Anti-bullying Strategies Research Articles

School Staff Strategies for Identifying, Dealing with and Preventing Cyberbullying Among Swedish Primary School Pupils

This study, using a socio-ecological model of bullying, examines how school staff, in a Swedish municipality, identify and deal with cyberbullying among primary school pupils, focusing on gender differences to better inform staff participation in the municipality’s anti-bullying strategy. Twenty-five (25) semi-structured interviews were conducted with staff members (including non-teaching staff). Results indicate that cyberbullying, predominantly occurring outside school, impacts educational activities and practices within it. Results also suggest a higher prevalence of cyberbullying among girls. Seven anti-­cyberbullying strategies employed by school staff to identify, intervene in, prevent and deal with cyberbullying among primary school pupils were indicated, providing additional insights into the unique socio-ecological context in which cyberbullying takes place, characterized by ubiquitous ‘twenty-four-seven’ availability. The implications of identifying cyberbullying and addressing initiatives related to this form of bullying in schools are also discussed.

Realizing a Child Friendly School Through Anti-Bullying and Environmentally Friendly Strategies at Tk Aisyiyah Bustanul Athfal III Candi

In order to move towards better education, a new initiative has emerged to create a safe and comfortable school environment for all children. The goal of this service is to create a safe and comfortable school environment for children through anti-bullying strategies and clean and green environmental efforts. The methods used include teaching students about bullying prevention, as well as school greening and cleaning programs. The expected results are increased awareness of bullying, reduced incidents of violence in schools and the creation of a beautiful school environment. The outputs of this service include anti-bullying educational videos, articles in online media and books that invite all educators to do the same activities, and through this program it is hoped that a generation will be created that is intelligent, has strong character and cares about the environment.

A Critical Review of Anti-Bullying Strategies: Analyzing Survey Results Across Regions

Survey participants were asked to rate the effectiveness of different strategies for dealing with bullying on a scale from 1 to 5. The results of the survey, which were checked for reliability and accuracy, indicate that social support and avoidance of aggression are the preferred methods. An analysis of responses from adolescents between the ages of 12 and 17 shows that many of them turn to their friends for comfort and support. The correlation coefficient is highest at age 14 (13.044), while the coefficients for ages 12, 15, and 16 (7.593, 12.497, 12.167 respectively) are closer to the average and suggest a moderate relationship between the variables. The lowest correlation coefficient is at age 17 (8.308), indicating a weaker connection between that age group and the ability to seek comfort and support. People have different ways of responding to bullying and defending themselves. Not everyone chooses to confront the bully directly; some seek support and try to avoid conflict. Adolescents who are 14 years old (7.598) seem to be the most willing and able to respond to bullying, likely due to their stronger sense of social support and conflict avoidance strategies. On the other hand, those who are 12, 16, and 17 years old (4.438, 6.021, 5.029) may struggle more with showing empathy and support, possibly because they are more inclined to avoid conflict or lack the necessary skills in this area.

Exploring Anti-Bullying Strategies in Islamic Boarding Schools: A Comparative Study of Indonesia and Malaysia

The phenomenon of bullying is a serious and concerning problem, especially in educational environments such as schools and Islamic boarding schools. This research aims to explore educational models and approaches used in preventing and dealing with bullying in Islamic boarding schools in Indonesia and Malaysia, using a Systematic Literature Review (SLR) approach which involves systematic identification, evaluation, and synthesis of relevant research. Google Scholar and ERIC were chosen because of their broad academic coverage and access to educational and psychological journals. Of the initial 290 articles, 40 articles were excluded due to duplication, irrelevance, or not meeting established inclusion criteria. The research results show that there is a trend in anti-bullying education models in Islamic boarding schools varying from prevention to intervention. Overall, the approach used to prevent and handle bullying in Islamic boarding schools in Indonesia and Malaysia shows a commitment to creating a safe and conducive educational environment. Thus, the results of this research will be a contribution to policy makers and Islamic boarding schools in preparing anti-bullying programs in the Islamic education environment.

