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Bullying against Asian American and Pacific Islander youth in California remains a significant issue, affecting nearly 1 in 5 ninth and 11th graders, slightly higher than the statewide average for all students.
However, a crucial aspect of the problem is being overlooked by grouping all Asian American students together. By failing to differentiate between ethnic subgroups, we are missing out on identifying which groups are most vulnerable to bullying. This hinders our ability to effectively address the issue.
Analyzing disaggregated data from the California Healthy Kids Survey spanning from 2015 to 2021 revealed troubling trends within the state’s 10 Asian American and Pacific Islander subgroups. Alarmingly, nearly 1 in 3 Cambodian students in ninth and 11th grades reported being bullied based on their identity, surpassing the overall rate for Asian American and Pacific Islander students. Similarly, Hmong, Native Hawaiian and Pacific Islander, and Laotian youth also experienced higher rates of bullying. These elevated risks would go unnoticed if these groups were combined into a single category.
Another concerning trend observed was a rebound in bullying rates for these ethnic groups between 2019 and 2021, often exceeding pre-pandemic levels. This resurgence poses a significant challenge as it could worsen the educational impacts of the pandemic, leading to decreased academic achievement, increased absences, and diminished mental health.
On a positive note, the data revealed that supportive adults and strong school connections were associated with lower bullying rates. Additionally, certain school districts offered resources tailored specifically for Asian American and Pacific Islander students and their families. For instance, the San Francisco Unified School District’s Asian American and Pacific Islander Resource Guide addresses anti-Asian racism and provides educational materials that celebrate the experiences and contributions of these communities.
Based on our findings, we recommend two key strategies for schools and districts to address bullying:
Firstly, schools serving Hmong, Laotian, Cambodian, Native Hawaiian, and Pacific Islander students must investigate the specific challenges faced by these groups. Tailored anti-bullying resources, including culturally and linguistically appropriate materials and outreach strategies, should be provided to support these students and their families.
Secondly, schools should focus on creating inclusive and welcoming environments that foster strong connections between students and supportive adults. Improving the school climate benefits not only Asian American students but all students.
Schools are encouraged to evaluate existing programs like Positive Behavioral Interventions and Supports and curricula supporting social and emotional well-being to enhance teacher-student connections. Identifying areas for improvement within these programs and intentionally building more positive connections for Asian American and Pacific Islander students are crucial steps towards creating a more inclusive and supportive school environment.
By dismantling monolithic assumptions about Asian American and Pacific Islander youth, delving deeper into subgroup data, and strengthening meaningful connections with students, schools can work towards ensuring that bullying is not the norm. This approach will also help recognize the diversity and humanity of these young individuals across the state.
Kevin Gee, Ed.D., is an associate professor at the UC Davis School of Education and a faculty research affiliate with the UC Davis Center for Poverty Research. North Cooc, Ed.D., is an associate professor of special education at the University of Texas at Austin.
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