Double Chins and Double Standards: A Meta-Analysis of Weight-Based Bullying Amongst Female Adolescents

Scholars are beginning to explore and understand the experiences of adolescent females in regards to weight-based bullying in their elementary school setting (Puhl, R. M., Luedicke, J., & Heuer, C. (2011). Weight‐based victimization toward overweight adolescents: observations and reactions of peers. Journal of School Health, 81(11), 696-703). The educational and social implications that weight-based bullying has amongst female adolescents can include: poor academic achievement coupled with a low degree of comfort when participating vocally in the classroom, the inability to initiate and maintain friendships, and an unwillingness to participate in extracurricular sports and activities. This should be cause for concern among the enthusiastic and focused teachers who are committed to giving young students, particularly females, the best possible education in life. A meta-analysis was used to guide the following three questions: (1) What are the different implications, both educational and social, that weight-based bullying has on male and female students, respectively? (2) What types of support do the participants seek from their teachers, administrators, and parents, to address this phenomenon? (3) How effective are school initiatives, such as bystander initiatives, in bettering the experiences of adolescent females who are experiencing weight-based bullying in an educational setting? Useful recommendations found throughout this Major Research Paper aim to provide support through in-school programming to students that are experiencing weight-based bullying.