Prevalence Of School Bullying Research Articles

Factors Influencing Peer Victimization from the Perspective of Home-School Partnership: A Moderated Mediation Model

This study aims to explore the overlapping influences of the home and school on peer victimization in adolescents under the notion of home-school partnership and to investigate how the parent-child relationship, teacher-student relationship, teenage depressive symptoms are related to peer victimization by constructing a moderated mediation model. It surveyed 1,710 students in 5-8 grades, using the Inventory of Parent and Peer Attachment, Student-Teacher Relationship Scale (brief version), Multidimensional Peer Victimization Scale, and Center for Epidemiologic Studies Depression Scale (brief version). Research findings show that the parent-child relationship had a direct impact on peer victimization and indirectly affected peer victimization via the mediation of teenage depressive symptoms; and that teacher-student relationships had moderating effects on the three paths in the mediation model, playing roles in enhancing the protection effect of the parent-child relationship against peer victimization, weakening the possible impact of the parent-child relationship on teenager depression, and alleviating the predictive effect of depressive symptoms on peer victimization. The research suggests that home-school partnership is a viable avenue for the prevention of school bullying.

Exploring Aggressive Behaviors in Greek Secondary Schools: Prevalence, Sociodemographic Factors, and Comparative Analysis with Elementary School Students.

The main objectives of this study are to determine the prevalence of bullying in Greek secondary schools and detect the possible characteristics of bullies' profiles in Greek school settings. A structured questionnaire was given to one hundred ninety-two (n = 192) educators at Greek junior high schools in urban and rural areas. The educators were asked to report the frequencies and forms of aggressive behavior observed during the 2022-2023 school year, the bullies' sociodemographic characteristics, and ways of dealing with bullying episodes. The data are presented, after conducting statistical analyses, in comparison with data for elementary school students. The results revealed that higher rates of bullying were reported compared with elementary school children. Moreover, according to teachers' observations, aggressive behavior is independent of a pupil's diagnosis, but specific types are correlated significantly with a pupil's gender, nationality, low academic performance, and popularity. Factor analysis showed two main factors of aggression types, where common points and differences with elementary school students are mentioned. Implementations for the prevention of school bullying are discussed.

SOSIALISASI PENYULUHAN BAHAYA BULLYING DI SMK ADZKIYA BALIKPAPAN

Prevention of stopping bullying in schools can be done, among other things, by providing appropriate supervision and sanctions to the perpetrators. There are other ways, such as providing counseling through various methods, one way is by including bullying material into learning which will have a positive impact on students' personal development. The aim of this research is to find out the dangers of bullying and prevent an increase in bullying behavior among school children at Adzkiya Balikpapan Vocational School. Socialization is carried out by providing counseling and character education to students. Based on this counseling, the role of schools is expected to be able to apply it to students in their school environment.

Bullying prevention training for Chinese preservice teachers' efficacy and beliefs toward bullying

AbstractBullying is prevalent in many schools worldwide. Providing bullying prevention training to preservice teachers can make a significant difference in preventing school bullying. There is a lack of training in bullying prevention for preservice teachers in China, and the effectiveness of such training for bullying prevention has not yet been established. The present study examined the effectiveness of bullying prevention training on antibullying self‐efficacy and incorrect beliefs about bullying among Chinese preservice teachers. A total of 139 preservice teachers (Mage = 20.76 years, SD = 0.80 years, ranging from 19 to 23 years; 90.6% women) were randomly assigned to the bullying prevention training (n = 73) or the control group (n = 66). Preservice teachers completed pre‐ and posttraining surveys. The participants in the treatment group completed a 5‐week bullying prevention training program (1.5 h per week). Measures of antibullying self‐efficacy and incorrect beliefs about bullying were used to evaluate the effectiveness of the bullying prevention training. Results indicated that the training increased preservice teachers' antibullying self‐efficacy but did not decrease their incorrect beliefs about bullying. Practical implications, limitations, and future directions of these findings are discussed.

Traditional bullying and cyberbullying at schools in Germany: Results of the HBSC study 2022 and trends from 2009/10 to 2022.

Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence. Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying). Around 14 % of the learners surveyed reported direct experience of bullying at school, and around 7 % reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18. Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.

The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model.

School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.

The coevolution of bullying and friendship networks.

