Beyond the Playground: Trauma-Informed Responses to School Bullying
Not that long ago, a student would know who their bully was, and the bullying usually did not leave the school grounds; yet now bullies can hide behind anonymity and reach across the entire world. Bullying in schools is more than a rite of passage; it is a pervasive social and psychological threat that undermines a student’s sense of connection, safety, and learning capacity. Whether it takes the form of direct aggression, relational exclusion, or the increasingly common cyber-harassment, students who experience bullying often carry scars that can last a lifetime.
For mental health professionals, peer victimization and school-based violence present urgent clinical concerns, as students may come to child therapy with not only behavioral symptoms and/or general anxiety, but also with trauma responses triggered by repeated peer aggression. Recognizing this, we must move beyond simple disciplinary models in schools and adopt trauma-informed care that addresses the emotional, developmental, and relational ripple effects of bullying.
Why Bullying Matters
From a clinical perspective, bullying often presents through a range of behavioral and emotional symptoms, including physical complaints (stomachaches, headaches), depressive symptoms, persistent anxiety, avoidant or oppositional behavior at school, heightened vigilance, and sometimes even symptoms that can resemble post-traumatic stress (Ossa et al., 2019). Because bullying is often ongoing and within a relational context, it can erode a student’s sense of belonging and safety, and their ability to trust peers and adults.
Further, children and adolescents who are victimized at school may exhibit disengagement, academic decline, or school avoidance. These may be misdiagnosed as “just another behavior problem,” rather than the result of chronic relational harm (Juvonen et al., 2002). Child therapists, then, need to understand that bullying is not just a school discipline concern, but a therapeutic one that requires assessment and intervention to bridge the school and clinical contexts (Boske & Osanloo, 2015).
Understanding Cyberbullying
In today’s digital world, bullying no longer stops at the schoolyard; it often follows students home through social media, messaging apps, and online games. Cyberbullying can take the form of mean or threatening messages, exclusion from online groups, spreading rumors, or sharing embarrassing images or videos. Because technology allows bullying to occur 24/7, children and adolescents can feel trapped and constantly unsafe, even in the privacy of their own homes. Unlike traditional bullying, cyberbullying can feel relentless, anonymous, and permanent, which can intensify feelings of helplessness, anxiety, and isolation (Juvonen & Gross, 2008).
Impact of Bullying on Student Well-Being
Two of the more influential researchers in the study of school bullying are Jaana Juvonen and Sandra Graham, both from the University of California, Los Angeles (UCLA). Their work, drawing on longitudinal studies of middle school students, highlights several critical patterns. First, victims of bullying consistently demonstrate lower academic engagement and lower grades. For instance, their research found that a one-point increase on a four-point bullying scale corresponded to a 1.5-point drop in the grade point average (GPA) within a core subject (Juvonen & Graham, 2014). Second, their research distinguishes between victims, bullies, and bully-victims - those who both perpetrate and experience bullying.
The bully-victims consistently exhibit the most negative outcomes, including heightened psychological distress, more frequent conduct problems, and greater overall social and emotional challenges (Juvonen & Graham, 2014). Also, school context and peer norms play a critical role in bullying dynamics. Students who witness bullying, or who are within environments where there is a toleration, or even admiration, of aggressive behavior, face a significantly higher risk of victimization. These patterns carry significant implications for therapists: when working with young clients, it is essential to assess any history of peer victimization, examine peer-related risk factors, and consider the overall school environment as part of the case formulation.
Trauma-Informed Framework
Adopting a trauma-informed framework involves embracing core principles such as trustworthiness, empowerment, cultural humility, safety, and choice. In the context of bullying, trustworthiness and transparency involve clearly explaining how therapy will proceed, how confidentiality interacts with school concerns, and what support might look like (Kisiel et al., 2021). Empowerment focuses on developing coping and relational skills, such as assertiveness, self-compassion, seeking peer support, and responding as active managers of their own well-being and safety (Bussey & Wise, 2007). Cultural humility requires recognizing that peer dynamics, forms of bullying, and responses can vary widely across racial, ethnic, gender, cultural, and socioeconomic groups (Kisiel et al., 2021).
