School Bullying Research Articles

Co-Existence Patterns of Social Norms and Positive Defending Intention Among Adolescents as School Bullying Bystanders.

School bullying occurs frequently in primary and secondary schools, which is a global problem and it often brings serious physical and mental harm to the victims. When school bullying occurs, there may be a large number of bystanders in addition to the bullies and victims. What actions bystanders take affects the progress of school bullying. Relevant studies indicate that social norms including how peers around them react (descriptive norms) and how important adults such as teachers and parents demand (injunctive norms) play important roles in bystanders' action-taking, but limited studies have considered individual differences. Therefore, this study used a person-centered approach to explore the co-existence patterns of social norms and bystanders' defending intention to further understand their relations. We surveyed 1,384 junior high school students in China by self-report questionnaires, and they were asked to assess their defending intention when witnessing school bullying events under different contexts of social norms. Through latent profiles analysis, five co-existing patterns were identified: no norms-no defending group (4.8%), parent norms-no defending group (3.6%), weak norms-low defending group (24.3%), teacher-peer norms-medium defending group (40.6%), teacher-peer norms-high defending group (26.7%). In four out of the five patterns, students' levels of defending intention were highly consistent with the levels of peer and teacher norms, but largely contradicted parent norms. This suggests that descriptive norms from peers and injunctive norms from teachers, other than those from parents are crucial for promoting bystanders' defending intention, which provides important enlightenment for school bullying prevention. These findings provide important enlightenment for the prevention and control of school bullying in the future.

Moderation of sex in the Association between School Bullying Behaviors and problematic gaming among Chinese adolescents: a cross-sectional study.

Problematic gaming (PG) is a serious issue among adolescents worldwide, and there is evidence suggesting that school bullying behaviors may be associated with increased rates of PG. This study aimed to examine the associations between school bullying behaviors and PG among adolescents, with a focus on sex effects. A total of 20,197 participants were recruited from the 2023 School-based Chinese Adolescents Health Survey. Information about school bullying behaviors and PG was measured. Sampling weights were utilized to estimate the prevalence, and weighted logistic regression models were executed. Stratified analyses by sex were performed. Among Chinese adolescents, the weighted prevalence of PG was 4.2%, 8.1% were identified as victims, 1.8% as bullies, and 3.4% as bully-victims. A higher frequency of school bullying behaviors corresponds to a higher prevalence of PG. After adjusting for covariates, victims (AOR = 1.34, 95% CI = 1.03-1.73), bullies (AOR = 2.08, 95% CI = 1.39-3.11), and bully-victims (AOR = 2.75, 95% CI = 2.09-3.61) were associated with PG. Moreover, the severity of PG tended to increase with the number of involved in school bullying behaviors. The interaction terms of bully-victims and sex were significant. Further stratified analyses by sex indicated that the association of school bullying behaviors with PG was stronger for females than males, especially those identified as bully-victims. School bullying behaviors are associated with PG among adolescents, with a stronger association found in female adolescents, particularly those identified as bully-victims. These findings suggest that implementing prevention and control measures for school bullying could help reduce PG among adolescents.

Strengthening the Language of Love as a Prevention Measure School Bullying Prevention

Bullying in schools is a complex problem that requires serious attention. This study aims to examine the potential for strengthening love language as one of the effective prevention efforts in bullying cases in schools. The study focuses on literature that discusses the relationship between love language, positive social bonds, and prosocial behavior. The methodological procedure of this article uses a literature review approach. The results of the study show that love language with indicators of affirmative words, acts of service, gifts, quality time, and physical touch has great potential in creating an inclusive and supportive school climate. This study also identifies several factors that can affect the success of the implementation of love language in efforts to prevent bullying in schools, namely; training for educators, parent involvement, and support from the school environment. The practical implications of this study are the importance of integrating love language in school curricula and counseling programs to prevent and overcome bullying in schools.

COVID-19, school closures and (cyber)bullying in Germany

ABSTRACT We analyse the prevalence of bullying in Germany during COVID-19, both as in-person bullying (in our context: school bullying) and via social media and electronic communication tools (cyberbullying). Using Google Trends data from 2013 to 2022 and exploiting the COVID-19 pandemic as a natural experiment when schools switched to distance learning, we document stark changes in the prevalence of (cyber)bullying in Germany: Our results indicate that during school years affected by COVID-19, online searches for school bullying decreased by about 29 percent, while online searches for cyberbullying increased by about 40 percent during the same periods.

