49 People Share What Made The “Weird Kid” So Unforgettable

Bullying is still alarmingly common in many schools across the world. It shows up in multiple forms: some loud, others subtle, but all harmful. Whether it's a shove in the hallway or being excluded during group work, the emotional impact runs deep. While awareness has increased, many incidents still go unnoticed or unaddressed. Teachers and staff may not always see the early signs. But students carry the weight of these moments for years. That’s why it's important to hear from those who’ve worked directly with young minds. And one of them is Minakshi Pravin Walke.

We spoke to Minakshi Pravin Walke, a former principal at the Indian Education Society’s school. With decades of experience guiding students, she’s witnessed the many faces of bullying and the lasting effects it can have. "We tend to think bullying is just physical," she began, "but it comes in many forms." Through her years in the education system, she’s seen it in classrooms, corridors, and even on school buses. She believes early intervention is critical. “If we ignore the signs, it becomes a habit,” she said. And habits like these follow children long after school ends.

Physical bullying remains one of the most visible types. It includes hitting, pushing, damaging belongings, or intimidation through size or strength. “These are easier to spot,” Minakshi explained, “but still often go unreported due to fear.” Children sometimes worry they’ll be blamed or ignored. “That’s why a supportive school culture is so important,” she emphasized. “Children must feel safe to speak up.” Schools must take action when red flags appear. Silence shouldn’t be the easiest option.

But bullying isn’t just physical; it’s verbal, too. “This can be even more damaging,” Minakshi noted. Teasing, mocking, taunts, and harsh labels all fall under verbal bullying. These insults chip away at a child’s self-esteem, often in ways that are harder to repair. “And the worst part?” she asked. “It’s often dismissed as harmless fun.” But there's nothing harmless about cruelty that shapes someone’s identity. "One child’s joke can become another’s trauma."

Name-calling is one of the earliest forms of bullying that students face. It might sound minor, but repeated labels can stick for years. “I’ve seen children called ‘weird’ for being quiet or different,” Minakshi recalled. “That word follows them, even if their behavior is harmless.” She emphasized that such labels isolate rather than describe. 

“Children are at a very impressionable age,” Minakshi explained, “and these experiences shape how they view themselves.” She’s seen children withdraw entirely or act out in frustration. “A label like ‘weird’ may seem small, but it echoes through their self-worth,” she said. These moments may last only seconds but leave emotional imprints. “We must take them seriously,” she urged. “A kind word can uplift, just as a cruel one can destroy.” Emotional safety should never be optional in schools.

“Imagine being called weird by your own classmates every day,” she said. “It makes children question what’s wrong with them.” In her years as a principal, she watched confident students grow quiet and guarded. “They stop raising their hands in class,” she added. “They hesitate to share ideas or be themselves.” In trying to avoid attention, they also lose their voice. “It’s heartbreaking,” she admitted. “And often, it’s preventable with early guidance.”

“They begin to doubt everything,” Minakshi continued. “Why did my friend stop talking to me? Did I say something wrong?” This constant self-questioning steals their focus from learning and growth. Many start changing themselves just to fit in. “They try harder to be liked, to not stand out,” she noted. And in that process, they suppress their identity. “That’s not development; it’s survival,” she said. “And that’s no way to grow up.”

“An insult in class feels like the end of the world.” Minakshi stressed how such small incidents can lead to long-term insecurity. “It affects their performance, their social skills, their self-belief.” She believes that mental health support should be normalized in schools. “Even one conversation can change how a child sees themselves.” Schools must be more than academic centers; they must be safe spaces.