Identity-Based Bullying: Listening to Young People

All young people should be able to feel safe, included and respected in their classrooms and schools. Unfortunately, many do not. A recent study of high school students found that nearly four in ten students experienced identity-based bullying or bullying related to an aspect of their identity such as race, religion, sexual orientation, gender identity or physical appearance.  

How can we listen and learn from young people about what they think, feel and need to have a sense of belonging in their schools and communities? 

In schools, we tend to label most or all mean and harmful behavior as bullying. However, it is important to make the distinction between bullying and other mean behavior. Bullying is “repeated actions or threats of action directed toward a person by one or more people who have (or are perceived to have) more power or status than their target in order to cause fear, distress or harm. For elementary-age children, bullying is defined as, “when a person or a group behaves in ways—on purpose and over and over—that make someone feel hurt, afraid or embarrassed.”   There are three aspects of bullying that make it distinct:

1. Repeated: The behaviors are repeated or are likely to be repeated.

2. Power: There is a power imbalance between the aggressor and the target (e.g., physical size, social groups, majority identity groups in  school). 

3. Harm: The intent of the behavior is to cause harm.to the target(s).   

Bullying can be physical, verbal, psychological or any combination of these three. Bullying behaviors can include name-calling, obscene gesturing, malicious or hateful teasing, rumors, slander, social exclusion, damaging a person’s belongings, threats and physical violence.

Much of the bullying we see take place in schools is identity-based or bias-based bullying. Identity-based bullying is any form of bullying related to the characteristics considered unique to a person’s identity, such as their race, ethnicity, religion, disability, sexual orientation or physical appearance. 

Because identity-based bullying targets who the student is—a core part of their identity—it can be especially harmful. It can cause you to internalize negative messages about that part of your identity and impact your self-esteem in lasting ways. 

In addition, identity-based bullying impacts not only the targeted student but everyone else around them who identifies in the same way (i.e., same race, religion, sexual orientation, etc.) and who worries that they may be the next target. Also, identity-based bullying creates a classroom or school culture where it becomes acceptable or normalized to target someone based on their identity, which in turn creates a sense of fear about what individuals or identity groups will be the next target. 

As mentioned above, a study of high school youth found that 38% of young people experienced identity-based bullying or bullying related to an aspect of their identity such as race, religion, sexual orientation, gender identity or physical appearance. Among the respondents, race and ethnicity-based bullying were the most common forms of identity-based bullying. The highest rates of experiencing and perpetrating identity-based bullying were demonstrated by youth with multiple marginalized or stigmatized identities. Specifically, gender diverse Black and Latin American youth reported the highest rates of experiencing and perpetuating identity-based bullying. The impact of this bullying was linked to worse physical and mental health and violence outcomes, including neglected medical care, suicidal thoughts and sexual assault.

In 2023, HRC, in partnership with the University of Connecticut, conducted a nationwide study about the experiences of LGBTQ+ youth, ages 13-18. They found that almost half (46.1%) of LGBQ+ youth and 53% of transgender and gender expansive youth reported feeling unsafe in at least one school setting. More than half (52%) of LGBTQ+ youth reported they were victimized at school at least once in the past year because of their LGBTQ+ identity.Only one in five (22%) LGBTQ+ youth ever told a teacher or staff member about bullying they experienced in school. We know that in general, students are reluctant to report bullying to a trusted adult and that reluctance increases with age.

Related to research on identity-based bullying, recent data from the Department of Justice/FBI about hate crimes in schools is important to examine. While hate crimes (criminal acts against a person or property because of the actual or perceived race, color, religion, national origin, ethnicity, sex, gender, gender identity or expression, sexual orientation, or disability of another person or group) are not the same as acts of bias or identity-based bullying, those hate crimes taking place in schools suggests a school culture where bias and hate is becoming normalized. Over a five-year period (from 2018-2022), the number of hate crimes in K-12 schools has more than than doubled, from 392 in 2018 to 890 in 2022. Further, the data looked at specific targeted identity groups and found that anti-Black hate crimes has more than doubled, anti-LGBTQ+ hate crimes has more than doubled and antisemtic hate crimes also increased over this time period.

All of this data may be concerning, and possibly even alarming, to those who have young people in their lives. Listening to what young people say about bias and identity-based bullying can help to propel that concern into action.   

ADL Education and the Human Rights Campaign/Welcoming Schools teamed up to create a video about identity-based bullying that centered youth voices. The video features five young people between the ages of 12 and 18 from across the country who discuss their experiences with bias, bullying and identity-based bullying in school. The young people belong to multiple identity groups (Jewish, Black, Caribbean, transgender, queer, people with disabilities, etc.) that have been historically marginalized.  

Together, watch the 9-minute video, Centering Youth Voices: Addressing Identity-Based Bullying, and then engage in a conversation by using some or all of the following questions:

• What thoughts and feelings came to mind as you watched the video?

• What are examples of the bias or identity-based bullying that the students faced? How did it impact them?

• Could you relate to any of the stories or experiences that the young people shared? If so, how?

• What are some of the students’ ideas for addressing bias and identity-based bullying in school? Do you think those ideas will be effective?

• What was your biggest takeaway from watching the video? 

• What was the most memorable, impactful or important phrase, statement, story or experience you heard? What impact did that have on you?

There are many ways that individuals and schools can address and confront identity-based bullying. They can act as an ally to those targeted, speak out against bias and take actions to address bias, inequity and harm. Actions can include enacting and enforcing school policies on bullying, harassment and discrimination, encouraging reporting, and being more approachable. In addition, when bias incidents happen, it is critical to take the time to address the incident holistically, which should include protecting targeted students, discussing the issue as a community, and focusing on healing and ongoing education. Engaging in an ongoing plan to teach about bias and hate as a regular part of the curriculum will make a difference. 

It is very important to help all members of the school community learn how to engage in ally behavior when faced with or witnessing bias and bullying. Allyship can be as simple as encouraging others to reach out to someone targeted by sending them a supportive text message or saying hello to them. Young people and others can also learn how to safely stand up and tell aggressors to stop by challenging biased and offensive words. In addition, reporting the behavior to a trusted adult and actively not participating are effective ways to act as an ally. Acting as an ally helps support the target and also helps the person engaging in allyship feel like they can make a difference.   

Age 

9 and up

Questions to Start the Conversation