The coevolution of bullying and friendship networks and the moderating effects of classroom bullying popularity norms were examined in a sample of 965 students (52.1% boys) in 22 fourth- and fifth-grade classes. Longitudinal social network analysis showed that children were more likely to bully their friends' victims (bully influence effect) and to be bullied by their friends' bullies (victim influence effect); two children bullying the same child were likely to be friends (bully selection effect), and two victims bullied by the same child were likely to be friends (victim selection effect). Bullying popularity norms served as moderators, and the bully selection effect was significant weaker in the context of low bullying popularity norms. This study adds understanding of bullying as a group process and provides implications for preventing school bullying.

An Analysis of the Association between School Bullying Prevention and Control Measures and Secondary School Students' Bullying Behavior in Jiangsu Province.

(1) Background: China released regulations on school bullying prevention and control in 2017; however, current research on school bullying in China focuses on exploring influencing factors and lacks empirical research on the effectiveness of anti-bullying policies in schools. The objective of this study was to use an empirical model to explore the association between bullying prevention and control measures and secondary school students' bullying victimization and multiple bullying victimization in Chinese schools. (2) Methods: Data were derived from the 2019 Surveillance of Common Diseases and Health Influencing Factors among Students in Jiangsu Province. The school's bullying prevention and control measures, which was the independent variable, were obtained in the form of a self-report questionnaire and consisted of five measures: the establishment of bullying governance committees, thematic education for students, thematic training for parents, special investigations on bullying, and a bullying disposal process. Bullying victimization and multiple bullying victimization, which was the dependent variable, were obtained through a modified version of the Olweus bullying victimization questionnaire. In order to better explain the differences in the results, this study constructed multilevel logistic regression models to test the association between school bullying prevention and control measures and the rates of bullying victimization and multiple bullying victimization among secondary school students at both the school level and the student level. Meanwhile, this study constructed five models based on the null model by sequentially incorporating demographic variables, physical and mental health variables, lifestyle variables, and bullying prevention and control measures in schools to verify this association. (3) Results: A total of 25,739 students were included in the analysis. The range of bullying victimization rates for students in the different secondary schools in this study was between 6.8% and 37.3%, and the range of multiple bullying victimization rates was between 0.9% and 14.8%. The establishment of bullying disposal procedures was strongly associated with a reduction in bullying victimization (OR = 0.83, 95%CI: 0.71-0.99, p < 0.05). Establishing bullying disposal procedures was not significantly associated with multiple bullying victimization rates (OR = 0.89, 95%CI: 0.73-1.09, p > 0.05). The establishment of a bullying governance committee, thematic education for students, thematic training for parents, and special surveys on bullying were not significantly associated with bullying victimization rates or multiple bullying victimization rates (all p > 0.05). (4) Conclusions: Among the current bullying prevention and control measures for secondary school students in China, the establishment of a bullying disposal process was conducive to reducing the rate of bullying victimization, but it was ineffective in reducing the rate of multiple bullying victimization, and the other preventive and control measures did not achieve the purpose of anti-bullying in schools.

Prevention of School Bullying Among Adolescents of Individual Educational Organizations for Students with Disabilities: a Model of Antibulling Competence and Evaluation of its Efficiency

The scale of bullying among teenagers is becoming global. Students with intellectual disabilities are subjected to emotional, physical and mental pressure in educational institutions for children with disabilities, which ensures the need to develop and implement an anti-bullying competence model of prevention. The study involved 26 teenagers from Kursk Boarding School No. 3 at the age of 14-16. Data collection was carried out through observation and conversation using standardized methods for diagnosing the socio-psychological determinants of bullying. The implementation of the ascertaining and control stages of the formative experiment included diagnosing the risk of bullying, sociometric status and the prevalence of bullying in the educational environment, as well as evaluating the results using statistical methods of mathematical analysis (“Statistica 11.0”). Developed in accordance with the competency-based model of preventing school bullying among adolescents, the program is aimed at reducing the level of bullying through the optimization of their intragroup relationships. Evaluation of the results of its implementation testified to changes in the prevalence of bullying and a change in the status-role structure of the experimental group in comparison with the control group and with the results of primary diagnostics, and hence its effectiveness. The class team showed a high degree of cohesion, discipline and organization. Measures were successfully carried out to raise awareness of all participants in the educational process, to create a favorable socio-psychological climate in the school community for the comprehensive development of the personality of adolescents with intellectual disabilities. Adolescents demonstrated high activity not only during school hours, but also outside school hours.