The Relationship Between Cognitive Distortions and School Bullying in Jerusalem Suburbs’ Schools

Objectives: The study identifies the relationship between cognitive distortions and bullying in schools in the suburbs of Jerusalem. Methods: The study used a stratified sample of 250 students who study in schools located in the suburbs of Jerusalem and whose ages range from 15 to 18 years old. The Cognitive Distortions Scale and the School Bullying Scale were used as instruments for data collection after verifying their validity and reliability. Results: The results indicated that the mean score for cognitive distortions is moderate whereas the mean score for school bullying is low. Statistically significant differences were observed in the levels of cognitive distortions based on gender, with higher levels in males. Additionally, the results showed statistically significant differences in the levels of cognitive distortions and school bullying based on students’ grades, favoring students with lower grades. However, there were no statistically significant differences based on the grade level of participants. The study also identified a weak positive correlation between cognitive distortions and school bullying. Conclusion: By shedding light on the intricate relationship between cognitive distortions and school bullying, the study stresses the significance of developing educational and psychological strategies to address these challenges. Hence, it emphasizes the need for customized interventions in schools to deal with cognitive distortions and bullying, focusing on gender differences.

Social Group Dynamics and Its Role in the Phenomenon of Bullying in Secondary Schools

This study aims to analyze the dynamics of social groups and their role in the phenomenon of bullying in secondary schools. The main focus is to understand how interactions between groups, social norms, and hierarchical structures within groups affect the prevalence and forms of bullying. The method used is a qualitative approach with a systematic literature review. Relevant sources were identified through academic databases using specific keywords, then evaluated and analyzed using thematic analysis. The results of the study indicate that social group dynamics play a significant role in the phenomenon of bullying. Rigid hierarchical group structures, norms that support dominance, and intergroup competition tend to increase the risk of bullying. Conversely, groups with more egalitarian structures and inclusive values tend to show lower levels of bullying. The role of group leaders and bystanders was also found to be crucial in shaping responses to bullying. Contextual factors such as school transitions and the use of social media also influence the dynamics of bullying. Analysis using Social Identity Theory and Social Control Theory revealed that bullying is often rooted in the need to strengthen group identity and respond to weak social ties. These findings emphasize the importance of a holistic approach in bullying prevention and intervention efforts, which considers the complexity of group dynamics and the broader social context.

Traditional and Online Bullying Victimization Among School-going Adolescents: The Role of Sociodemographic Factors

Background: Bullying in school is a vital issue as researchers increasingly find that it can be detrimental to students’ well-being and academic excellence. From an ecological systems theory perspective, examining school bullying reveals that numerous psychosocial factors influence student behavior. Hence, the present study aims to investigate the role of sociodemographics—at the individual (age, gender), microsystem and mesosystem (grade level, school type), exosystem (region), macrosystem (socioeconomic status), and chronosystem (shift from traditional to virtual classroom during COVID-19) levels—in the victimization of traditional and online bullying. Methods: After obtaining ethical clearance, an online survey form was deployed to collect sociodemographic information and assess traditional and online bullying victimization among 120 school-going adolescents from the Southern regions of India. Results: A linear regression analysis showed age and region (urban and rural) predicting traditional and online victimization, respectively. Other sociodemographic factors of gender, school type, and grade level did not predict either victimization type. Conclusions: Sociodemographic factors play a significant role in the victimization experiences of students both in traditional and online.

The School Bullying Victimization in Adolescents With Non-Suicidal Self-Injury: The Role of Coping Strategies and Emotion Regulation.

The present study aimed to investigate the relationship between school bullying victimization and non-suicidal self-injury (NSSI) frequency, taking into consideration the mediating roles of coping strategies and emotional regulation. Participants were 12-18-year-old outpatients and inpatients who met the NSSI and depressive disorder criteria according to the DSM-5. Assessments included the Multidimensional Peer-Victimization Scale, Coping Style Scale for Middle School Students, Emotion Regulation Questionnaire for Children and Adolescents, and the Functional Assessment of Self-Mutilation to examine the bullying victimization, coping strategies, emotion regulation, and NSSI behaviour. Serial multiple mediation effects of coping strategies and emotion regulation between bullying victimization and NSSI frequency were analysed using the SPSS macro PROCESS programme. A total of 2335 participants were included in this study. Bullying victimization significantly predicted NSSI frequency (B=0.191, p<0.001). Both coping strategies and emotion regulation were important mediators in the relationship between bullying victimization and NSSI frequency. Bullying victimization indirectly affected NSSI through two serial mediation pathways: (1) bullying victimization → problem-focused coping → cognitive reappraisal → NSSI frequency, and (2) bullying victimization → emotion-focused coping→ expressive suppression → NSSI frequency. The study revealed a positive association between bullying victimization and the frequency of NSSI among adolescents with depressive disorder. Strategies of coping and emotional regulation significantly mediated the link between bullying victimization and the frequency of NSSI. The findings suggested that supporting adolescents in adopting effective coping and emotional regulation strategies could be a crucial approach to mitigate the impact of bullying victimization on the frequency of NSSI.

