School Victimization Research Articles

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.

What is Known About LGBTQ Youth and Exclusionary Discipline? A Scoping Review

ABSTRACT Exclusionary discipline is a major contributor to school pushout and the school-to-prison pipeline, which criminalizes educational environments through processes and practices that often result in the incarceration of youth. While there is extensive evidence on the pathways and impacts of exclusionary discipline for students of color, its impacts on LGBTQ youth are understudied. This scoping review aims to identify and synthesize the existing empirical research concerning exclusionary school discipline of LGBTQ youth. Following the six-stage approach outlined by the Joanna Briggs Institute, an electronic search was conducted from a total of nine databases. Our search yielded a total of 740 results; of those, 10 met the inclusion criteria and were included in the final review. Findings indicate that LGBTQ youth, especially girls, experience exclusionary discipline at disproportionate rates. These youth are often disciplined as part of their own victimization, by both peers and adults in schools. While race and the need for intersectional understanding of LGBTQ exclusionary discipline were often touched on, most studies do not include race in their analysis. Future research that examines LGBTQ exclusionary discipline through an intersectional lens is needed.

Can changing schools help peer-victimized students escape their plight? A mixed-methods study

Changing schools tends to be more frequent among victimized students and is sometimes used as a means to put an end to persistent bullying. However, whether these changes benefit victimized students remains unclear, as bullying victimization often persists across different contexts. This mixed-methods study ( n = 58,799 and n = 68 for quantitative and qualitative data, respectively) conducted in Finland examines the role of victimization history in the association between newcomer status and victimization in the new school among elementary school students (fourth to sixth graders, that is, 10–12 years old) and middle school students (seventh to ninth graders, that is, 12–15 years old). The findings showed that elementary school newcomers with most frequent victimization history seemed to benefit from the school change compared to established students with similar victimization histories. A corresponding, albeit much weaker, effect was observed among middle schoolers. Previously victimized students had initially been more willing to change schools than non-victimized students. The qualitative content analysis showed a more complex reality—some of the previously victimized newcomers had strong aspirations for a better future, while others experienced fears and losses of established friendships. Eventually, the school change can bring both disappointments and rewards, depending on the newcomers’ ability to make new friends and escape bullying.

Ethnoracial variation in school victimization and adolescent substance use

Adolescent substance abuse is a pressing public health concern. While a large literature has investigated factors linked to adolescent substance use and its outcomes, less research considers the intersection of race-ethnicity, school victimization, and substance use. The present study uses nationally representative data from the 2009–2019 Youth Risk Behavior Surveillance System (n = 66,906) and insights from stress process and critical race perspectives to examine ethnoracial variation in associations between school victimization (i.e., bullied, threatened with a weapon, and feeling unsafe on the way to school) and use of substances (i.e., hard drugs, tobacco, alcohol, and marijuana). Results showed that all victimization measures were associated with significant increases in using all four substances. Compared with whites, Native Americans experienced higher odds of using most substances while Asians and Blacks were generally less likely to use substances. Race-ethnicity moderated victimization-substance use associations, but patterns diverged based on victimization form and substance under consideration. Threats involving a weapon were linked to greater hard drug use for white and Hispanic adolescents than Blacks. School safety concerns were associated with larger increases in Asian adolescents’ hard drug use than whites, Blacks, and Hispanics, and greater marijuana use for Hispanic and white adolescents relative to Blacks. This study complicates the significance of school victimization for substance use such that race-ethnicity factors to a great extent into the presence of associations.

A quantitative correlation study of demographic predictors of academic achievement among middle school victims of bullying

ABSTRACT Bullying victimization is a prevalent and intricate issue affecting children and teenagers, characterized by unwanted aggressive behavior and power imbalances. Alarmingly, one in 10 public schools reports serious violent crimes annually, including various forms of bullying. This study aims to explore predictors influencing academic achievement in middle school students who have experienced bullying. Using a correlation design, age, race, gender, socioeconomic status (SES), and bullying victimization were examined as predictors, with academic achievement as the dependent variable. Results highlighted age, SES, race, and gender as significant predictors. The findings offer insights for policymakers to implement strategies combating bullying in educational settings, thereby fostering a safer and more conducive learning environment for all students.

