Religious bullying occurs when a religious or religiously unaffiliated person chooses to intentionally degrade another person emotionally, mentally, or physically based on: the bullied individual’s actual or perceived religious or religiously unaffiliated identity, or the tenets or practices of their belief; thereby creating or maintaining a power imbalance between the parties. In other words, it can be initiated by or directed towards atheists or religious and agnostic individuals alike. Like other forms of bullying, this can occur through physical, psychological, or verbal means in-person and/or online (Kirman, 2004; PREVNet; stopbullying.gov) and can affect someone in the short-term or long-term into adulthood or into future generations (Cram, 2001; DeLara, 2016; Farrington, 1993).
This type of bullying requires attention as witnesses or victims of religious bullying are often alienated and exposed to injustices, which can lead to mental health, suicide, and religio-political affiliation through religious extremism, which can harm the global society (Keddie, 1998; Moghaddam, 2005).
Religious bullying is dangerous and, as with other forms of bullying, poses short term and long term effects, including:
- lower self-esteem
- poor mental health
- social anxiety
- difficulty sleeping
- poor appetite
- increased chance of suffering self-injury or injury by others
- poor academic performance
- skipping class/school
- alcohol and/or drug use
- ideas of suicide
(DeLara, 2016; Nansel et al., 2004; Pan & Spittal, 2013; Totten & Quigley, 2003, etc.)
In North America, approximately 8-15% of students experience religious bullying (Craig & Edge, 2012; Harris Interactive, 2005). However, religious bullying is often overlooked and misunderstood by teachers (Craig & Edge, 2012; Chan, 2012).
Having witnessed it myself as a teacher and seen peers who were also unfamiliar with this form of bullying, my research aims to consider an alternate way to address religious bullying as some anti-bullying programs have been found to be counterproductive because students acquire bullying slurs they were previously unaware of (Jeong & Lee, 2013; Mitchell, 2012). Specifically, I explore the potential for religious literacy programs, such as Montréal, Québec’s Ethics and Religious Culture program and Modesto, California’s World Geography & World Religions course, to address religious bullying through its pedagogy of dialogue and character education that promotes respect, humility, and empathy.
While I seek a potential means for religious literacy programs to address religious bullying, several valuable and informative resources also exist that raise awareness of religious bullying specifically and offer solutions. A few solutions are posted below. I will continue to post more throughout the duration of my research.
Reports and articles about religious bullying:
- Nobullying.com‘s comprehensive summary on religious bullying
- The California branch of the Council on American-Islamic Relations (CAIR-CA) report on bullying of Californian Muslim students, titled “MISLABELED: The Impact of School Bullying and Discrimination on California Muslim Students”
- The Sikh Coalition report on the state of bullying among Sikh students in the US: “Go Home Terrorist: A report on bullying against Sikh American school children”
- The Hindu American Foundation report on bullying experienced by Hindu American students as a result of textbook inaccuracies and the religious illiteracy of teachers and students – Classroom subjected: Bullying & Bias Against Hindu students in American schools
- Reported experiences of anti-Christian prejudice among Christian adolescents in England (Moulin, 2015) is one of the first studies to focus on the experiences among Christian students
- Bullied for not believing in God (Hamblin, 2013) is one of few articles that highlights the anti-atheist bullying that occurs in the US
- In the Peel District School Board in Ontario, Canada, the World Sikh Organization of Canada found that 27% of surveyed students have been bullied before for their Sikh identity.
Programs and guides to address religious bullying:
- The Islamic National Group (ING)’s Bullying Prevention Guide for public and private schools (including Muslim fulltime and weekend schools)
- The Welsh Government’s Ministry of Education’s guide to Respecting others: Bullying around race, religion, and culture
- UK’s Inservice Training and Educational Development (INSTED)’s department for education and skills advice booklet on Bullying around racism, religion, and culture
- The Tanenbaum Center for Interreligious Understanding‘s Religious Diversity in the classroom webinar series