 Previous Researches 

 
Bullying and depression has been around for a very long time, it affected many lives in the
whole world. In the long run, many studies have been conducted and the following are their
findings. Brunstein Klomek A, et.al (2007) assessed the association between bullying behavior
and depression, suicidal ideation, and suicide attempts among adolescents. It shows ta self-report
survey by 9th to 12th-grade students of 6 New York State High School from years 2002-2004.
Roughly 9% of the sample reported being victimized frequently, and 13% reported bullying
others frequently. Regular exposure to victimization or bullying others was related to high risks
of depression, ideation, and suicide attempts compared to adolescent that is not victimized. Being
seldomly involve in bullying behavior is also related to increased risk of depression and
suicidality, especially girls. Findings suggests that adolescents who are both victims and bullies
are the most troubled. Bullying activity was linked to psychopathology both in and out of the
classroom. Exploitation and tormenting are potential danger factors for young adult’s sadness
and suicidality. In assessments of understudies engaged with harassing conduct, it is essential to
survey melancholy and suicidality.

Carlyle KE, Steinmen KJ (2007) argues that regardless of a huge writing on harassing, not
many investigations all the while inspect various components of the wonder or consider how
they differ by segment qualities. Accordingly, research discoveries in this space have been
conflicting. This article centers around 2 components of harassing practices - animosity and
exploitation - and inspects segment variety in their predominance, co-event, and relationship
with other wellbeing results. School-based overviews were regulated to an evaluation of sixth
twelfth graders in 16 school regions across a huge metropolitan region in the United States.
Both measurements of bullying tended to be more common among more youthful, male, African
American and Local American understudies. There were, be that as it may, a few exemptions as
well as significant variety within the size of statistic contrasts. Most youth included with bullying
were either culprits or casualties, but not both. For illustration, as it were 7.4% of all youths were
classified as bully/victims. Substance utilization was more strongly related to hostility,
while depressive influence was more unequivocally related to victimization.

Wienke Totura CM, et.al (2009) explains that social, behavioral, and academic correlates
shows a consensus between student self-report and instructor ratings of bullying and
victimization in this review. Surveys of peer relationships and psychosocial transition were
conducted by middle school students and teachers. Psychometric agreement on
bullying/victimization and change among groups (bullies, victims, bully/victims, and
uninvolved) defined by raters were investigated using analyses of variance and logistic
regressions (student self-report only, teacher-report only, concordant reports, and controversial
reports). The most psychosocial and academic problems were found in the concordant and
controversial classes. Teacher reports of bullying and victimization interacted with pupil
academic disabilities and moodiness, with consensus between teacher and student self-reports of
bullying being stronger at higher levels of learning challenges and agreement for victimization
being smaller at higher levels of moodiness. The findings point to biases in evaluators
perceptions of student conduct and reinforce the need for many evaluators of student
performance.