults, happens in hallways, buses, lunchrooms and online, and a single incident can be part of a longer pattern.
Bullying behavior can look different by age and gender. Boys are more often involved in physical bullying, while girls more often experience relational bullying, such as being left out or targeted by rumors – but any child can bully or be bullied. The key aspect is that the student who bullies acts intentionally and uses some kind of power, whether physical strength, popularity or knowledge of another student's weakness. Name-calling, taunts about how a child talks, walks or learns, and mocking a disability are all common forms.
A good bullying prevention strategy is school-wide. It combines clear rules, adult supervision, a simple way for students to report incidents, consequences that are applied consistently, and positive behavior supports (see PBIS). Classroom management that builds respect and teaches social skills helps every individual student, including those who are most at risk.
Why students with disabilities are bullied more often
Research consistently finds that students with disabilities are more likely to be bullied than their peers without disabilities. The reasons vary from child to child, but common factors include:
- Visible differences in how a child moves, speaks, or looks, or the use of equipment such as a wheelchair or a communication device.
- Difficulty reading social cues, which is common in autism, and can make it harder to spot teasing or respond to it.
- Communication challenges that make it hard for a child to tell an adult what happened.
- Fewer close friendships, which leaves a child more isolated and less protected by peers.
- Impulsive or unusual behaviors, for example with ADHD, that other students may provoke on purpose.
- Being in separate classes or programs, which can make a child stand out.
Warning signs that a child may be bullied include unexplained injuries, lost or damaged belongings, not wanting to go to school, falling grades, trouble sleeping, stomachaches or headaches, and new anxiety or anger. Children with limited speech may show distress only through changes in behavior.
Disability harassment under Section 504 and the ADA
Disability harassment is bullying or harassing conduct that is based on a student's disability. It is a form of discrimination prohibited by Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act. The U.S. Department of Education's Office for Civil Rights (OCR) enforces these laws in public schools.
According to OCR guidance, when disability-based harassment is serious enough to create a hostile environment, and school staff knew or reasonably should have known about it, the school must act. That means taking prompt and effective steps to stop the harassment, prevent it from happening again, and address its effects on the student. Simply disciplining the student who bullies may not be enough if the harassment continues.
How bullying can deny FAPE
Federal guidance goes a step further for students who receive special education or Section 504 services.
- In a 2013 Dear Colleague Letter, the Office of Special Education and Rehabilitative Services (OSERS) explained that bullying of a student with a disability that results in the student not receiving meaningful educational benefit is a denial of FAPE under the IDEA. The school must remedy it.
- In a 2014 Dear Colleague Letter, OCR explained that bullying of a student with a disability on any basis, not only disability, can deny FAPE under Section 504. When a school learns of bullying, it should check whether the student's needs have changed and whether the IEP or 504 team needs to meet.
Signs that bullying is affecting FAPE include a sudden drop in grades, more absences, new behavior problems, emotional outbursts, or refusing to go to school. The team may need to add counseling, social skills instruction, a safety plan, supervision during high-risk times like lunch or passing periods, or other supports. The guidance also warns that moving the bullied student to a more restrictive setting, instead of addressing the bullying, can raise concerns about FAPE and the least restrictive environment.
Sometimes a student with a disability is the one doing the bullying. In that case, the IEP team should look at whether the behavior is related to the disability and whether the student needs a functional behavior assessment or a behavior intervention plan.
What parents can do
- Document everything. Write down dates, times, places, what happened, who was involved, and who saw it. Save screenshots of texts, posts, and messages. Keep photos of injuries or damaged items.
- Report it in writing. Tell the teacher and principal, and send an email or letter so there is a record. Ask for a copy of the school's anti-bullying policy and ask how the school will investigate. Every state has anti-bullying laws or policies, and most schools have a formal reporting process.
- Name the disability connection. If you believe the bullying is related to your child's disability, say so clearly. This can trigger the school's duties under Section 504 and the ADA.
- Request an IEP or 504 meeting. Ask the team to review how the bullying is affecting your child's learning, behavior, and emotional health, and to add supports or services if needed.
- Teach and practice self-advocacy. Help your child learn simple ways to tell a trusted adult what happened. Building self-advocacy skills can make reporting easier.
- Use your options if the school does not respond. You can file a complaint with OCR, generally within 180 days of the last act of discrimination. You may also use the IDEA procedural safeguards, such as a state complaint or a due process hearing, if the bullying is denying FAPE. If your child is in danger or a crime may have happened, contact law enforcement.
Schoolwide programs such as PBIS can help prevent bullying by setting clear expectations, teaching respect, and training adults to step in early.
Frequently asked questions about bullying
What is the simple definition of bullying?
Bullying is when someone repeatedly and on purpose hurts, threatens, or embarrasses another person who has a hard time defending themselves. It can be physical, verbal, social, or online.
What are the four types of bullying?
The four types most often named are physical bullying (hitting, pushing, damaging belongings), verbal bullying (name-calling, taunts, threats), social or relational bullying (exclusion, rumors, embarrassing someone in public) and cyberbullying (bullying through phones, social media, games or messages).
What is the difference between bullying and disability harassment?
Bullying describes the behavior. Disability harassment is a legal term for harassing conduct based on disability. When disability harassment creates a hostile environment at school, it can violate Section 504 and the ADA, and the school must respond.
Is cyberbullying the school's responsibility?
It can be. Many state laws and school policies cover cyberbullying, especially when it uses school devices or networks or disrupts a student's education. Federal civil rights duties can also apply when online harassment creates a hostile environment at school.
Can bullying be addressed in an IEP?
Yes. If bullying affects your child's learning or behavior, the IEP team can add goals, services, and supports, such as counseling, social skills instruction, a safety plan, or extra supervision. Federal guidance says schools should convene the team when bullying may be affecting FAPE.
Where do I file a complaint about disability-based bullying?
Start with the school and district. If the problem is not resolved, you can file a complaint with the Office for Civil Rights, generally within 180 days, or use IDEA dispute options like a state complaint or due process.
