Relevant bibliographies by topics / Bullying in schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bullying in schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Bullying in schools"

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Mishra, Badrinarayan. "Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools." Journal of Advanced Research in Medical Science & Technology 08, no. 02 (August 5, 2021): 7–11. http://dx.doi.org/10.24321/2394.6539.202105.

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Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.
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Fakhrou, Abdulnaser. "School Bullying Rates Directed Against Students with Special Needs in Special Education and Public Schools of Qatar." Mental Health & Human Resilience International Journal 7, no. 1 (2023): 1–9. http://dx.doi.org/10.23880/mhrij-16000218.

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Objective: Based on researches that have done bullying is a serious issue and if no effective action is taken to prevent bullying behaviour, this phenomenon will become a general norm in schools. The aim of this study was to investigate the rate of bullying, victimization and fighting in schools in Qatar. Methods: 100 early adolescence girl and boy who were enrolled in 2022-2023 academic year in special education and general schools in different areas of Qatar, were volunteer to participate. Based on their health status, students placed into two different groups (students with disabilities and students without disabilities). Participants completed the University of Illinois Scale. This scale consists of 3 subscales that assess victimization from peers, bullying, and fighting at school. Data were analyzed using Multivariate Analysis of Variance. Results: The results showed disabled pupils reported high rates in victimization and fighting behaviors but were in same rate with their peers in bullying preparation. Conclusion: Educators, parents, are crucial in stopping in the emergence of the problem of bullying in schools.
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Vitoroulis, Irene, Heather Brittain, and Tracy Vaillancourt. "School ethnic composition and bullying in Canadian schools." International Journal of Behavioral Development 40, no. 5 (July 10, 2016): 431–41. http://dx.doi.org/10.1177/0165025415603490.

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Bullying in ethnically diverse schools varies as a function of the ethnic composition and degree of diversity in schools. Although Canada is highly multicultural, few researchers have focused on the role of context on ethnic majority and minority youths’ bullying involvement. In the present study, 11,649 European-Canadian/ethnic majority (77%) and non-European Canadian/ethnic minority (23%) students in Grade 4 to Grade 12 completed an online Safe Schools Survey on general, physical, verbal, social, and cyber bullying. Hierarchical Linear Modeling (HLM) analyses indicated significant interactions between the proportion of non-European Canadian children in a school (Level 2) and individual ethnicity (Level 1) across most types of bullying victimization. Non-European Canadian students experienced less peer victimization in schools with higher proportions of non-European Canadian students, but ethnic composition was not related to European Canadian students’ peer victimization. No differences in bullying perpetration were found as a function of school ethnic composition across groups. Our findings suggest that ethnic composition in Canadian schools may not be strongly associated with bullying perpetration and that a higher representation of other ethnic minority peers may act as a buffer against peer victimization.
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Uzunboylu, Huseyin, Basak Baglama, Nadide özer, Tugba Kucuktamer, and Marina Valeryevna Kuimova. "Opinions of school counselors about bullying in Turkish high schools." Social Behavior and Personality: an international journal 45, no. 6 (July 7, 2017): 1043–55. http://dx.doi.org/10.2224/sbp.6632.

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The aim of the study was to determine the opinions about school bullying of 25 school counselors working in 6 high schools in Osmaniye, Turkey. Using a qualitative method, we collected data through semistructured interviews. We used a content analysis method to perform an interpretive exploration of the counselors' opinions on reasons for, and types of, bullying, precautions taken, and their recommendations for preventing bullying behaviors. Results showed that the school counselors encountered three main types of bullying; verbal insults, hitting others, and provoking others. We also found that the counselors needed to take precautions against bullying, to take steps to prevent it, and to develop intervention strategies for dealing with bullying behaviors. Implications are discussed, including practices to improve policies and to reduce and prevent bullying at high schools, and recommendations are made for further research.
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Waya Sirly, Nun Ayu, and Nine Febrie Novitasari. "Bullying Portrayed in Mean Girls Movie." PIONEER: Journal of Language and Literature 9, no. 2 (December 22, 2017): 130. http://dx.doi.org/10.36841/pioneer.v9i2.453.

