Purpose: Studies on bullying and sexual harassment conducted in U.S. schools confirm that these behaviors are widespread. In this study, standardized measures are utilized and bullying and sexual harassment behaviors are compared among students of varying backgrounds including sexual orientation, disability and race. The objectives of this study were to compare the impact of bullying and sexual harassment victimization on the mental health, physical health and coping responses of students in school.

Methods: This paper reports findings from 500 students selected from grades 8 to 11 in one Maine and two Massachusetts schools who completed paper and pencil surveys. Student coping responses, school adjustment, psychological well-being, mental health and physical health are measured using standard scales. Difference of means tests (t-tests) and logistic regression analyses are performed using bullying and sexual harassment victimization, emotional impact and post traumatic stress disorder as dependent variables and include demographic characteristics, age, gender, disability, sexual orientation and peer relationship as independent variables. .

Results: Preliminary results indicated that gender was not a predictor of either bullying or sexual harassment. However, gay/lesbian and disabled students were more apt to experience bullying and sexual harassment than other students. Race was a victimization factor for sexual harassment but not for bullying. Both bullying and sexual harassment victimization diminished students' mental and physical health and resulted in increased post-traumatic stress. However, sexual harassment impacted school adjustment--academic withdrawal, tardiness, and school withdrawal--while bullying did not.

Implications for social work practice: This study supports the importance of creating learning environments free of bullying and sexually harassing behaviors to facilitate student learning, well-being and academic success. School administrators, educational policymakers, and educators, as well as parents and students can use these findings to advocate for improved school climate and student safety. In order to fully understand victimization in schools, future research should address multiple risk factors, multiple forms of victimization, and multiple types of outcomes.