A parent's worst nightmare and a community responsibility

As a parent, I can't escape the worry that my child might one day be targeted by a bully, or worse, might become one. Bullying goes far beyond hurt feelings; it has a lasting impact on young people's mental health and overall well-being. In Malta, where tight-knit community ties intensify social pressures, addressing bullying requires more than school policies; it demands a deep understanding of how bullying affects young, developing brains and how we, as a community, can make a meaningful difference.

How bullying changes the brain?

Research shows that bullying can disrupt brain structure and function, especially over prolonged periods. When children experience bullying, their bodies release high levels of cortisol, the main stress hormone, which affects two critical areas in the brain: the hippocampus and the prefrontal cortex.

Hippocampus: Essential for learning, memory, and emotional control, the hippocampus is vulnerable to high cortisol levels. Damage here affects a child's ability to regulate emotions, increasing the risk of anxiety and depression. Over time, children may develop "learned helplessness", a feeling of powerlessness that lowers self-esteem and fuels ongoing fear.

Prefrontal Cortex: This area, which handles decision-making and impulse control, is also disrupted by cortisol, making it harder for children to manage emotions. Chronic bullying can lead to impulsive reactions and poor decision-making, increasing susceptibility to PTSD and substance abuse.

Amygdala: The amygdala processes fear and becomes overactive in bullied children, leaving them in a constant state of "fight or flight". Over time, this heightened activity can lead to chronic anxiety and social withdrawal.

These changes aren't just theoretical; MRI studies show that prolonged bullying or social rejection physically alters brain structure. Recognising these effects can help parents and educators understand why a bullied child might struggle socially or feel anxiety in new situations - a neurological response that can linger long after bullying ends.

Why some kids bully and the role of brain chemistry

Understanding what drives some children to bully is crucial. Studies show that bullying can activate the brain's reward system, particularly the striatum, which processes rewards. For children who may lack emotional support at home or deal with insecurities, bullying offers a reinforcement cycle where power or dominance generates positive feelings.

Research also highlights the role of mirror neurons - brain cells that activate when we observe others' emotions, helping us feel empathy. In children who bully, studies indicate lower mirror neuron activity, suggesting reduced empathy. Many may have experienced trauma or neglect, which impacts mirror neuron development. While this doesn't excuse bullying, it underscores the need for teaching empathy and emotional regulation.

The bystander effect and why children stay silent

Many children who witness bullying remain silent, a phenomenon called the "bystander effect". When we see someone suffering, our mirror neurons activate, triggering empathy. However, social pressures can suppress this response. The brain's anterior cingulate cortex, which governs social behaviour, may cause hesitation, especially if intervening could lead to becoming a target. In Malta's close-knit communities, these dynamics can amplify the effect, making it harder for children to step in.

Practical strategies for parents, educators, and policymakers

For Parents: Building emotional resilience at home

• Open conversations about emotions: Rather than asking "How was school?" try asking, "What made you feel proud or uncomfortable today?" This encourages children to share if they face or witness bullying. Neuroscience shows that this validation activates the brain's reward centres, helping children build resilience.
• Teach emotional regulation techniques: Techniques like deep breathing and mindfulness strengthen the prefrontal cortex, aiding in stress management. Recognising and naming emotions helps children control reactions, reducing the chances of becoming targets or aggressors.
• Model healthy digital boundaries: Since much bullying occurs online, discussing screen-time limits and encouraging "digital detox" days can help children regulate dopamine levels and avoid overexposure to digital stressors.
• Promote pro-social activities: Involvement in sports, theatre, or community service can stimulate mirror neuron activity and enhance empathy. These activities foster connection and resilience, which help reduce bullying behaviours.

For Educators: Creating a trauma-sensitive classroom

• Implement trauma-informed teaching: Trauma-sensitive approaches provide stability and make children feel safe. Training teachers to recognise signs of bullying-related stress is essential. Establishing "calming areas" offers children a space to manage overwhelming emotions.
• Encourage bystander intervention: Teaching children to safely intervene can reduce the bystander effect. Role-play scenarios help them feel prepared to act responsibly. Programmes like Finland's KiVa, which trains students in bystander intervention, have successfully reduced bullying.
• Incorporate social-emotional learning (SEL) in daily curriculum: Embedding SEL into the curriculum fosters emotional intelligence, helping children develop positive social behaviours. Schools that integrate SEL report less bullying and better overall school climate.
• Develop confidential reporting systems: Safe, private reporting channels allow children to speak up without fear. Unlike anonymous reporting, which can be misused, structured channels foster accountability and support a culture of safety.

For Policymakers: Setting standards for systemic change

• Mandate on-site mental health professionals in every school: Regular access to mental health professionals provides students with consistent support, reducing stress and helping them process bullying-related trauma. Schools with these resources report improved student well-being and academic performance.
• Standardise and enforce anti-bullying protocols: Consistent policies across schools ensure every student is protected. A national anti-bullying protocol, similar to Norway's Olweus Programme, could include teacher training, clear procedures, and parental involvement. Regular audits would ensure compliance and a safer school environment.
• Provide empathy and trauma training for parents and educators: Empathy-building and trauma-informed training empower parents and educators to recognise and address bullying effectively. Grants for free or subsidised workshops on social-emotional learning help ensure children receive compassionate support.
• Develop a national database to track bullying trends: Transparent data collection enables targeted responses. Schools could submit data on bullying incidents and intervention outcomes, creating a national database to allocate resources to high-risk areas, supporting evidence-based decision-making.

A future for Malta's youth built on empathy and resilience

Addressing bullying in Malta requires more than policies - it's about creating a culture that values empathy, understanding, and resilience. By understanding the neuroscience of bullying and learning from successful international models, we can build a future where every Maltese child feels valued and safe. Imagine a Malta where mental health professionals are part of every school, where empathy is central to education, and where students feel empowered to stand against bullying. Together, as parents, teachers, and policymakers, we can create a Malta that prioritises our children's mental health, well-being, and long-term happiness.

Renald Blundell is a biochemist and biotechnologist with a special interest in Natural and Alternative Medicine. He is a professor at the Faculty of Medicine and Surgery, University of Malta.

Maria Vella is a child development specialist with expertise in psychology and neuroscience. She currently lectures in Health and Social Care Management at IIBM

Photo: AI-generated image created by Prof. Blundell