Safety can be supported by helping students develop a plan for where and with whom they feel most secure and comfortable at school, ideally in partnership with the school’s staff (Renick et al., 2025). Choice and collaboration mean giving students agency in how they process their experiences, whether through expressive exercises, narrative work, or peer support groups, rather than imposing a “one size fits all” approach (Bussey & Wise, 2007). Clinically, trauma-informed approaches may include cognitive-behavioral therapy (CBT) for social anxiety or peer-victimization concerns, trauma-focused cognitive-behavioral therapy (TF-CBT) for deeper trauma symptoms, somatic regulation techniques like grounding or mindfulness for hypervigilance, and group-based social skills or restorative justice interventions to repair relational trust and foster peer support (Kisiel et al., 2021).
Practical Assessment and Treatment
Early assessment by both parents and child therapists should begin with direct, but gentle, screening questions, such as, “Are there any places at school you try to avoid because of how others treat you or how being there makes you feel?” or “In the past month, have other students teased, hurt, or left you out on purpose?” Questions about cyberbullying should also be included, as digital or online harassment can be just as harmful as in-person aggression (Goldblum et al., 2015). When possible, it is helpful to gather collateral information from school staff and faculty, and continue to be alert to key risk indicators, including self-harm, chronic absenteeism, academic decline, unexplained physical complaints, and suicidal thoughts (Kisiel et al., 2021). If the parents do not wish to gather this information themselves, therapists/clinicians can often do so with proper consent.
In the short term, stabilization is the priority. Helping a student create a personalized safety plan – identifying trusted adults at the school, designated safe spaces, and supportive peers – can help the student to reestablish a sense of control, stability, and emotional security (Yu et al., 2023). Teaching students about bullying and its emotional impact can help them feel less self-blame and understand that their reactions are normal (Goldblum et al., 2015). Also, clinicians can collaborate with school personnel to ensure adequate adult supervision, consistent monitoring, and a reliable response protocol for reported incidents (Kisiel et al., 2021).
Long-term work should focus on building relational and emotional regulation skills. This may include fostering self-compassion and shame resilience, assertiveness and social skills training, and conducting family sessions to strengthen communication and create a place that is safe place for discussing peer victimization. Working with school administrators can also help improve the overall peer environment by promoting bystander awareness and implementing restorative practices (Waasdorp et al., 2022). For parents, it is vital to maintain open communication with their child(ren), listen without judgment, and validate their child(ren) 's feelings (Deli et al., 2024; Meter et al., 2021). Parents can also advocate for their child’s safety at school, collaborate with teachers and counseling staff, and reinforce self-esteem and coping skills at home. Finally, therapists/clinicians can guide both parents and school staff in responding to disclosures of bullying with trauma-informed consistency and sensitivity, ensuring the child(ren) feels heard, protected, and supported on all fronts (Kisiel et al., 2021).
Providing Effective Support for Victims of Cyberbullying
Parents often serve as the first line of support when their child faces cyberbullying, playing a crucial role in guiding them to respond to online aggression safely. A good starting point is to encourage open, calm, and honest conversations about online experiences, discussing who they interact with and how those interactions affect them, without judgment or immediate punishment (Elsaesser et al., 2017; Grunin et al., 2021). Parents should balance supervision with trust, giving the child(ren) guidance on safe online behaviors, while reinforcing that the child(ren) can come to them without fear of overreaction or blame.
Just as with in-person bullying, trauma-informed support is essential in cyberbullying. Parents should validate their child(ren)’s feelings, provide coping strategies for emotional distress (if the parent knows how), and collaborate with schools and therapists to reduce the long-term impact of cyberbullying and help the student(s) feel empowered again (Elsaesser et al., 2017; Grunin et al., 2021). Trauma-informed therapy can further support the child(ren) by helping them process their experiences, build resilience, and develop healthy coping skills for both in-person and online interactions.
Working with Schools and Systems
Individual child therapy is necessary, but not sufficient. Bullying does not occur in isolation; it is deeply rooted within relational systems such as peer networks, the classroom, and the broader school climate. Clinicians can partner with school staff and faculty by sharing aggregate data (non-identifying) on student trauma systems, consulting on training for staff and faculty in recognizing and responding to peer victimization (Rishel et al., 2019; Sharkey et al., 2024).