Edukasi Anti-Bulyying Melalui Strategi Kolaboratif Aliansi Siswa-Guru Dalam Menciptakan Zona Bebas Perundungan di Sekolah Dasar

Bullying in elementary school is a serious problem that can negatively impact children's psychological and academic development. The main problem identified was the high rate of bullying in primary schools which negatively impacted students' emotional and academic well-being. The purpose of this educational seminar is to develop and implement anti-bullying strategies that involve the active participation of students and support from teachers, as well as to evaluate their effectiveness in creating a safe school environment. The method used involves designing a collaboration-based anti-bullying education program, training teachers and students, and implementing related activities. Data was collected through surveys, interviews, and observations to measure changes in bullying rates, student attitudes, and school climate. The results of the study showed that the implementation of collaborative strategies was effective in reducing the incidence of bullying and increasing students' awareness of positive behavior. In addition, there is an increase in student involvement in anti-bullying activities and stronger support from teachers. In conclusion, the collaborative strategy of the student-teacher alliance succeeded in creating a bullying-free zone at Sukaraja Elementary School. The program not only reduces bullying but also improves the overall school climate, demonstrating the importance of the involvement of all parties in bullying prevention efforts

Confronting the Bullies, Comforting the Victim, or Reporting to University Staff? Prosocial Intentions Towards Social Exclusion in University Students

AbstractSocial exclusion as a form of in-person relational bullying in higher education (HE) leads to loneliness in students and puts their mental well-being at risk. Utilising and extending the theory of planned behaviour (TPB), we investigated prosocial intentions towards bullying in HE students. We included empathic concern and anticipated regret to potentially explain differences in three behavioural intentions towards bullying: comforting the victim, confronting the bullies, and reporting the bullying to the university. The sample comprised 419 participants in an online sample from the UK (MAge = 22.76 years, SDAge = 4.02 years; 47.0% male, 50.6% female, 2.4% other) who filled in a digital questionnaire consisting of a short vignette describing an in-person situation of relational bullying. Applying structural equation modelling, we examined the three prosocial behavioural intentions towards bullying as outcome variables in two models while controlling for age, gender, and socially desirable responding. Traditional TPB predictors were positively associated with confronting the bullies. Empathic concern and anticipated regret were positively associated with comforting the victim. These results demonstrate how cognitive and emotional predictors uniquely contribute to prosocial intentions towards bullying among students. We discuss practical implications for the design of anti-bullying strategies in HE.

School Bullying and Management in Semi-Boarding Schools in Second-Tier Cities in China: Problem Analysis and Optimization

The issue of school bullying in China's second-tier cities is often overlooked and not adequately addressed. School bullying is typically handled by schools alone, without legal recourse, and semi-boarding schools lack specific anti-bullying measures. The study aims to analyze the shortcomings of current anti-bullying strategies in these schools and propose optimized solutions. Research on bullying in schools reveals that it is prevalent in semi-boarding schools in Tier 2 cities, with similar proportions of boys and girls experiencing bullying. The harmful effects of bullying should not be underestimated, and students' understanding of bullying is not comprehensive enough. The current prevention and control measures in schools are inadequate. Recommendations include specialized education on bullying, raising awareness through lectures and activities, establishing early warning and handling mechanisms, and providing psychological assistance. Implementation should involve incorporating bullying prevention into school plans, increasing publicity and education, establishing early detection and fair handling mechanisms, and providing psychological support.

Unseen Scars: The Intersection of School Bullying, Individualism, and Collectivism

Violence in schools occurs in both collectivist and individualist societies. This paper examined bullying in educational settings and the connection to individualism and collectivism. It reported how these concepts influence bullying behaviors. Data from the OECD indicated that around 23% of students in these countries face bullying several times a month. The main focus was on the impact of bullying on students' mental health, social relationships, and academic performance. The paper also explored the differences in bullying behaviors in cultures prioritizing group values (collectivism) versus individual values (individualism). In individualistic societies, bullied students might feel more isolated, while in collectivist societies, bullying might be less visible as individuals might not discuss their struggles in public. This study aimed to provide a clearer understanding of school bullying by considering both personal experiences and the wider cultural context. The findings were expected to contribute significantly to developing more effective anti-bullying strategies that consider both individual and group perspectives.

Gender Differences in the Association between Workplace Bullying and Depression among Korean Employees.

Workplace bullying is a prevalent issue with a significant impact on employees' mental health. This study aimed to explore the relationship between workplace bullying and the prevalence of depression, with a particular focus on the role of gender. A total of 12,344 Korean employees aged 19-65 years were included in the study. They completed the Center for Epidemiologic Studies Depression Scale (CES-D) and a score of 16 or higher in CES-D indicated depression. The association between workplace bullying and depression was analyzed using logistic regression analyses. The average CES-D scores were higher for both male and female employees who experienced bullying than for those who did not (p < 0.001). The association between the experience of workplace bullying and the prevalence of depression was statistically significant for both genders, with a stronger correlation observed among male employees (p for interaction < 0.001). Organizations are urged to address workplace bullying, particularly for male employees, through the implementation of anti-bullying strategies and policies, as well as the provision of mental health resources and support.