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Bullying is such a key problem in our schools and society because it impacts a large number of students of all races, genders, and socioeconomic statuses. Here the researcher identified types of bullying and described impacts of bullying in Mean Girls Movie. The data were in the form of utterances and actions implicated bullying in Mean Girls Movie. The steps to analyze the data were: identifying and classifying data based on the types of bullying used by The National Centre Againts Bullying (2010) and psychoanalysis from Freud (1973) in Storey (2009:91), describing impacts of bullying using theory of Righby (2003) in Darmawan (2010:23), and making conclusion based on the types and impacts of bullying in the Mean Girls Movie. The findings of the analysis reveal that there were twelve data which covered: four verbal bullying, one physical bullying, two psychological bullying, and five social bullying. Meanwhile, for the impacts of bullyings to the characters who get bullied, the researcher found low psychological well-being, poor social adjustment, and no response to the bullyings. The researcher expects the next researchers to do the analysis on bullying with other object of research and different relevant theories.
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SUZUKI, Kouhei. "BULLYING IN SCHOOLS." Annual Report of Educational Psychology in Japan 34 (1995): 132–42. http://dx.doi.org/10.5926/arepj1962.34.0_132.

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Rao, V. "Bullying in schools." BMJ 310, no. 6986 (April 22, 1995): 1065–66. http://dx.doi.org/10.1136/bmj.310.6986.1065d.

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Dawkins, J. "Bullying in schools." BMJ 310, no. 6993 (June 10, 1995): 1536. http://dx.doi.org/10.1136/bmj.310.6993.1536.

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Swearer, Susan M., and Beth Doll. "Bullying in Schools." Journal of Emotional Abuse 2, no. 2-3 (March 2001): 7–23. http://dx.doi.org/10.1300/j135v02n02_02.

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O'Moore, Mona. "Bullying in Schools." Western European Education 22, no. 1 (April 1990): 92–117. http://dx.doi.org/10.2753/eue1056-4934220192.

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Dissertations / Theses on the topic "Bullying in schools"

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Cottello, Jacqueline M. "Bullying in the schools." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008cottelloj.pdf.

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Dietrich, Lars. "Bullying in Schools| How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools." Thesis, Brandeis Univ., The Heller School for Social Policy and Mgmt, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010595.

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This dissertation argues that bullying is a fundamental response to bullies’ feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.

In relationship to peer groups, the theoretical framework of this dissertation draws primarily from the theories of Robert E. Crosnoe and Dorte M. Sondergaard. The assumption is that students are socially embedded in peer groups in which they struggle for social status (Crosnoe 2011) and in many cases experience the threat of social marginalization (Sondergaard 2012). Sondergaard, in particular, theorizes that the more insecure students feel about their social status in peer groups, the more likely they are to resort to bullying behavior.

All multivariate analyses in this dissertation are limited to white, black, and Latino boys. The resulting sample comprises N=6,491 student observations nested within 153 schools. The nested sampling structure requires multi-level modeling (MLM) for the calculation of unbiased estimates.

I find that individual-level student background characteristics are stronger predictors of bully identification than the school context, as measured by student body composition and teaching style factors. In addition, social status insecurity is a mediating factor for many of the student- and school-level predictors of bullying.

The dissertation distinguishes four types of schools, each of which is above or below average on two major dimensions. The first dimension is academic support (i.e., how caring and responsive teachers are), while the other is academic press (i.e., how strict and demanding they are).

I find that black male students are more likely to self-identify as bullies in schools that are below average on both academic support and academic press, compared to those that are above average on both. The pattern for Latino boys is different. For them, self-reported bullying is higher when the school rates high on academic support, but low on academic press.

I find no statistically significant role for teaching styles in predicting the amount of bully identification among white males.

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Taylor, Jonte C. Martin Everett Davis. "Middle school students' perceptions of bullying." Auburn, Ala, 2009. http://hdl.handle.net/10415/1836.

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Disque, J. Graham. "Approaches to Bullying in Schools." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2812.

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Maeda, Rie. "Empathy, emotion regulation, and perspective taking as predictors of children's participation in bullying /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7779.

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Bryan, Katy Michelle. "A critical review of the literature the effects of bullying and aggression and the most effective practices for reducing and/or eliminating the problem /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bryan_KMITthesis2009.pdf.

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Pintado, Irene. "Perceptions of school climate and bullying in middle schools." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001816.

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Sontag, Anna M. "Prevention of bullying : evaluation of Steps to Respect /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.
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Copeland, David A. "Bullying in public schools in Missouri." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Roland, Erling. "School influences on bullying." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1047/.

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Books on the topic "Bullying in schools"

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P, Tattum Delwyn, and Lane David A, eds. Bullying in schools. Stoke-on-Trent: Trentham, 1989.

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MacKay, Jenny. Bullying. Detroit: Lucent Books, 2013.