Research has shown that peer norms and adult response matter: if peers perceive bullying as tolerated or “cool,” interventions focused only on individual students will fall short (Juvonen & Graham, 2014; Juvonen et al., 2002). Multi-tiered systems of support (MTSS) frameworks can integrate prevention by teaching class-wide relational skills, provide targeted interventions for at-risk students, and offer intensive, trauma-informed therapy for students who have experienced victimization (Hollingsworth, 2019; Nitz et al., 2023; Robinson et al., 2023).
Systemic Collaboration and School Partnerships to Combat Bullying
Schools must prioritize comprehensive approaches to student well-being by incorporating trauma-informed training for all staff, implementing routine screening for peer victimization, funding evidence-based peer relations programs, and expanding anti-bullying policies beyond zero-tolerance to focus on relational skill-building, bystander empowerment, and restorative practices. Such strategies recognize that bullying is not simply a matter of rule-breaking, but a systemic issue that affects students’ emotional, social, and academic development.
Clinicians can play a pivotal role as liaisons and consultants to school systems, providing expertise in identifying trauma responses, designing interventions, and training staff to recognize and respond effectively to peer victimization. They can also advise on multi-tiered systems of support, helping schools implement prevention programs for all students, targeted interventions for those at risk, and intensive trauma-informed services for victims. By collaborating with educators and administrators, clinicians help shift the school culture toward one that views bullying through a mental health and educational equity lens, ensuring that policies and practices promote safety, resilience, and positive peer relationships across the entire student body.
Conclusion
Bullying is not a “phase” or a childhood “rite of passage.” It is a relational trauma with measurable impacts on academic achievement, mental health, and the long-term well-being of young people. Research clearly shows that peer victimization has significant psychological, social, and academic effects on students who experience it. What remains is for schools, clinicians, and entire systems to respond through trauma-informed frameworks - ensuring that every child who experiences bullying receives not superficial assistance or punitive measures, but compassionate, relational, and healing-centered care. At Anchor Psychotherapy, this commitment to trauma-informed, child-centered support guides every session. The call to action is clear: it is time to bridge the gap between research and practice, between the schoolyard and the therapy room, and build environments where every student can feel seen, supported, and safe.
Healing After School Bullying with Child Therapy in New York, NY
If your child is struggling to cope after experiencing bullying, compassionate child therapy in New York, NY can help them heal and regain a sense of safety. Through trauma-informed care, children learn to rebuild confidence and strengthen emotional resilience. Connect with Anchor Psychotherapy today to support your child’s recovery and well-being. Follow these three simple steps to get started:
Take the first step toward peace by scheduling your child’s therapy session for school bullying.
Connect with a compassionate child therapist at Anchor Psychotherapy.
Begin healing emotional wounds and restoring your child’s confidence!
Additional Services Offered at Anchor Psychotherapy
At Anchor Psychotherapy, my work extends beyond child therapy for school bullying to support the diverse emotional and relational needs of children, teens, adults, and families. I offer trauma-informed care, EMDR, AF-EMDR, and Internal Family Systems (IFS) therapy, as well as LGBTQ+ affirming support. Additional specialties include co-parenting and family reunification, guidance for those healing from intimate partner violence or coercive control, and focused services such as binge eating therapy, bariatric evaluations, expert testimony, and EMDR consultation. Visit the blog for insights, strategies, and reflections to help foster resilience, connection, and lasting emotional well-being.
About the Author
Bren M. Chasse, LMFT, is a licensed marriage and family therapist and the founder of Anchor Psychotherapy in New York, NY. She works with children, teens, and families experiencing the lasting emotional effects of school bullying, trauma, and relational stress. Bren is certified in EMDR and trained in Attachment-Focused EMDR (AF-EMDR), and she integrates these methods with Internal Family Systems (IFS) therapy to help clients process difficult experiences, strengthen emotional regulation, and restore a sense of safety and connection.
In addition to her work with children and adolescents, Bren supports adults, couples, and families navigating complex trauma, identity exploration, and relationship challenges. With a warm, trauma-informed approach, she helps clients heal from past wounds, build resilience, and create meaningful, supportive relationships within their homes, schools, and communities.
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