Anti-Bullying Interventions With an Emphasis on Bystanders: A Scoping Review.

Bystanders' role in bullying situations is important, and may exacerbate or minimize the problem. Thus, this article aims to identify the characteristics of anti-bullying programs with an emphasis on bystanders. This is a scoping review. We included studies that addressed interventions with an emphasis on bystanders, carried out with school children and adolescents, aimed at reducing bullying/cyberbullying and/or increasing defending behavior. Fifteen portals/databases were searched. The selection and extraction processes were carried out through the blind review strategy. The synthesis took place descriptively. We found 12 interventions. The most investigated were KiVa (n = 9), STAC (n = 3), and Curriculum-Based Anti-Bullying (n = 2). There are few anti-bullying programs with an emphasis on bystanders, and the majority are universal programs with strategies applied by teachers, giving little attention to parents. Moreover, most of these programs lack a broader mix of anti-bullying strategies. Therefore, we suggest developing anti-bullying programs with multiple components that contain universal, selective, and indicated strategies.

Anti-Bullying Strategy towards Parents: A Comparative Analysis between Principals of Experimental and Non-Experimental Primary Schools in Greece

School bullying is a type of bullying that occurs in an educational setting. In the present study, we examine the differences in strategy towards parents followed by principals of public experimental and non-experimental primary schools in Greece in their effort to deal with bullying regarding issues related to the proper treatment of the phenomenon. A sample of 11 school principals was the focus of this research. In particular, the population examined were the principals of the three public experimental primary schools of the prefecture of Thessaloniki and eight randomly selected principals of non-experimental public primary schools of the same prefecture. In the prefecture of Thessaloniki, the problem of bullying seems to exist and concern to a great extent the principals of primary education who constitute the sample of this research and pursue their strategy to find appropriate solutions for its immediate and effective coping. At the same time, these principals follow, to a significant degree, common practices in dealing with the phenomenon in their effort to reduce it or even eliminate it, revealing however significant shortcomings on their part.

Changing the Underlying Conditions Relevant to Workplace Bullying through Organisational Redesign.

In view of the discrepancy between anti-bullying strategies used in organisations and knowledge of bullying that is grounded in the international scholarly literature, the aim of this study is to implement and evaluate an intervention program specifically targeting the root causes of workplace bullying by identifying, assessing, and changing the contexts of people management in which bullying arises. The present research describes the development, procedures, and co-design principles underpinning a primary intervention that is focused on improving organisational risk conditions linked to workplace bullying. Our study evaluates the effectiveness of this intervention using deductive and abductive approaches and multi-source data. Specifically, our quantitative analysis examines changes in job demands and resources as a central mechanism underlying how the intervention takes effect and provides support for job demands as a mediator. Our qualitative analysis expands the inquiry by identifying additional mechanisms that form the foundations of effective change and those that drive change execution. The results of the intervention study highlight the opportunity to prevent workplace bullying through organisational-level interventions and reveal success factors, underlying mechanisms, and key principles.

Gender-Neutral Toilets: A Qualitative Exploration of Inclusive School Environments for Sexuality and Gender Diverse Youth in Western Australia.

School toilets have been identified by sexuality and gender diverse (SGD) students as the least safe spaces in educational institutions. They are sites of verbal, physical and sexual victimisation. Providing gender-neutral toilets in primary and secondary schools may reduce the bullying and victimisation of SGD students, particularly those who are transgender or gender-diverse. This study explored factors influencing the inclusion of gender-neutral toilets in primary and secondary schools in Western Australia. Thirty-four interviews were conducted from May to December 2020 with policy makers or practitioners (n = 22) and school staff (n = 12) in Perth, Western Australia. Interviews were conducted online and face-to-face using semi-structured interview guides. A thematic analysis of the cross-sectional qualitative data was undertaken. School staff, policy makers, and practitioners identified school toilets as sites of bullying and victimisation of SGD youth and expressed support for gender-neutral toilets as an anti-bullying strategy. Perceived barriers to introducing gender-neutral toilets in schools included financial and spatial costs, building code compliance constraints, resistance from parents and students, privacy and confidentiality concerns, and cultural appropriateness. Including gender-neutral toilets in schools may reduce school-based bullying and victimisation, and improve the mental and physical health of SGD youth.

