Purpose This article explores the interconnection between childhood bullying victimisation and mental health and its resulting risk of subsequent drug addiction on a comparative international scale. Toward this, the objective of this article is to bring out the awareness about the abiding impacts of childhood bullying and how it leads to substance abuse and mental health problems in both developed and low- and middle-income nations. Design/methodology/approach The study uses a narrative literature review, where various literature reviews are used as a study selection. The literature review has led to the unfolding of seven themes that depict psychological impacts, causal factors and dilemmas of victimisation by bullies on the mental health of youth. Findings The link between childhood bullying with the mental health of youths who engage in substance abuse has been depicted to be strong. It also shows that victims of childhood bullying are at high risk of developing anxiety, depression and other mental issues. Further, a strong association also exists between drug addiction behaviour and bullied victims among the youth. Findings also indicate that bullying rates and substance use characteristics differ across the world, with developed nations reporting higher cyberbullying rates, whereas developing nations report higher victimisation rates, whether physical or social, resulting in drug addiction. Practical implications This narrative review can be an eye-opener for the schools, communities, organisations and policymakers to establish comprehensive anti-bullying programs and mental health support programs with an aim of eliminating bullying and providing help to the victims of bullying. The article encourages the context-specific interventions, especially regarding low- and middle-income nations in which the level of mental health support and policy implementation is still insufficient based on global policy lessons. Originality/value This narrative literature review will complement the existing research on childhood victimisation by bullying, mental health consequences and its predisposition to drug addiction. It adds an international comparative perspective, establishing cross-cultural similarities and differences, like bullying and its psychological impact. In addition, it provides the necessity of context-specific solutions to focus on these issues.

From trauma to treatment: A scoping review of childhood bullying and its role in psychotic disorders.

This study aimed to investigate the relationship between peer bullying and school-based loneliness in primary school children. Designed as a descriptive and cross-sectional study, it was conducted with the participation of 453 third- and fourth-grade primary school students enrolled in a school located in a province in the Southeastern Region of Turkey. Data were collected using the Demographic Information Form, the Peer Bullying Scale - Child Form, and the School-Based Loneliness Scale. Statistical analyses included frequency, percentage, arithmetic mean, standard deviation, t-test, ANOVA, Mann–Whitney U test, Kruskal–Wallis test, and Spearman correlation. The mean scores obtained were 22.83±25.19 for the Peer Bullying Scale - Victim Subscale, 8.67±15.20 for the Peer Bullying Scale - Bully Subscale, and 22.89±10.73 for the School-Based Loneliness Scale. The findings indicated a positive correlation between being a victim and being a perpetrator of peer bullying among primary school students. Furthermore, an increase in peer bullying was associated with a higher level of school-based loneliness. The study also found that both peer bullying and loneliness were influenced by various demographic factors.

ABSTRACT Bullying negatively impacts child development, increasing risks for deviant behaviors and poor health outcomes. Racial/ethnic minority youth experience high rates of bullying. This study examines the relationship between the frequency of middle childhood bullying victimization and adolescent risk behaviors, including fighting, marijuana use, sexual activity, physical inactivity, and sleep problems. Racial/ethnic differences in these associations are also explored. An analytical sample of 2,678 children and their primary caregivers was derived from Waves 1 (birth), 5 (age 9), and 6 (age 15) of the Future of Families and Child Wellbeing Study. Frequency of middle childhood bullying victimization was assessed via a composite index, and risk behaviors were self-reported or reported by primary caregivers. Path and multi-group path analyses examined associations between bullying victimization and risk behaviors and whether racial/ethnic differences existed. Frequent bullying victimization significantly predicted fighting, sleep problems, and physical inactivity, but not sexual activity or marijuana use. While our multi-group path analysis found no statistically significant racial/ethnic differences in the association between frequent bullying victimization and the outcome variables, the findings do indicate that Latino/Hispanic youth had higher levels of risk behavior outcomes. Bullying victimization can have lasting consequences for all young people. Social personnel are crucial in early intervention initiatives to combat and alleviate the harmful effects of bullying and to foster healthy development.

