Key findings:
- Nearly 30% of asked adolescents report being bullied at school, with girls experiencing higher rates than boys.
- Schools remain central to both bullying incidents and potential solutions, though young people report limited action when incidents are reported.
- Findings from Britain’s most diverse adolescent study offer insights for urban areas nationwide.
The Born in Bradford Age of Wonder study surveyed over 8,400 secondary school pupils aged 12-15, providing a window into the experiences of young people in modern urban Britain.
The research reveals that 29% of teenagers had been bullied at school in recent months, while 14% experienced online bullying. Girls reported higher rates of in-person bullying (32%) compared to boys (26%).
For girls, appearance is closely linked to peer acceptance. A 13-year-old South Asian British girl said that if she didn’t follow expectations around dress, hairstyles and make-up:
You get the looks. And then within the looks you might get bullied.
Louise Arseneault, professor of Developmental Psychology from King’s College, comments:
This study offers a timely reminder that bullying remains a significant part of many young people’s lives, with in‑person experiences occurring more frequently than their online counterparts, perhaps contrary to common assumptions about the digital risk.
The findings also highlight that the relationship between race or ethnicity and bullying victimisation is far more nuanced than previously understood, pointing to the need for more careful, context‑sensitive research rather than broad generalisations.
What stands out most vividly from the qualitative accounts is the central importance of ‘fitting in’: the deep desire among young people to feel accepted by their peers, and the extent to which these shapes their vulnerability to, and experience of, bullying.
The study found significant differences in experiences across ethnic groups. Teenagers from ethnic minorities outside the largest established communities experienced the highest levels of discrimination, including verbal abuse and negative assumptions about their abilities.
Bullying incidents included intentional identity misrecognition — peers ascribing a racial identity to the young person that they do not identify with, in a way they understood to be targeted and discriminatory:
People used to be racist to me in school. People used to call me ‘Black Girl’, ‘You Jamaican’ and that.
– 12-year-old South Asian British girl.
Young people told researchers that bullying often stems from pressure to fit in with peer groups. When incidents were reported to schools, many felt insufficient action followed. Some had moved schools or switched to home education as a result.
I’ve moved schools twice because of bullying.
– 12-year-old White British girl.
Bullied for, since I can remember. Nothing’s ever done about it.
– 14-year-old White British boy told researchers.
Martha Boateng (née Evans) – Director of the Anti-Bullying Alliance said:
Schools are clearly central to both where bullying happens and where it can be prevented, but these findings show that too many children are being left without the protection and support they need.
The findings also documented experiences of racial discrimination. While physical incidents were rare, verbal discrimination was commonly reported by participants from ethnic minority backgrounds.
Martha Boateng (née Evans) continued:
This research should act as a clear call to action. We need stronger, more consistent approaches to preventing bullying, tackling discrimination, and listening to children’s voices when they tell us something is wrong.
The Anti-Bullying Alliance is ready to support schools, policymakers and communities in Bradford to turn this evidence into meaningful change. We hope these findings lead to renewed commitment and practical action to prevent bullying and ensure every child feels safe, included and able to thrive.
This study is published as a preprint and currently undergoing peer review on the open research platform Wellcome Open Research, and is part of the Born in Bradford Age of Wonder, a seven-year project tracking the lives of all secondary school students in Bradford across 20 different life dimensions – from mental health and nutrition to gaming, the environment and AI use.