IMPLEMENTASI MATERI NORMA DAN HUKUM UNTUK PENCEGAHAN BULLYING DI SMPN 5 MUARO JAMBI

This study aims to provide an overview of efforts to implement norm and law materials for bullying prevention at SMP N 5 Muaro Jambi and, To determine the supporting and inhibiting factors for the implementation of norm and law materials for bullying prevention at SMP N 5 Muaro Jambi. This research was carried out at SMPN 5 Muaro Jambi, located on Jl. lintas Sumatra No.RT.09, Sekernan, Kec. Sekernan, Muaro Jambi regency, when the research was carried out in the even semester of the 2022/2023 academic year. The research approach used in this study is a qualitative approach. The type of research used in this study is Case study The data collected in this study is descriptive. The results showed that in an effort to implement norms and laws for the prevention of bullying at SMP N 5 Muaro Jambi which was carried out through learning activities in the classroom and activities outside the classroom using the following methods or strategies: a) Exemplary To shape the character of students who obey norms and non-violence through the example ofteachers b) Spontaneous activities Including disciplinary activities c) Conditioning, in the nature of implementing norms and laws for the prevention of bullying in schools in order to form civic knowledge it occurs because there aresupporting factors and inhibiting factors.Supporting factors consist of awareness of school residents to apply positive norms on various occasions, inhibiting factors consist of student conditions that are still unstable.

Social bonds, Internet usage time and bullying involvement: A study of rural secondary school students in China

AbstractSchool bullying is a prevalent problem affecting adolescents globally, which has been linked to the qualities of social bonds. In addition to the conventional environments such as families, peers and schools, the Internet is notably rising as a new living space for young students. Given that rural China has witnessed outstanding phenomena of bullying and Internet use among adolescents, the present study particularly examined how parental attachment, peer attachment, school connectedness and Internet usage time were associated with their experiences of being a bully, victim or bully victim, based on a sample of 2211 students from 25 rural secondary schools across three provinces of China. Results showed that those reporting bullying, victimization and both accounted for 30.0%, 64.6% and 26.2% of the whole sample, respectively. Multiple logistic regression analyses further revealed that maternal attachment, peer attachment and school connectedness were negatively associated with the odds of bullying involvement, whereas Internet usage time was positively associated with the odds of bullying involvement. The findings suggest the significance of building a comprehensive system for preventing school bullying in rural China, with a particular emphasis on strengthening family–school collaboration and effective guidance of Internet use.

Exploring the Impact of the Video Game Monité on Exogenous Factors and Resilience against Bullying in Primary Education Students

This study focuses on the issue of school bullying and explores the potential of video games as a tool to prevent and address this problem. To accomplish this, the video game Monité, specifically designed for the prevention of school bullying, was utilized, using the paradigm of digital game-based learning as an intervention methodology that emphasizes its educational and recreational potential. This study was conducted using a quasi-experimental approach, employing a pre-test and post-test design with a non-equivalent control group. The sample consisted of 92 boys and girls from fifth and sixth grade in primary education in the province of Cáceres, Spain. Data were collected through questionnaires from the System for the Evaluation of Children and Adolescents (SENA), which allowed for the gathering of information on peer problems, school problems and family issues. The results show that there are significant differences between the intervention group and the control group regarding problems external to individuals. In conclusion, this study investigates the use of the video game Monité as a tool to prevent school bullying and analyzes its impact on students’ perception of external agents such as family, peer group, and school. Our findings support its implementation in educational environments as an effective strategy.

Exploring the role of school nurses in primary schools: a literature review

Introduction: The school nurse promotes the health of students within their sphere of responsibility, protects their safety and aims at their balanced development. They therefore have the potential to directly contribute to the assessment, early management and prevention of health problems in the school environment. Aim: The aim of this bibliographic review was to investigate contemporary research articles on the role of school nurses in prevention, health problem management and health promotion in primary schools. Methodology: Scientific literature searches were conducted in the electronic databases PubMed andScopus using the keywords: “primary school” and “school nurse”. The criteria used for the inclusion of articles in the review were that they should describe research studies related to health interventions in primary schools and the role of school nurses, published within the last decade in English or Greek. The sample of the present work consisted of 13 research articles (2012 - 2019). Results: The research studies reported on the prevention and treatment of obesity, the promotion of hand hygiene and influenza vaccination, the prevention of school bullying and sexual abuse, and the management of type 1 diabetes. Further studies investigated the management of stress and sleep problems, the prevention of nail biting and the management of seizures within the school environment. Conclusions: According to the contemporary scientific literature, the role of school nurses in primary schools is potentially multidimensional. The school nurse can contribute substantially towards promoting the health and balanced development of that particular school population.

