As schools draw to the end of the year, child psychologist Mpho Seakamela shares the effects, causes, and steps to be taken to reduce bullying in schools and the community. She described bullying as having profound psychological effects on children.
“In the short term, children may experience anxiety and hypervigilance, fear, persistent sadness or hopelessness, irritability, difficulty concentrating, sleep disturbances, stomachaches, headaches, and a decline in school performance.
“Social withdrawal and low self-esteem are also common. In the long term, the effects can be more persistent and severe. Children who are bullied may develop chronic anxiety, depression, or post-traumatic stress symptoms,” she explained.
Seakamela mentioned that children who have been bullied might struggle with forming healthy relationships, experience low self-confidence, or have persistent feelings of shame and worthlessness.
She said some may even develop social phobias or engage in self-harm. The psychological scars can last well into adulthood if the bullying is not addressed early.
“A child may become a bully or a victim due to a range of individual, family, school, and social factors. For bullies, exposure to aggression at home, harsh and inconsistent discipline, lack of empathy, low parental involvement, modelling of aggressive behaviour by adults, low frustration tolerance, peer pressure, a desire for control or popularity, and dominance can all contribute to bullying behaviour.
“Underlying mental health challenges such as conduct or oppositional behaviours, can also play a role. Social norms that may equate toughness with respect may be a contributing factor,” she explained.
“For victims, children who are isolated socially, who have limited social support, who have low self-esteem, appear anxious or sensitive, or struggle with social skills are more vulnerable. Disabilities, learning differences, or being perceived as ‘different’ can also increase the risk.”
Seakamela highlighted that additional factors may include the normalisation of violence in some communities, cultural expectations around masculinity, early phone access without parental supervision (which may intensify cyberbullying), socioeconomic pressures, and school overcrowding with limited teacher supervision.
She urged parents to note that bullying is a relational problem. The school environment influences the aggressor, the victim, peer dynamics, and the family context.
“Parents and schools can provide solid support when working as a team by communicating openly. Parents and teachers should share observations, incidents, and concerns about the child. Both should create a joint action plan that aligns approaches at home and school for managing bullying and supporting and empowering the child.
“Parents are encouraged to listen to their child without judgement, document incidents, and contact the school to report the issue calmly, while schools should respond promptly, have clear policies, increase supervision, and support the child emotionally,” she added.
“Progress must be monitored by tracking social, emotional, and academic changes. A united approach ensures the child feels safe and supported across all environments.”
Mpho Seakamela talks about bullying. Photo: Mpho Seakamela
Because children often do not directly report bullying, it is important to recognise behavioural, emotional, and physical signs:
• Sudden withdrawal from friends, siblings, or activities
• Avoiding school or frequently asking to stay at home (a common red flag in cases of school- or transport-based bullying)
• Frequent unexplained injuries, bruises, or damaged belongings
• Frequent complaints of physical symptoms like stomachaches, headaches, or other somatic complaints without a medical cause
• Sudden drop in academic performance, reduced concentration, or incomplete homework
• Increased anxiety or fear specifically linked to school, certain learners, or break-time/after-school periods
• Avoidance of certain places or situations (toilets, playgrounds, corridors, or bus rides)
• Lost or damaged belongings (common in bullying involving extortion or robbery)
• Low self-esteem with increased negative self-talk (“I am not good enough” or “I am stupid”)
• Changes in eating or sleeping patterns
Seakamela cited the following as effective interventions:• Individual psychotherapy: Helps children understand and process their experiences, address anxiety, manage negative self-perceptions, and develop healthier coping strategies.
• Group therapy: May be helpful as it provides a space where children can meet with others with similar experiences, share feelings, and practice social skills in a supportive environment.
• Parental guidance: Assisting parents and/or caregivers reinforce therapeutic processes at home (coping strategies, behaviour modification, providing emotional containment, monitoring emotional and behavioural changes)
• Restorative practices: Facilitated conversations between the child and peers (if safe) to repair relationships and promote understanding
• Early intervention is crucial to prevent long-term psychological effects.
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