BackgroundModifiable behavioral risks are key drivers of noncommunicable diseases (NCDs) in adolescents, yet their global burden and evolving trends remain underquantified. This study provides the first comprehensive assessment of NCD-related mortality and disability attributable to behavioral risks among adolescents aged 10–24 years across countries and regions over three decades.MethodsUsing data from the Global Burden of Disease Study 2021, we estimated age-standardized disability-adjusted life years (DALYs), mortality, and summary exposure values (SEV) for NCDs attributable to drug use, alcohol use, childhood sexual abuse and bullying, unsafe sex, child and maternal malnutrition, tobacco use, and intimate partner violence. Trends were analyzed via estimated annual percentage changes (EAPC) with 95% confidence intervals (CI).ResultsIn 2021, behavioral risk factors contributed to 23,280 (95% uncertainty intervals [UI]: 20,960–25,530) deaths and 9.0 million (95% UI: 6.3–12.6) DALYs globally. Substance use disorders (4.4 million [95% UI: 3.3–5.6]) and mental disorders (3.9 million [95% UI: 1.9–6.9]) were the leading contributors to DALYs, while substance use disorders accounted for most deaths (13,660 [95% UI: 12,880–14,500]). Between 1990 and 2021, DALYs attributable to childhood sexual abuse and bullying and intimate partner violence increased, whereas those related to alcohol use declined despite a persistent burden (2.0 million DALYs in 2021). The global SEV for tobacco showed the sharpest decline (− 26.5%), while DALYs for drug use rose in high-SDI regions (EAPC + 3.4%). Regional disparities were pronounced, with high-income North America experiencing the heaviest burden with a DALY rate of 2140 (95% UI: 1650–2680) per 100,000, while Latin America and the Caribbean saw high alcohol use among males and drug use among females. In low- and middle-income regions, increasing trends in alcohol use and childhood sexual abuse were observed.ConclusionsThe burden of NCDs from behavioral risk factors in adolescents is substantial, with significant regional and gender disparities. Early interventions targeting alcohol use, drug use, and childhood abuse are critical, particularly in high-risk regions. Tailored public health policies and further research on additional risks, like diet and physical inactivity, are needed to address adolescent health comprehensively.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12916-025-04463-7.

Bullying in early childhood is a serious issue that negatively affects children’s social and emotional development. At this stage, children may act either as perpetrators or victims, both of which can influence character formation, emotional regulation, the ability to build social relationships, and the development of prosocial behavior. This study aims to examine the relationship between bullying behavior and social-emotional development in early childhood. A quantitative approach with a correlational method was employed. The sample consisted of 398 early childhood students from one early childhood education institution, selected through a total sampling technique. The research instrument used was a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics, Spearman’s correlation test, cross-tabulation, and ordinal logistic regression. The findings indicate that most children fall into the low category of bullying and the moderate-to-high category of social-emotional development. Spearman’s correlation test revealed a significant positive relationship between bullying and social-emotional development (p = 0.001; r = 0.177). Furthermore, ordinal logistic regression analysis showed that social-emotional development significantly affects the level of bullying (p = 0.007; parameter estimate = 2.818). These results suggest that bullying behavior is significantly associated with the social-emotional development of early childhood students.

ObjectiveChildhood sexual abuse and bullying (CSA/B) undermine adolescent and young-adult health worldwide. We quantified CSA/B-attributable mortality and disability globally across 204 countries and territories (1990–2021), with regional and national disaggregation.MethodsWe analysed the GBD 2021 dataset and applied the comparative risk assessment framework to estimate CSA/B-attributable deaths and disability-adjusted life years (DALYs) by sex, age and Sociodemographic Index (SDI), summarising temporal trends using estimated annual percentage change (EAPC).ResultsCSA/B-related deaths fell from 260 to 187 (–28 %), whereas DALYs rose from 2.54 million to 3.69 million (+45 %). The age-standardised mortality rate declined (EAPC –2.4 %), but the age-standardised DALY rate grew slightly (EAPC +0.5 %). Males carried higher absolute counts, yet females showed steeper DALY growth (+51 % vs +40 %). High-middle and middle-SDI regions achieved the greatest mortality reductions; deaths climbed 103 % and DALY rates 220 % in low-SDI areas. Anxiety accounted for most disability at 15–19 years, whereas depressive and alcohol-use disorders predominated at 20–24 years. Regionally, South Asia led deaths/DALYs, Australasia was lowest; Age-standardised mortality rates (ASMR) peaked in Eastern Europe, age-standardised DALY rates (ASDR) in high-income North America; DALYs rose fastest in Western/Central/Eastern sub-Saharan Africa.ConclusionsFalling mortality alongside expanding disability reveals a widening survivorship gap driven by mental ill-health, particularly among young women in resource-poor settings. Age-specific, gender-responsive violence-prevention and mental-health services are urgently needed to stem the growing DALY burden and advance global AYA wellbeing.