Influence of campus exclusion on bullying behavior of junior high school students: role of callous-unemotional traits and family caring

School bullying significantly impacts adolescent physical and mental development. The current study aimed to explore the effect of campus exclusion on school bullying behavior among junior high school students and the role of callous-unemotional traits and family caring. The Campus Exclusion Questionnaire, Olweus Child Bullying Questionnaire, Callous-Unemotional Trait Scale, and Family Caring Scale were completed by 705 students. A moderated mediation model was analyzed using SPSS 24.0. Results indicated that both campus exclusion and callous-unemotional traits positively predicted bullying behavior. Callous-unemotional traits partially mediated the relationship between campus exclusion and bullying behavior. Additionally, family caring moderated the link between callous-unemotional traits and bullying behavior, mitigating adverse effects. The study highlighted family caring’s protective role against bullying linked to adverse school experiences. Therefore, collaboration between schools and families is crucial to reduce bullying.

Internal Validation of the Latvian Version of 16-Item Prodromal Questionnaire in A Help-Seeking Adolescent Population: Psychometric Analysis and Associated Factors.

The prodromal phase of a psychotic disorder is a period of altered functioning before the onset of the acute state; several interviews have been developed to determine whether individuals present with prodromal symptoms. The 16-item Prodromal Questionnaire (PQ-16) is a screening tool for evaluating those at risk of developing a psychotic disorder. The study aimed to evaluate the psychometric properties of the Latvian version of the PQ-16 in a sample of help-seeking adolescents referred for diagnostic assessment and look for possible associated socio-demographic and health-related factors. A cross-sectional study included patients admitted for evaluation between November 2022 and February 2023 in Riga's Children's Clinical University Hospital Child Psychiatry clinic. The data were collected during outpatient consultations by mental health professionals. We used the Latvian translation of PQ-16 and the socio-demographic and health-related factors questionnaire. Data were analysed with IBM SPSS 28; the scale's diagnostic accuracy and internal validity were examined. The study involved 107 adolescents aged 12% to 17%, 80.5% female, with a mean age of 14.98 (CI 14.70-15.26). Socio-demographic data and health-related variables did not significantly differ between the sexes (p > 0.05). The Latvian PQ-16 demonstrated excellent internal reliability with a Cronbach's alpha of 0.890. All 16 items were found to be valid with p < 0.001. A significant number of participants (73.8%) scored above the current cut-off of ≥ 6 with a mean of 9.17 (95% CI 8.41-9.93). Certain socio-demographic factors, such as female gender (p < 0.001), fair school performance (p = 0.048) and recent changes in school performance (p < 0.001), demonstrated a significant association with higher scores. Additionally, there were found significant associations between positive screening and health-related factors such as obstetric complications (p = 0.044), smoking (p = 0.002), alcohol consumption (p = 0.021), history of bullying in school (p < 0.001) and emotional abuse at home (p = 0.011). Latvian translation of PQ-16 showed high internal reliability and validity levels. Positive PQ-16 screening was associated with female gender, worsened school performance, obstetric complications, substance abuse and experienced emotional violence. The average score of 9.17 positive answers and 73.8% of participants screening positive for attenuated psychotic symptoms is significantly higher than in recent studies under similar conditions.

Teacher Bullying—Does It Have an Impact on Peer Bullying Victimization?

AbstractPeer bullying in schools is well-documented through international research. There is, however, limited knowledge about teachers who bully students and how this is related to peer bullying. In the school hierarchy, the teachers have a strong position of formal power. When this power is exercised positively, through authoritative classroom leadership, this will both prevent bullying and support and protect victims of bullying. However, we cannot neglect the possibility that teachers can use their formal power negatively, and in the worst cases bully students. This study aimed to explore how teacher bullying was associated with being bullied by peers. Data from the Norwegian Annual Pupil Survey (2018) was used. The sample consisted of 173,742 students (48.93% female). The participation rate was approximately 90%. A Likert scale was used to estimate the extent to which students were being bullied by peers and teachers. The main results showed that teacher bullying was positively associated with peer offline and online bullying victimization while statistically controlling for gender and grades. With a rather small effect size, the association of teacher bullying with offline bullying victimization was stronger than with online bullying victimization. Bullying was measured using self-reporting with a single question. In future research, it is recommended that several questions be used to capture the complexity of bullying. The results from this study show that it is necessary to develop and implement preventive measures not only against bullying among peers but also against teacher bullying.

