Question to the Department for Education:

To ask the Secretary of State for Education, whether he has made a recent assessment of the economic impact over the course of a person's life associated with childhood bullying for (a) women and (b) men.

The department knows from research that childhood bullying does have a long-term effect over the course of a person’s life. We have not made a specifically quantified assessment of the economic impact, but the effects of bullying are recognised in a wide range of studies.

In general, mental health and wellbeing are the key factors to be impacted by bullying. The effects can present themselves in many different ways, such as depression or anxiety, and these effects can be long lasting. Evidence also suggests that bullying is likely to have a negative impact on other educational outcomes such as engagement and participation. This means that preventing and tackling bullying can both reduce the costs associated with mental ill health and help realise the benefits associated with educational participation and attainment.

Schools can play a central role in preventing and tackling bullying. That is why the department has ensured teachers have the power to tackle behaviour issues and provided guidance and support for schools on activity that can prevent it: https://www.gov.uk/government/publications/preventing-and-tackling-bullying.

We are also making sure that all children in England will learn about respectful relationships, in person and online, as part of new mandatory relationships, sex and health education. This includes content on the different types of bullying, the impact it has, the responsibility of bystanders, and how to get help.

As part of Anti-Bullying Week, the department confirmed funding for five leading organisations, worth over £1 million in total, to support schools and colleges in championing tolerance and respect as part of their responsibility to tackle all forms bullying. These projects will support our aim to reduce incidences and the impact of bullying on all pupils, with a particular focus on specific protected characteristics and help us develop our evidence base further.