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In recent years, it has become increasingly evident that higher education in the United States is experiencing somewhat of a paradigm shift. We are being challenged to reform our institutions in order to respond to changing societal needs resulting from the fast-paced, digital transformation of industries, societal systems, and our daily lives. The member institutions of the American Academy of Kinesiology will need to think long and hard about how they will respond to these challenges. America’s universities have a responsibility to be a catalyst for the human-centric, technology-driven transformation of sectors such as transportation, agriculture, medicine, public health, clean energy, and manufacturing, among others, and to provide the vision, leadership, and innovation that such workforce transformation demands. Within the academy, we rightly take great pride in our long-standing contributions to the development and deployment of breakthrough discoveries and innovations that have contributed to the transformation of society. However, we have begun to realize that our institutions will need to bring this same commitment to innovation to our teaching, curricula, and instructional programs. Addressing these new areas of need and opportunity will require institutional innovation and reform, for us and for the postsecondary education sector generally. I believe that American Kinesiology Association member departments can play a significant role in the transformation of higher education at our institutions. I am delighted that the American Kinesiology Association has begun to think through how these changes will impact the future of our discipline. I am both optimistic and excited about the many ways that American Kinesiology Association member institutions will continue to play a leading role in the new higher education reality.

This scoping review aimed to provide a comprehensive overview of physical education (PE) literature related to bullying. The review was outlined and guided by the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR) checklist. All English-language articles published in peer-reviewed journals that focused on bullying and PE were included. Thematic analysis was used to summarize data extracted from the selected literature. In total, 43 articles conducted in 16 countries were included in this scoping review. Results identified individual-, peer-, school-, and family-level factors that trigger bullying in PE. The impacts of bullying in PE, antibullying strategies and interventions, and summary of future study directions are also discussed. Results from the study highlighted the importance of adopting social ecological perspectives to address bullying behavior and guide antibullying interventions in PE. Physical activities that can potentially promote children’s social emotional learning are also needed to reduce and prevent bullying in PE.