The article is devoted to the study of the theory of social support as an effective tool for preventing bullying in inclusive classes, taking into account the needs of children with special educational needs. To achieve the goal, the authors studied the content of the concept of "bullying" and its main manifestations in an inclusive school environment; revealed the essence and key provisions of the theory of social support; identified the possibilities of applying the theory of social support in the field of education; analyzed the mechanisms of forming a social support system in inclusive classes (students, teachers, parents, social services). The theoretical basis of the study was chosen as the theory of social support, which defines interpersonal relationships and interaction as a key resource for forming a safe and favorable educational environment. Scientific approaches to defining bullying and its manifestations were analyzed, and the features of bullying of children with special educational needs at school were outlined. It is determined that social support is implemented in three forms: emotional, informational and instrumental, which together reduce the level of anxiety of students, contribute to the formation of positive self-esteem and integration in the team. The article emphasizes the need for systematic monitoring of the psychological climate, interaction between teachers, parents, students, social services and public organizations in ensuring the prevention of bullying. It is concluded that the implementation of the principles of social support in the practice of inclusive education is an effective tool for creating a safe educational space, where manifestations of violence and discrimination are minimized and full socialization of all children is ensured.

Internet addiction (IA), childhood maltreatment (CM), and bullying are prevalent psychosocial stressors among adolescents and have each been associated with suicidal ideation (SI). However, existing research often treats these factors in isolation, overlooking their potential interrelationships and joint associations with SI. This study aimed to examine how CM, IA, and bullying are jointly related to SI at both the scale and symptom levels and identify key symptoms within the CM-IA-bullying-SI network that may serve as intervention targets to disrupt maladaptive associations across the network. A total of 6573 adolescents were recruited through cluster sampling. Mediation analyses were conducted to assess direct and indirect effects of CM on SI via IA and bullying. Network analysis was conducted to examine symptom-level associations among CM, IA, bullying, and SI and identify core and bridge symptoms within the network. Network comparison tests were conducted to assess differences in network structure by gender and history of nonsuicidal self-injury. Mediation analyses revealed that both IA and bullying partially mediated the association between CM and SI, with significant indirect effects via IA (c'=0.010, 95% CI 0.008-0.011; P<.001) and bullying (c'=0.004, 95% CI 0.002-0.005; P<.001). In the network, tolerance, time management, and compulsive internet use were identified as central symptoms, whereas SI, emotional abuse, and traditional bullying victimization served as bridge symptoms. Emotional abuse and cyberbullying victimization were most strongly linked to SI. Among individuals with a history of nonsuicidal self-injury, emotional abuse and emotional neglect showed stronger associations with SI. Sex subgroup analysis showed no significant difference in global strength (S=0.095; P=.69) but a significant difference in network structure (M=0.174; P=.01). This study revealed how CM, bullying, and IA are jointly related to SI among adolescents at both the scale and symptom levels. Key symptoms, including tolerance and time management, played central roles within the symptom network, with SI bridging multiple psychosocial domains. These findings underscore the need for multilevel, targeted interventions to disrupt maladaptive links and reduce suicide risk in adolescents.