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Sampson, Rana. Bullying in schools. Washington, D.C: U.S. Dept. of Justice, Office of Community Oriented Policing Services, 2002.

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Böhmer, Matthias, and Georges Steffgen, eds. Bullying in Schools. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9.

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Masheder, Mildred. Freedom from bullying. Rendlesham: Green Print, 1998.

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(Firm), Discovery Channel, ed. Cruel schools: Bullying and violence. Princeton, NJ: Films for the Humanities & Sciences, 2004.

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Faye, Ong, and California. Counseling and Student Support Services Office., eds. Bullying at school. Sacramento: California Dept. of Education, 2003.

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Rigby, Ken. Bullying Interventions in Schools. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118362648.

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O'Donnell, Vivette. Bullying: A resource guide. Stillorgan, Co. Dublin: CaB, 1998.

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Jennifer, Railsback, and Educational Resources Information Center (U.S.), eds. Schoolwide prevention of bullying. [Portland, OR]: Northwest Regional Educational Laboratory, 2001.

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Book chapters on the topic "Bullying in schools"

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Neil, Duncan, and Myers Bill. "Bullying in schools – or bullying schools?" In Key Issues for Teaching Assistants, 134–44. 2nd edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-14.

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Slee, Phillip T., Lang Ma, Hee-Og Sim, Keith Sullivan, and Mitsuru Taki. "Bullying in Schools." In International Handbook of Educational Research in the Asia-Pacific Region, 425–39. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_30.

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E-B, Martinez. "Bullying." In Students, Teachers, and Leaders Addressing Bullying in Schools, 149–51. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_24.

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Oliver, Bernard. "Bullying." In Students, Teachers, and Leaders Addressing Bullying in Schools, 159–68. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_26.

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Mehl, Sonja. "What Are the Consequences of Bullying?" In Bullying in Schools, 113–28. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9_7.

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Erpelding, Lynn, and Julie Schiel. "What Are the Most Popular Bullying Programs?" In Bullying in Schools, 173–214. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9_11.

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Pfetsch, Jan. "Excursus: Promotion of Moral Courage for the Prevention of Aggression at School." In Bullying in Schools, 99–112. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9_6.

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Schirra, Helmut Johann. "Excursus: “Bullying as a Criminal Offence”: Consideration of the Current Legal Classification of Bullying in Germany." In Bullying in Schools, 19–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9_2.

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Weitzel, Leslie. "Excursus: Suicidality and Bullying." In Bullying in Schools, 129–47. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9_8.

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Politi, Styliani. "What Is Bullying and How Can You Recognize It?" In Bullying in Schools, 1–17. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43576-9_1.

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Conference papers on the topic "Bullying in schools"

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Ďurica, Jakub, Viktor Šoltés, and Veronika Adamová. "BULLYING PREVENTION IN SCHOOLS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0886.

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LIȚĂ, Andreea-Monica. "The behaviour associated with bullying in educational environment." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p129-136.

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Bullying in schools is an important current problem worldwide and is one of the most common anti-social behaviors among adolescents and children. A student is bullied when he is exposed repeatedly and over time to negative actions by one or more students. Aggressive behavior can be direct, including face-to-face confrontation; such as hitting, hitting, kicking and other types of physical harm; and indirectly involving a third party, such as social exclusion, spreading rumors and other types of psychological harm or even online (cyberbullying). The mission of any anti-bullying program is to prevent bullying before it occurs. However, research on bullying prevention is still developing. In light of the increasing prevalence of bullying in schools, schools need to improve the school climate by focusing on strengthening the educational system to reduce bullying.
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Moļņika, Baiba. "Bystanders in Bullying Situations in Schools. Does it Matter? Literature Review." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.08.

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Bullying is a model of social behaviour that develops and escalates if notrecognized and accordingly addressed. Bullying can be verbal, physical, or cyberbullying. The causes of bullying and violence in schools are peers’ physical deficiencies, gender, social inequality, ethnic, linguistic and cultural diversity, gender identity. The impact of bullying on personal development can be substantial and include lowered self-esteem, anxiety, greater levels of depression, fear, school refusal, isolation, and even suicide. When analysing bullying situations in schools, the social context must be taken into account. Attention should be shifted from perceiving bullying as a relationship between two persons (perpetrator and victim) to perceiving bullying as a process involving and affecting bystanders – students who are present in bullying situations and taking certain roles towards it. Even apparent neutrality in bullying situations does not mean non-intervention, as non-reaction could be associated with the passive support of the bully. In deciding whether to sand up for the victim, students must consider their existing relationships, their position in the classroom, and their ability to influence the process. In addition, there is a fear that each of the victim’s defenders can become the next victim.The actions, behaviour and attitudes of bystanders can both increase and decrease the level of bullying. The study aims to explore the trends and challenges regarding the role and impact of bystanders in bullying situations in schools. Research suggests that targeting bystanders and giving them the tools and encouragement to intervene should be an integral component of bullying interventions.
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Lepičnik Vodopive, Jurka, and Blaž Terše. "Studentsʼ Assessment of the Frequency of Roles in Bullying." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.015lv.