Patterns of defender behaviors and outsider behaviors in school bullying among Chinese adolescents: based on latent profile analysis

Patterns of defender behaviors and outsider behaviors in school bullying among Chinese adolescents: based on latent profile analysis

Exposure to Violence at Home and Bullying in School: A Test of an Additional Layer of General Strain Theory

ABSTRACT School bullying continues to be a major concern in Trinidad and Tobago. Despite its prevalence and governmental efforts to reduce bullying, relatively few studies have examined the relationship between exposure to violence at home and school bullying in this nation. This study intends to examine the relationship between exposure to violence at home, anger, school culture toward bullying, and school bullying within the context of General Strain Theory. Using data collected from 1,248 students in ten primary schools in Trinidad, this study found that exposure to violence at home had significant influences on bullying in school. Further, anger significantly mediated the relationship between exposure to violence at home and school bullying while the moderating effects of anger and school culture favorable toward bullying were statistically significant.

Adjustment problems and school bullying in grade school: Differentiating between- and within-person associations

This study examined the longitudinal relations between adjustment problems and school bullying in middle childhood by differentiating between- and within-person effects and putting the co-occurrence into consideration. Participants were 1091 U.S. children (51.2 % boys, 80.5 % White) and their teachers. When children were in the third, fifth, and sixth grades, bullying perpetration and victimization were self-reported and adjustment problems were rated by teachers. Using the random intercept cross-lagged panel models, the results demonstrated that adjustment problems, particularly externalizing problems, were independently predicative of bullying and victimization at the between-person level, adjusting for within-person fluctuations and the co-occurrence of adjustment problems. Moreover, at the between-person level, bullying perpetration and victimization were positively related, as were internalizing and externalizing problems. The findings contribute evidence that adjustment problems and school bullying were stably related over time and highlight the importance of adjustment problems in better understanding involvement in school bullying among school-aged children.

Effect of School Bullying on Physical Health, Psychological Wellbeing and self-esteem among Adolescents

Effect of School Bullying on Physical Health, Psychological Wellbeing and self-esteem among Adolescents

Bullying victimization in schools in the United Arab Emirates: a cross-sectional study

BackgroundDespite the implementation of antibullying policies, schools in the United Arab Emirates (UAE) witnessed an increase in bullying prevalence. The aim of our study was to assess bullying victimization in schools in the UAE, types of bullying, and factors and outcomes related to bullying behavior.MethodsA cross-sectional survey was conducted in randomly selected private and public schools in Al Ain City. A structured, self-administered questionnaire was used to collect data from students in grades 6–8 (Ages 10–15). We adapted the US CDC ‘Bully Survey’ for cultural relevance in the UAE through feedback from focus group meetings with teachers. Data analysis, conducted using R software, involved stratified analysis by school type and utilized Chi-Squared and Fisher’s exact tests to identify factors associated with school bullying.ResultsThe study sample consisted of 723 students of whom 68% were males, and 58% were Emirati nationals. The overall prevalence of bullying victimization in schools was 37%, with 40% in private schools and 35% in public schools. Cyberbullying was more prevalent in private schools (37%). Physical bullying was reported by 20% and verbal bullying by 12%, with a higher prevalence of physical bullying in private schools (24%) and among males (23%). The study’s findings showed significant emotional and academic impacts of bullying, including feelings of sadness and learning difficulties, contributing to a rise in school absenteeism.ConclusionsThe study reveals widespread bullying victimization in UAE schools, mainly in classrooms, with group exclusion and verbal abuse as key forms. It underscores bullying’s psychological impact and the greater awareness of parents compared to teachers. The effective intervention strategies should not only involve students, teachers, and school staff, but also actively engage parents by fostering stronger communication channels between schools and families, and providing parents with resources and training to recognize and address bullying. These strategies should aim to create a cohesive network involving the entire school community, thus fostering a safer and more inclusive environment for students. The findings stress the need for inclusive antibullying programs involving the entire school community to foster a safer environment.

