Honors College Theses

Publication Date



Criminal Justice and Criminology (B.S.)

Document Type and Release Option

Thesis (open access)

Faculty Mentor

Dr. Kristin Lloyd


A high-quality school district anti-bullying policy is not enough to reduce bullying and safeguard bullying-involved individuals. When bullying policies do not successfully attain targeted results, it is difficult to know if they were implemented as planned. Victims of bullying often suffer long-term psychological problems, including loneliness, diminishing self-esteem, psychosomatic complaints, and depression. This thesis will cover theoretical evaluations and content analysis of bullying policies and their enactment at the district and state levels in the geographic South.

Thesis Summary

This research focused on policy implications regarding bullying in schools specifically aimed at the inclusion or absence of enumerated terms for students who need protection. This research was conducted to highlight the policies in 5 states in the Southern U.S.: Alabama, Florida, Georgia, South Carolina, and Tennessee. This research aimed to increase awareness for these students with disabilities; the impact policies have on them in schools and possible consequences for adult life. Upon completing an analysis of policies at the state and federal level, it was discovered, as hypothesized, that implementation is variable and inconsistent across states and districts. The research was theoretical and primarily based on existing research and an in-depth literature review to examine what currently exists. It is recommended that more Evidence-Based Practices be used when creating policies and evaluating the outcomes of such policies.