Abstract Background Schools are one of the first and most effective service systems that migrant children encounter in the host country where they settle. The school environment can contain difficulties, such as discrimination, exclusion, or bullying due to religious identity or cultural differences. This study aimed to examine the effects of migrant children's religious identity or culture on their exposure to bullying in schools. Methods This scoping review was conducted in PubMed and Scopus online databases without any year limitation. The search strategy included combinations of the following keywords: ‘migrant’, ‘immigrant’, ‘refugee’, ‘asylum seekers’, ‘child*’, ‘religio*’, ‘religio* beliefs’, ‘religio* identity’, ‘faith’, ‘cultur*’, ‘school’, ‘bully*’. Empirical (qualitative, quantitative or mixed methods) and English language studies with full text available were included. Results This review included 13 peer-reviewed journal articles. More than half of the studies found that school bullying in migrant individuals was caused by religious identity, ethnicity, race and cultural differences. Most studies reported that migrant children were bullied by their peers in the school environment in relation to their language and physical appearance. Some studies have highlighted that migrant children experience bullying by their teachers due to cultural prejudices. Additionally, a few studies have found that when cultural adjustment stress is high among migrant mothers, their children's bullying victimisation increases. Conclusions This study revealed that school bullying was caused by language barriers, physical differences, ethnicity and race. Therefore, parents, teachers, students, school personnel and administrators should be trained to increase religious and cultural sensitivity and social environments that support migrant children should be created. Such interventions can support the integration process of migrant children by reducing their experiences of bullying. Key messages • Religious identity, cultural differences, language barriers, and physical appearance contribute to school bullying against migrant children, emphasizing the need for culturally sensitive schools. • Training parents, teachers, students, and school staff in cultural and religious sensitivity can reduce bullying and promote the successful social integration of migrant children.

Childhood bullying: an investigation of familial level predictors

Bullying involvement (victim or perpetrator role) in childhood is linked to later suicidality. However, findings are inconsistent, and sex may be a moderator. We investigated whether childhood bullying involvement was associated with suicidality in adolescence, and whether this association varied by sex. Childhood bullying involvement was collected from self-reports of children and parents during the 11-year follow-up of the Danish National Birth Cohorts (DNBC). Data on suicidal ideation (SI) and suicide attempts (SA) from the 18-year follow-up were supplemented with hospital records of SA from the National Patient Register. Associations were estimated using multinomial logistic regressions, while inverse probability weighting accounted for socioeconomic-related selection bias. 11 705 boys and 17 292 girls were included. Adolescent boys exposed to bullying had increased risks of SI (adjusted relative risk ratio (aRRR): 1.6; 95% CI: 1.4 to 1.8) and SA (aRRR: 2.8; 95% CI: 2.0 to 3.8), while no increased risk was found among those who were perpetrators of bullying vs non-involved peers. Girl victims had increased risks (aRRR) of SI and SA of 1.6 (95% CI: 1.5 to 1.7) and 2.9 (95% CI: 2.5 to 3.5), respectively. Girl perpetrators had an increased risk of SA (aRRR: 2.3; 95% CI: 1.5 to 3.6). Sex significantly moderated the association between perpetration role and suicidality. Childhood bullying was associated with a higher risk of suicidality during adolescence. Girl, but not boy, perpetrators had increased risk of SI and SA. These findings emphasise the importance of preventive interventions targeting bullying in childhood and its long-term effects, including possible differences in policies for boys and girls.

Global, regional, and national burden and attributable risk factors of depressive disorders among older adults, 1990-2021.

Background and objective: Rapid changes in modern society have intensified psychological and emotional challenges across all age groups. This study examined the effects of a life cycle-based agro-healing program on children, adults, and older adults. The program incorporated nature-based activities and the theoretical principles of Acceptance and Commitment Therapy (ACT), addressing age-specific issues: school bullying in children, job burnout in adults, and emotional isolation in older adults. The objective was to assess changes in emotional expression and psychological well-being through engagement with nature.Methods: This study was conducted with 30 children, 21 adults, and 20 older adult participants. Over the course of eight weeks, they engaged in weekly 90-minute sessions tailored to their age groups. The activities, which were designed to align with the six core processes of ACT, ranged from seed planting to herb garden creation. Emotional expression was assessed through open-ended responses, which were analyzed using DEUS, a Korean text analysis system, to identify linguistic and emotional changes.Results: Significant emotional changes were observed across all groups. Children exhibited simpler, but more stable, emotional language, indicating improved emotional regulation. Adults used more nuanced and articulate expressions, suggesting enhanced emotional awareness. Older adults displayed more structured and contextually rich, emotional expressions. Statistical analysis confirmed significant differences in emotional expression before and after the program across all age groups (p &lt; 0.05).Conclusion: The horticulture program, grounded in ACT and nature-based interaction, was found to effectively promote emotional stability and psychological flexibility among children, adults, and older adults. The findings support the potential of agro-healing as a meaningful intervention for enhancing emotional resilience and overall well-being across diverse age groups, offering an alternative approach to addressing mental health needs in contemporary society.

