When one asks a group of students at any school in the country if they have ever been involved in and/or affected by bullying almost every hand shoots up into the air. Such instances demonstrate the rising incidence of bullying in each community, the country, and throughout the world. Although it is obvious that bullying occurs in schools, teachers, the adults closest to the problem, have been avoided by students. Prior studies already established statistics indicating that teachers are the last group to be approached, followed by family and friends, in cases of students who witness bullying. This study explores the reasons behind this phenomenon and proposes the question ‘why do students choose not to approach teachers about bullying? . . . Although behavioral science may not appear to have much math involved, math actually plays a major role in the research and especially in data analyses. Mathematics, and particularly statistics, was utilized to analyze data in the form of correlation analyses, Independent T-tests, and Analyses of Variance. Behavioral science, although dealing with human subjects and their interactions with others, still involves testable explanations based on logic and facts. Mathematic analyses and statistical decisions were paramount to the interpretation of results; I was able to form valid conclusions from the data and offer explanations as to why students are unwilling to approach teachers about bullying situations.

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• Psychology
• Statistics