Preventing school bullying: Examining the association between classroom management, classroom climate, and relational aggression and victimization

This research aims to examine the relationship between classroom management, classroom climate, and relational aggression and victimization in high school students. A total of 42 teachers and 2168 students from 5 high schools in Shenzhen, China participated in the study. Teachers completed a classroom management style scale, while students answered a questionnaire based on relational aggression peer-nomination and a relational victimization experience scale. Data was analyzed using correlation and multiple regression analysis. The study found no significant correlation between teachers’ management style and levels of relational aggression and victimization. However, there was a positive correlation between teachers’ sympathy for the victim of relational aggression and the levels of relational aggression in the classroom. Teachers’ attitudes towards relational aggression predicted the level of relational victimization, but not the level of relational aggression. Teachers’ handling strategies did not predict the levels of relational aggression and victimization. Support from classmates and solidarity were negatively correlated with relational aggression and victimization. The results suggest that teachers’ attitudes towards relational aggression play an important role in predicting levels of relational victimization. Teacher sympathy for the victim of relational aggression may inadvertently reinforce the behavior. The study highlights the importance of creating a supportive classroom climate and promoting solidarity among students to reduce relational aggression and victimization. Teachers can be trained to recognize and address relational aggression, and to create a positive and supportive classroom climate. Strategies promoting peer support and solidarity may help to reduce levels of relational aggression and victimization.

Identification, Witnessing and Reaction to School Bullying Behaviour in Secondary Education

This study, carried out with 10,795 Compulsory Secondary Education students (Asturias, Spain), seeks to determine what behaviours are considered school bullying, to what extent they are witnessed, and what the typical reactions to bullying are. To gather the data, a 19-item questionnaire was used, with a high degree of reliability (α = 0.85). Regarding the results, most of the students have a concept of bullying generally related to the use of physical force, although the behaviours witnessed with the greatest frequency are insults, social exclusion, or damaging belongings. As for their reaction, students tend to assume the role of a proactive witness, the tendency being to ask an adult for help. Nevertheless, there are many students whose knowledge and recognition of bullying is scarce, and who, by choice, limit themselves to observing. The results are useful for designing educational actions aimed at the intervention and prevention of school bullying.

Six-week grit training course reduces school bullying: A quasi-experimental study

ObjectiveTo investigate the effectiveness of intervention programs in reducing school bullying, a 6-week series of grit training courses was designed and developed.MethodsUsing a quasi-experimental design, 163 middle school students were selected as the experimental group and 201 middle school students as the control group to test the implementation effect of the grit training course.ResultsThe intervention program significantly reduced the traditional bullying behavior of the bullies and the traditional victimization of victims.ConclusionThe 6-week grit course has produced positive results in reducing school bullying. In the future, school-based courses with the theme of grit can be designed to achieve the purpose of preventing school bullying by improving the positive qualities of individuals.

The Effect of Everyday Moral Sensitivity on Bullying Bystander Behavior: Parallel Mediating Roles of Empathy and Moral Disengagement.

The higher moral sensitivity to bullying a student has, the more likely they are to help the victim or inhibit bullying rather than ignore it. Research has mainly focused on particular sensitivity to bullying, and it remains unknown whether sensitivity to everyday moral issues functions similarly. The present study aimed to examine the effect of everyday moral sensitivity (EMS) on bullying bystander behaviors. We included a range of school children (n = 1,655, Grades 3-12, 27.6% girls) in Southwest China. The results show 6.10% have been a victim-only, 0.48% have been a bully-only, 0.85% have been the bullying victim, 92.57% have been neither a bully nor a bullying victim, and 45.86% have observed bullying. Students in lower grades are more likely to be bullied. After controlling for covariates (i.e., gender, grade, and social desirability), EMS is positively associated with positive bystander behaviors. Moreover, empathy and moral disengagement (MD) play a mediating role in the relationship between EMS and positive bystander behaviors. The results reveal two parallel processes of EMS influenced bystander behaviors (i.e., empathy and MD). The findings indicate the possibility of cultivating EMS and highlight the role of morality development in preventing school bullying.