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Bullying is a social phenomenon in which the perpetrator uses levers of power to inflict pain, feelings of discomfort, and fear on the victim. Bioecological theories of development substantiate that the environment has an impact on the individual, which can be negative or positive. The purpose of the research is to determine whether the environment plays a role in the occurrence of bullying. The survey included 65 students from two Slovenian primary schools who completed the questionnaire School Bullying Scales (Pečjak, 2014) in February 2020. We used descriptive and inferential statistics in the analysis of the data. In the research, the students of primary school A reported that they are involved in bullying more often than the students of primary school B. Statistically significant differences between the students of primary schools A and B occur in the roles of bystander and bully. The students of primary school A are more often in the role of bystanders and bullies than the students of primary school B. Based on the results and understanding of the bioecological theory of development, we conclude that the environment plays an essential role in preventing and reducing bullying in society
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Šmejkalova, Kateřina. "VIOLENCE AT SECONDARY SCHOOLS – THE BULLYING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0785.

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Ola, George Tayo, Christiana Adetunde, and Oluwamumibori Victoria Agboola. "EMPATHY TRAINING AS A MEANS OF PREVENTING BULLYING IN SELECTED SECONDARY SCHOOLS: ALIMOSHO LOCAL GOVERNMENT AREA, LAGOS, NIGERIA." In SOCIOINT 2022- 9th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.46529/socioint.202237.

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Bullying is a maladaptive behaviour that children and adolescents face daily in schools all around the world. It is prevalent in today's schools and is commonly found in secondary schools. It is a complicated social problem that can have serious negative implications for both bullies and victims, especially when the victim is physically or psychologically harmed. The study, therefore, examines empathy training among students to prevent bullying behaviour in selected secondary schools in Alimosho local government area of Lagos state. A survey method was utilized using the structured questionnaire as an instrument of data collection. Utilizing a simple random sampling, three hundred and seventy-six copies of the questionnaire were administered to students in the four secondary schools. However, three hundred and thirty were retrieved which were used for the analysis. Quantitative data were tested using Quantitative data was analysed utilizing the descriptive statistics with the aid of the Statistical Package for Social Science (SPSS) version 23. A descriptive analysis was used with the use of frequency counts and percentages for the analysis of the data. Findings of the study shows that many victims of bullying get involved in substance abuse and lose interest in schooling. Therefore, empathy training and encouraging victims to make timely reports on incidences of bullying are crucial to mitigating bullying and its consequences in secondary schools in Lags State. Keywords: Bullying, Empathy training, prevention of bullying, Secondary schools
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Zhu, Shiyang, and Haorui Zhang. "School-based Bullying Prevention Program in Australia: Safe Schools Program." In 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220401.029.

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ElGibreen, Hebah, Sumayah Almazyad, Shahad Bin Shuail, Miad Al Qahtani, and Latifah ALhwiseen. "Robot Framework for Anti-Bullying in Saudi Schools." In 2020 Fourth IEEE International Conference on Robotic Computing (IRC). IEEE, 2020. http://dx.doi.org/10.1109/irc.2020.00033.

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Nazarov, V. L., and N. V. Averbukh. "Psychological Aspects of Bullying and Cyberbullying at Schools." In 2nd International Scientific and Practical Conference on Digital Economy (ISCDE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201205.016.

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González, Cristina, Juan M. Alberola, Víctor Sánchez-Anguix, Gonzalo Monfort, Sandra Molines, M. Dolores Soto, and Susana Díaz. "A NOVEL ICT TOOL TO PREVENT BULLYING IN SCHOOLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1407.

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Reports on the topic "Bullying in schools"

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Frisancho, Verónica, Alejandro Herrera, and Eduardo Nakasone. Research Insights: Does Gender and Sexual Diversity Lead to Greater Violence in Schools? Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004804.