ABSTRACT Children's bullying perpetration has become a serious and urgent problem. Based on the stress coping model, the current study attempted to test whether perceived economic stress was significantly related to children's bullying perpetration, and whether perceived discrimination mediated this association and teacher acceptance moderated this mediation process. A total of 2160 Chinese children (M age = 12.04, SD = 0.88) completed a series of questionnaires on perceived economic stress, bullying perpetration, and perceived discrimination. The study included 42 classes, with the homeroom teacher of each class completing the questionnaire on teacher acceptance. Results showed that children who perceived economic stress were more likely to exhibit bullying perpetration, which was mediated by perceived discrimination. Teacher acceptance moderated the association between perceived economic stress and perceived discrimination as well as the relation between perceived economic stress and bullying perpetration. Specifically, compared to children with low teacher acceptance, children with high teacher acceptance reported less perceived discrimination and less bullying perpetration when facing perceived economic stress. This study helps us to understand the internal mechanism of children's perceived economic stress and bullying perpetration.

BackgroundEarly exposure to interpersonal adverse events, such as traumatic childhood events or exposure to bullying, abuse, or harassment, can impact an adult’s psychological functioning. The negative effects on quality of life and the increased risk of psychopathological outcomes may underscore long-lasting vulnerabilities. Psychological flexibility is defined as the ability to be present in the moment and to pursue one’s values, and it can facilitate coping with adverse events occurring in the present. An open question is whether psychological flexibility may contribute to reducing the long-term consequences of exposure to early adversities. The relevance of this research is that psychological flexibility is modifiable through intervention. The present study investigated the potential role of psychological flexibility in modulating the relationship between early exposure to interpersonal adverse events and two outcomes in young adults: quality of life and psychological symptomatology.MethodsWe recruited one hundred and nine women aged 19–21 years. Exposure to adverse interpersonal events was assessed with the Childhood Trauma Questionnaire and the Bullying Scale; quality of life and psychological symptomatology were measured with the World Health Organization Quality of Life Scale and the Symptom checklist-90, respectively; psychological flexibility was assessed with the Multidimensional Psychological Flexibility Inventory.ResultsThe frequency of adverse interpersonal events was associated with lower quality of life and greater psychological symptoms. Psychological flexibility mediated the relationship between the frequency of interpersonal adverse events and measures of quality of life, with an indirect effect explaining 18–42% of the total effect. Similarly, psychological flexibility mediated between the frequency of interpersonal adverse events and psychological symptomatology, with an indirect effect explaining 21–22% of the total effect.ConclusionThe present study evaluates the impact of exposure to interpersonal adverse events on different aspects of quality of life and psychological symptomatology. The results suggest that psychological flexibility mediates the long-term repercussions of interpersonal adversity. As psychological flexibility is a modifiable skill, interventions aimed at enhancing it in individuals with early exposure to adverse interpersonal events, such as traumatic childhood events, bullying, abuse, or harassment, could be used to reduce the long-term effects of past adversities.Supplementary InformationThe online version contains supplementary material available at 10.1186/s40359-025-03297-5.

Little is known about the associations between unintentional injuries from the perspective of parents and their children's bullying victimization. This study aimed to examine the links between parent-reported unintentional injury subtypes and student-reported experiences of bullying victimization from a school-based large-scale survey. A total of 30,386 students from 35 primary schools, 27 middle schools, and 6 high schools with available data on unintentional injuries, school bullying victimization, and covariates were included in this study. Multivariable and multinomial logistic regression analyses were used to scrutinize the association of 12 types of unintentional injuries with any type of school bullying victimization, as well as multiple types of bullying experienced concurrently. 10 out of 12 types of unintentional injuries were found to be associated with elevated risks of bullying victimization, with children and adolescents whose parents reported being struck by thrown, projected, or falling objects demonstrating the greatest vulnerability to school bullying victimization, followed by accidental drowning and submersion, contact with sharp instrument, etc. And there was also a positive association between the number of unintentional injuries and bullying victimization. The associations varied among children and adolescents who reported the presence of multiple bullying. Certain types and cumulative circumstances of unintentional injuries of children and adolescents necessitate vigilant attention from parents due to the potential indication of bullying. Subsequent research should delve into the underlying mechanisms linking unintentional injuries to school bullying victimization, focusing on specific injury types to provide more targeted guidance for identifying bullying.