Influence of academic stress and school bullying on self-harm behaviors among Chinese middle school students: The mediation effect of depression and anxiety.

The purpose of this study was to explore the relationship between academic stress, school bullying and self-harm behaviors among Chinese middle school students and to further explore the impact of anxiety and depression on this relationship. The students (aged 12-16 years) in a middle school in Changsha city were invited to respond to a questionnaire through an online platform. The Patient Health Questionnaire-9 (PHQ-9) and Generalized Anxiety Disorder-7 (GAD-7) were used to assess the severity of anxiety and depressive symptoms, respectively. The experience of being bullied, academic stress, and self-harm behaviors were assessed using several questions on the basis of previous studies. A total of 1,313 middle school students completed the study, and 3.40% and 4.10% of them reported suicide attempts (SAs) and non-suicidal self-injury (NSSI), respectively. Univariate logistic regression analysis revealed that anxiety symptoms (OR = 1.23, 95% CI: 1.18-1.28; OR = 1.25, 95% CI: 1.19-1.31), depressive symptoms (OR = 1.20, 95% CI: 1.16-1.25; OR = 1.26, 95% CI: 1.20-1.31), school bullying (OR = 3.8, 95% CI: 2.11-6.89; OR = 2.76, 95% CI: 1.39-5.47), and academic stress (OR = 2.20, 95% CI: 1.27-3.80; OR = 3.80, 95% CI: 1.20-7.25) were common factors of NSSI and SAs. In addition, depressive symptoms showed a mediating effect on the association of school bullying and academic stress with SAs or NSSI, and anxiety symptoms showed a mediating effect on the association of school bullying and academic stress with NSSI only. Appropriate strategies are needed to reduce academic pressure and prevent school bullying. Meanwhile, negative emotions such as depression and anxiety should be evaluated and intervened in to prevent self-harm behaviors among middle school students.

Teachers’ perceptions of school bullying prevention programs

Bullying prevention is a significant aspect of the educational work in schools. In order to reduce the prevalence of bullying in schools, it is necessary to simultaneously implement various measures and activities within the school context. Teachers play a crucial role in this regard, as the effectiveness of bullying prevention largely depends on their attitudes and behaviors. The aim of this study was to determine the beliefs of teachers regarding school bullying prevention programs. It was hypothesized that teachers consider prevention and intervention equally important in reducing the incidence of bullying among students; that they believe current school prevention programs do not yield positive results and require more frequent revision, and that there are no statistically significant differences in the responses of participants based on school type and length of teaching experience. Our research findings support the first hypothesis, while the second and third hypotheses are only partially confirmed. The results of this study are significant for considering possibilities to enhance the school?s work in bullying prevention through the development of teacher competencies as key actors.

Pencegahan Perundungan di Sekolah melalui Character Building dalam Pendekatan Al-Qur’an

The problem of bullying as communication behavior in Indonesia for students is increasing at school. Based on many studies that have been carried out, the cause is the absence of character building which is internalized in students, so the need for comprehensive, effective and appropriate prevention. Because, there have been many strategies, methods, models, and techniques that have been carried out by various experts, it seems that they have not been very effective in solving bullying behavior in schools that are already very critical. The Al-Qur'an approach is the right and accurate choice in providing solutions for preventing bullying in schools without negating the theories, models and concepts of bullying and character education that have been initiated and carried out by experts. The purpose of this study is to analyze the prevention of bullying in schools through Al-Qur'an-based character education. The theoretical framework used is humiliation theory in bullying and humanistic theory in character education. Meanwhile, the methodology used is a qualitative approach with a literature study method. The analytical technique is thematic analysis. The results show that the prevention of character education in bullying has been explained in depth and comprehensively, both in His verses, commentators and hadiths. Bullying is an inhuman act and is a major sin as contained in the surah and al hamz and al lamz means to reproach (Al Humazah/104:1), as sukhriyah means to humiliate (Al Hujurat/49:11), yadhhakûn from adh dhahak means laughing (Al Mutaffifin/83:29), al-ghamz means gesturing with his eyes aimed at condescending (Al Mutaffifin/83:30), and others.