Associations between school bullying and anxiety in children and adolescents from an ethnic autonomous county in China

School bullying is a widespread public health issue that negatively impacts the mental health of children and adolescents. This study aimed to investigate associations between school bullying involvement and anxiety of children and adolescents. A survey covering all types of pre-college schools (primary, middle, high, and vocational school) was conducted in an ethnic autonomous county in China. 1,943 students participated in this study. Being a victim of verbal (OR=3.08, 95%CI = [2.43,3.91]), physical (OR=3.24, 95%CI = [2.46,4.27]), relational (OR=3.72, 95%CI = [2.90,4.76]), or cyberbullying (OR=3.47, 95%CI = [2.61,4.61]) were associated with increased symptoms of generalized anxiety. Similarly, being a perpetrator of verbal (OR=2.12, 95%CI = [1.45,3.10]), physical (OR=1.85, 95%CI = [1.22,2.79]), relational (OR=1.78, 95%CI = [1.15,2.74]), or cyber-bullying (OR=1.59, 95%CI = [1.08,2.33]) were related to a higher degree of anxiety. Moreover, in both victims and perpetrators higher levels of anxiety were associated with a greater number of types of bullying they were involved in, suggesting a dose-response relation between school bullying involvement and anxiety. Therefore, both bullying victims and perpetrators need mental health support and anti-bullying strategies should address different forms of bullying evenhandedly.

The Long-Term Effects of Workplace Bullying on Health, Wellbeing, and on the Professional and Personal Lives of Bully-victims

One of the aims of this study was to give a voice to the victims of workplace bullying (WPB). Narratives or stories told by the victims allow researchers to better understand, challenge, and update outdated thinking of WPB. This paper identifies gaps in the literature regarding the long-term consequences of WPB on workers’ health and wellbeing, and how this impacts their professional and personal lives. The findings of this paper are based on a qualitative study that documented individual experiences of six WPB victims. Analysis of the findings shows how deeply rooted the issue of WPB is, opens conversations, highlights possible causes, and redefines solutions. Reflecting on Aotearoa New Zealand’s laissez-faire attitude towards WPB as well as realising the need for anti-bullying strategies, clearer guidelines, and the promotion of interventions to support employees, this study raises the awareness of the long-term consequences of WPB and its impact on victims and society.

Социально-психологические аспекты профилактики школьного буллинга в условиях цифровой среды

The article is devoted to the analysis of overcoming the risks of digital socialization in the context of the ideas of adolescents and teachers about the phenomenon of bullying in the school environment. The relevance of addressing the topic is due to the need to develop a regional model for the prevention of bullying, which requires the study of deficits and resources in the professional position of teaching staff. The purpose of the article is to show the possibilities of professional reflection to reduce the contradiction between the significance of bullying problems for teenagers and the unpreparedness of pedagogical teams to effectively respond to this problem. The article contains the results of empirical studies – data from the annual socio-psychological testing of adolescents in the Saratov region (90,422 students), exploring problems that reduce the psychological stability of youth – aggressive manifestations in the teenage environment as well as an analysis of teachers’ ideas about the causes, participants and prevention of bullying and cyberbullying (125 people). The article focuses on actually available and desirable strategies for teachers to respond to aggression in the teenage environment. The conclusions indicate that the collective moderation of the problem allows us to identify the components of the school’s anti-bullying strategy, the study defines the need for including response skills in the bullying situation in continuing education programs for teachers.

Correlates of bullying victimization among school adolescents in Nepal: Findings from 2015 Global School-Based Student Health Survey Nepal.