Bullying in childhood contributes between 25 and 40 per cent towards poor mental health outcomes in young adulthood, and yet it is also one of the most modifiable risk factors concerning the mental health and well-being of children. While bullying has often been viewed as a normal, if regrettable, part of formal education, recent findings indicate that children with already-identified mental health disorders are between four and five times more likely to experience bullying. Considering the well-established link between bullying and later experiences of anxiety, depression, and self-harm (amongst other mental health conditions), the need to prevent bullying in schools is highlighted. This paper offers an overview of the recent literature concerning mental health and bullying in childhood, and considers findings from the UK’s first randomised-controlled trial anti-bullying intervention. In light of these findings, I consider how teachers could be better supported to care pastorally for their pupils who experience bullying at school.

IntroductionChildhood abuse and bullying are youth problem worldwide, yet the detrimental effects of child abuse is underestimated in China. The aim of this study is to analyze the relationship between child abuse and bullying and victimization, and to explore the mediating roles of self-esteem, peer relationships, and moral disengagement in the chain between childhood abuse, school bullying, and victimization among junior high school.MethodsThis study included 1,327 adolescents (52.3% girls, 47.3% boys) from public schools in Sichuan Province, China. We conducted a cross-sectional questionnaire survey using the Child Trauma Scale-Short Form, Bullying Participatory Behavior Questionnaire, Self-Esteem Scale, Peer Relationships Scale, and the Moral Disengagement Questionnaire. The bootstrap technique was used to conduct mediation analysis. SPSS Process Macro 3.0 control prepared by Hayes, Gender and grade were used as the control variables in model 6.ResultsChildhood abuse significantly predicts both bullying (B =0.08, p < 0.001) and victimization (B =0.17, p < 0.001). Meanwhile, the serial mediating effect via self-esteem, peer relationships and moral disengagement between childhood abuse and bullying was 0.0015 (95% CI: 0.0003–0.0029), the serial mediating effect via self-esteem, peer relationships and moral disengagement between childhood abuse and bullying victimization was 0.0005 (95% CI: 0.0000–0.0014).DiscussionThe investigation into the chain mediating effects of self-esteem, peer relationships, and moral disengagement on the interconnections between childhood abuse, bullying, and bullying victimization has deepened our understanding of the cycles of violence and victimization. It has pointed out that family factors may be key elements in bullying prevention.

Mobile phone addiction has become a pervasive behavioral issue among adolescents, closely associated with various psychological stressors. Bullying victimization-defined as repeated exposure to peer aggression-constitutes a significant social stressor linked to emotional maladjustment and behavioral problems. Although previous studies have examined the relationship between bullying victimization and mobile phone addiction, the underlying psychological mechanisms remain unclear. Guided by General Strain Theory and the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, this study aimed to investigate the mediating roles of depression and social anxiety in the longitudinal relationship between bullying victimization and mobile phone addiction among adolescents, with particular attention to gender differences. This study employed a three-wave longitudinal design at six-month intervals among 737 Chinese middle school students (Mage = 13.25, SD = 0.76). Bullying victimization was assessed at Time 1, depression and social anxiety at Time 2, and mobile phone addiction at Time 3. Validated measures included Child Bullying Victimization Questionnaire, Patient Health Questionnaire (PHQ-9), Social Anxiety Scale for Children, and Mobile Phone Addiction Scale. Data were analyzed using SPSS 26.0 and AMOS 24.0. Structural equation modeling (SEM) and bias-corrected bootstrapping were employed to test mediation effects. Multi-group analyses were conducted to examine gender differences in the mediation pathways. The findings revealed that bullying victimization significantly predicted increased levels of both depression and social anxiety, both of which subsequently positively predicted mobile phone addiction. Both depression (β = 0.02, 95% CI [0.01, 0.04]) and social anxiety (β = 0.03, 95% CI [0.01, 0.05]) served as significant mediators. Gender-specific analyses revealed that social anxiety significantly mediated the relationship among boys, while depression played a significant mediating role among girls. The study suggests that bullying victimization contributes to mobile phone addiction in adolescents through emotional distress, specifically depression and social anxiety, with distinct pathways across genders. Intervention efforts should target emotional regulation skills and consider gender-specific psychological responses to bullying victimization in order to reduce adolescents' dependence on mobile phones.