Exploring In-School Adolescent Smoking Behaviors: A Comparative Study of Rural and Urban Contexts in Anambra, Nigeria

The use of tobacco among adolescents is a big public health issue in low- and middle-income countries of the world including Nigeria. The aim of this study was to compare prevalence and determinants of tobacco use among in-school adolescents’ resident in urban and rural secondary schools in Anambra State. A cross-sectional analytical design was observed using multi stage random sampling to sample 360 students from some selected schools. A pretested, semi structured questionnaire adapted from the Global School Health Survey (GSHS) was used to collect data. The data was analyzed by descriptive and inferential statistics. Similar prevalence of tobacco use was found in both the urban (6.3%) and in the rural (6.5%) sites, without significance in either (p=1.000). Participation in protective factors including health education programs in which participants are educated on smoking dangers and sexually transmitted diseases (STDs) in particular was associated with non-smoking behavior significantly more in urban areas. On the other hand, being urban adolescents who reported tobacco use showed significantly association with risk factors such as poor school environment and bullying. Consequently, no difference in rates of tobacco use occur between urban and rural adolescents, despite differences in protective and risk factors. Recommendations aimed at strengthening health education, and improving school environments and reducing bullying are suggested to reduce adolescent smoking in these settings. Effective tobacco control of Nigerian adolescents requires targeting of public health interventions on the basis of the socio-cultural context.

Teachers Efforts in Preventing Bullying Behavior

This study describes the forms and efforts of teachers in preventing bullying behavior in students at Madrasah Ibtida'iyah At-Taqwa Bondowoso. Qualitative methods produce naturalistic data in the form of reasonable explanations. Data from observations, documentation, and interviews were analyzed descriptively. The results of the study indicate that teachers' efforts in preventing bullying behavior have been maximized and are very effective and can prevent and minimize the occurrence of bullying behavior. Schools become more conducive and the learning process can run well. The success of preventing bullying in schools can be seen from the attitudes and behavior of students in everyday life who respect each other, teachers, parents and people around them, do not say bad things, act compactly and dare to take responsibility, and fear Allah by avoiding all things that are forbidden and doing what He commands.

Cross-sectional study of bystander roles in school bullying incidents in the United Arab Emirates

Abstract Background School bullying is a widespread public health issue with far-reaching consequences on the psychological well-being and academic performance of students. This study focuses on the perspective of bystanders to better understand their role in the dynamics of bullying in school environments in the United Arab Emirates. Methods We employed a multi-stage random sampling approach to collect data from students in grades 6 to 9 at the sample of public and private schools in Al Ain, using a validated self-report questionnaire. IBM SPSS software version 28.0 was used for the analysis using appropriate statistical tests. Results Out of 728 surveyed students, 290 (40%) were from private and 438 (60%) from public schools. A total of 425 (58%) of students were bystanders observing bullying incidents across all schools, with 65% of males versus 45% of females witnessing such events. Physical bullying was the most frequent type of bullying observed by 67% of students. The classroom was most often location, 75% in private schools and 61% in public schools. Verbal abuses such as making fun and name-calling were commonly reported. Bullying targeting physical appearance was particularly noted, with 31% of bystanders stating that bullying was due to perceptions of a student’s face being ‘funny’ and 21% due to beliefs about weight. 59% felt sad, and 29% didn’t go to school as a result of the bullying. Reporting to teachers was limited (25%). Conclusions The high prevalence of bystanders in school bullying incidents in Al Ain was observed, especially among male students. The results emphasize the critical need for comprehensive anti-bullying programs that include bystander intervention strategies to promote a supportive and inclusive educational environment. Key messages • Many of students are witnessing bullying, highlighting the need for effective intervention programs. • Empowering bystanders is crucial in preventing bullying and enhancing the safety at schools.

Does competitive school climate really harm to students’ anti-bullying attitude: empirical evidence from China

BackgroundSchool bullying remains a social problem and changing students’ attitudes towards bullying is crucial for effective prevention in schools. Based on social-ecological system theory, this study examines how school climate influences anti-bullying attitudes among students. Specifically, it studies how a competitive school environment influences these attitudes, and how students’ competitive attitudes mediate these attitudes.MethodsThe data for this study comes from The Programmed for International Student Assessment (PISA), which is a global student assessment initiative led by the Organization for Economic Co-operation and Development (OECD). The sample consists of 12,058 Chinese students from the 2018 PISA survey. Data analysis was conducted using STATA (version 14.0) software.ResultsSchool competitive climate has a positive and substantial impact on their anti-bullying attitudes (r = 0.1551, p < 0.001). Students’ competitive attitudes are also positively and significantly correlated with their anti-bullying attitudes (r = 0.2249, p < 0.001). Competitive attitudes partially mediate the relationship between the school bullying climate and students’ anti-bullying attitudes.ConclusionIn the context of Chinese education, a competitive school climate clearly has a positive effect on students anti-bullying attitudes. Students’ competitive attitudes also act as partial mediator in this relationship. These findings suggest that a healthy school ecosystem that reflects sound value guidance and fair rules is imperative for fostering anti-bullying attitudes in students.