Bullying is an emerging risk factor for poor mental health outcomes adversely affecting children and adolescents. However, it has rarely caught the attention of the health and education sector due to lack of evidence in many countries including Nepal. This study aimed to assess the prevalence and factors associated with bullying behavior among adolescent students in Nepal. We used nationally representative data from the Nepal Global School-Based Student Health Survey that involved two-stage cluster sampling design with the use of a standard set of self-administered questionnaires. Complex sample analysis was done to determine the prevalence and correlates of bullying among 6529 students of 68 schools studying in grade 7 to 11 using descriptive analysis and multivariable logistic regression. The overall prevalence of bullying among Nepalese school adolescents was 51% (55.67% in male and 46.17% in female). Bullied adolescents more commonly reported mental health problems with higher risk of loneliness (aOR 1.36, 95% CI: 1.12, 1.64), anxiety (aOR 2.04, 95% CI: 1.65, 2.52), suicide attempt (aOR 2.08, 95% CI: 1.54, 2.81), school absenteeism due to fear (aOR 1.72, 95% CI: 1.34, 2.21) and school truancy (aOR 1.48, 95% CI: 1.17, 1.87). A significant association was seen between bullying victimization and negative health behaviors like involvement in physical fights (aOR 3.64, 95% CI: 2.94, 4.51) and tobacco use (aOR 2.05, 95% CI: 1.15, 3.65). School bullying is significantly associated with mental health factors like loneliness, anxiety, suicide attempt, school absenteeism and risky behavioral factors like smokeless tobacco use and involvement in physical fight. The insights provided by these findings have important implications for planning anti-bullying strategies in school settings in the Nepalese context.

Intimidation and bullying: A school survey examining the effect of demographic data

The aim of this study is to identify the predictors of bullying in secondary school students. This study uses correlational and regression analysis to examine the relationship between demographic data of students and whether or not they partake in bullying or have been bullied. Out of the given surveys, 357 were answered. The survey was given to three public schools from Irbid city. The results of multiple logistic regression tests revealed that level of study (B = .184, p = 0.003) is positively and independently associated with bullying. Factors such as gender, income, and education are not significantly predictive of bullying behavior among school students. This study has implications for healthcare providers, nurses, and policymakers to adapt anti-bullying strategies for all secondary schools.

Childhood Maltreatment: Experiences and Perceptions Among Chinese Young People.

The study aimed to investigate young Chinese people's childhood and adolescence exposure to maltreatment from all types of perpetrators, and to explore their perceptions of such experiences. A cross-sectional study was carried out among 1,255 young people at three universities located in Zhejiang Province, Eastern China. A questionnaire drawing on validated tools was developed to measure childhood and adolescence exposure to physical and emotional maltreatment. Physical and emotional maltreatment by any perpetrator before the age of 18 years was reported by 83.3% and 85.9% of the students, respectively; extreme forms were not rare. Overall, 68.8% of the students reported physical maltreatment by parents, 56.1% by teachers, 29.8% by peers, 11.7% by siblings, and 9.1% by grandparents; 58.5% reported emotional maltreatment by parents, 43.3% by teachers, 53.3% by peers, 12.0% by siblings, and 10.0% by grandparents. Physical or emotional maltreatment by any perpetrator was common in all sociodemographic groups, irrespective of urban/rural residence and economic status. Risk factors for maltreatment differ with type of maltreatment and perpetrator. Personal experience of emotional maltreatment was generally perceived as more harmful and less acceptable than physical, especially in females. In conclusion, high levels of maltreatment of children and adolescents in China indicate the need for (a) parent education about appropriate discipline measures when raising children, (b) teacher education and enforcement of existing laws banning institutional corporal punishment, (c) the adoption of a comprehensive anti-bullying strategy, and (d) the development of a formal child protection system to protect and support the most vulnerable families.

Bullying Reporting Concerns as a Mediator Between School Climate and Bullying Victimization/Aggression.

This study aimed to examine whether bullying reporting concerns mediate the relationship between school climate and student bullying victimization as well as aggressive behavior. Data were from a sample of 301 students in Grades 6 to 8 in two minority-predominant schools in a large U.S. metropolitan area. Findings from bootstrapped structural equation modeling (SEM) analyses indicated that for male students, a higher level of perceived anti-bullying school climate was negatively associated with bullying reporting concerns, while the reporting concerns subsequently were positively associated with bullying victimization and aggressive behavior. For female students, perceived school climate was not associated with bullying reporting concerns, but the latter were also positively associated with bullying victimization and aggressive behavior. Therefore, bullying reporting concerns mediated the association between perceived school climate and bullying victimization as well as aggressive behavior for male but not female students. The findings suggest the importance of strengthening anti-bullying school climate to help students overcome bullying reporting concerns to achieve effective outcomes. The gender difference of associations between school climate and bullying reporting concerns may reflect the variation of bullying types experienced by male and female students, which calls for attention to the development of anti-bullying strategies that take into account gender differences and address various types of bullying.