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We focus on gender and sexual diversity in the secondary school setting due to the important role that education systems play in reducing social distance between individuals. Adolescence is also a crucial stage in which individuals construct their identities, develop their personalities, and have a tendency to experiment. Moreover, adolescence is a stage in which the levels of bullying and cyberbullying dramatically increase relative to infancy or puberty. LGBT students are particularly prone to being victimized in schools, yet there has been little work analyzing whether a larger presence of LGBT students in a classroom leads to more generalized violence.
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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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Sierra, Ricardo, and Inder J. Ruprah. Mothers Are Right: Eat Your Vegetables And Keep Away From The Girls (Boys): Bullying Victimization Profile in the Caribbean. Inter-American Development Bank, August 2014. http://dx.doi.org/10.18235/0008446.

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About 29 percent of teenagers are bullied at school in the Caribbean. Victims of bullying are more lonely, sleep less, and have fewer friends than do their nonbullied peers. Although victims of bullying eat more frequently at fast food restaurants, they also experience more periods of hunger than do nonbullied children. Acting out with the goal of being considered a "cool" teenager does not work; even if adolescents frequently smoke cigarettes, bullies may still intimidate and harass them. The opposite is true for virgins. Good parenting can, however, make a difference in preventing a child from being a victim of bullying. Growing international evidence has shown that school-based programs can reduce the prevalence of bullying and that bullying has long-term negative consequences into adult life (for both bullies and victims).
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Bacher-Hicks, Andrew, Joshua Goodman, Jennifer Green, and Melissa Holt. The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying. Cambridge, MA: National Bureau of Economic Research, December 2021. http://dx.doi.org/10.3386/w29590.

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Blanco-Castilla, E., and J. Cano Galindo. School bullying and teen suicide in the Spanish press: from journalistic taboo to boom. Revista Latina de Comunicación Social, May 2019. http://dx.doi.org/10.4185/rlcs-2019-1365en.

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Cahill, Deborah Temkin, Michael Martinez, Tyler Eason Chandler, Ernest Shepard, and Hnin Khaing. Youth Bullying Prevention in the District of Columbia | School Years 2020-2021 and 2021-2022. Child Trends, Inc., July 2023. http://dx.doi.org/10.56417/4226x59a.

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Green, Vanessa A., Emma-Jayne Tse, and Ulani Kan. Identifying effective support for students with disabilities who have experienced bullying. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-03.

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This study examines the support experiences of 23 tertiary students with disabilities after being bullied, either at high school or at a tertiary institution. The anonymous online survey focused on what elements of support students found helpful and what would encourage them to seek support after they had been bullied. The findings showed that, after being bullied, most students sought support from parents and friends, followed by counsellors and teachers. However, participants found the support they received only moderately helpful, at best. Participants wanted to see improvements made to: the accessibility of support systems, the action taken after a bullying incident, and education about people with disabilities. Therefore, improvements need to be made to the support provided to tertiary students with disabilities who have experienced bullying within educational institutions.
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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, May 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school contextual data through the background questionnaires. This report focuses on a variety of constructs related to 15-year-old students’ experiences at school, which illustrate student background characteristics and schooling environments, including sense of belonging, student–teacher relationships, disciplinary climate, exposure to bullying, students’ resistance to stress, curiosity, perseverance, shortage of educational staff and shortage of educational material. Volume II of the PISA 2022 national report examines the similarities and differences between a number of participating countries and economies, referred to as comparison countries; the Australian states and territories; and, school sector and different demographic groups for each of the above constructs. The results from PISA, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019).
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Whole-school programme can have a small effect on reducing bullying in secondary schools. National Institute for Health Research, February 2020. http://dx.doi.org/10.3310/signal-000873.

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Proceedings report of webinar on mental health and bullying. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0085.

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Bullying among adolescents has been identified as a significant public health concern. It is a life-changing experience that has drastically affected more than a third of adolescents in schools globally. There are important negative consequences to victims, perpetrators, schools, families and communities at large. Several studies have shown that victims of bullying are at increased odds of adverse outcomes including physical health problems, emotional and behavioural problems, and psychiatric disorders. At the mental health level, evidence has linked being a victim of bullying to higher rates of depression, insomnia, feelings of hopelessness, loneliness, low self-esteem, suicide ideation and suicide attempts8. Due to the potential mental health effects on everyone involved, it’s important to heed the warning signs of bullying and to highlight intervention and prevention strategies. This webinar sought to understand the impact of bullying on mental health, the mental health of those who experience and witness it and to identifying intervention and prevention strategies.
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