Parental involvement in school and school victimization in Taiwan: The mediating role of quality of student-teacher relationships.

A link between parental involvement in school and student victimization in school is often assumed, but empirical studies have shown inconsistent results. Research suggests that the quality of student-teacher relationships could potentially serve as a crucial mediating factor in the link between parental school involvement and student victimization in school. However, the proposition in question lacks sufficient empirical evidence to substantiate it. This paper examines how parental school involvement indirectly influences student victimization by peers and teachers in school mediated via the quality of student-teacher relationships. Additionally, it further investigates sex differences in the patterns of relationships among parental school involvement, quality of student-teacher relationships, and student victimization by peers and teachers in school. Data were derived from a nationally representative sample of 934 junior high school students and their parents/caregivers in Taiwan. The results revealed that parental school involvement had a nonsignificant direct association with school victimization by peers and teachers, but a significant indirect association with both types of school victimization mediated via the quality of student-teacher relationships. These findings are applicable to both boys and girls. To reduce school victimization, policies and intervention programs could consider promoting parental school involvement and the quality of student-teacher relationships.

Enhancing school safety through psychological support: Key findings and strategies

A crucial aspect of creating a safe and supportive learning environment is the integration of psychological support to reduce school violence. Research highlights that school violence impacts not only students' physical safety but also their mental health and emotional development. Effective psychological support can play a pivotal role in preventing and mitigating violent behaviors by addressing underlying emotional difficulties and unresolved trauma. Key strategies include implementing early interventions through school psychologists and counselors, who offer individual and group counseling to help students manage conflicts and intense emotions constructively. Additionally, psychological support programs can improve the school climate through workshops on emotional intelligence, stress management, and social skills, fostering empathy and reducing conflicts. Integrating psychological services with other school resources, such as emotional education programs and violence prevention strategies, is essential. Collaboration among school psychologists, teachers, parents, and administrators ensures a holistic approach to violence prevention, considering all aspects of students' school lives. The research demonstrates that peer social support significantly mediates the relationship between school victimization and psychological health. Social support acts as a buffer, mitigating the negative effects of violence, and is crucial for students of all genders and ethnicities. Furthermore, family support is identified as a vital moderator, enhancing adolescent mental health despite exposure to violence. Psychological intervention strategies, such as establishing psychological warning systems and prevention mechanisms, are essential in proactively addressing violence. Schools should focus on creating a protective environment and integrating psychological strategies into broader prevention efforts. Continuous mental health education and a safe space for students to express concerns can significantly reduce violent behaviors and support a positive educational atmosphere.

A 12-Year Population-Based Analysis of Victimization and Climate Trends in Israeli Arab and Jewish Elementary Schools

ABSTRACT The study aims to examine changes over time in school victimization and climate in Israel, and whether these changes varied between Jewish and Arab schools and schools with different SES. A secondary analysis of the Ministry of Education database of structured student surveys regarding victimization and climate, was conducted during 2008–2019. All students in grades 5–6 were surveyed. The number of schools ranged between 751 and 1,189 (M = 983, SD = 166.3); 73.7% were Jewish schools, and 26.3% were Arab. Peer victimization dropped from 14.95 in 2008 to 7.97 in 2019 (β = -.39). All climate aspects positively increased. The highest improvements were in feeling unsafe (β = -.28). Reductions in victimization and progress in climate were the strongest among students from Arab schools and schools with lower SES. The implications for policy and future research are discussed.

Cyberbullying: Risk Factors for Victimization in Rural Schools and the Influence of School Climate.

This study evaluated the prevalence rates and risk factors for cyberbullying victimization and perpetration among 7th-12th grade students (n = 3,396) enrolled in 22 public school districts across Southern Illinois. Risk factors included victimization by traditional bullying, gender identity, cell phone use, and social media usage. We also examined perceptions of school climate and safety. We observed that traditional bullying victimization, gender identity, and social media usage predicted cyberbullying victimization. Similarly, perceptions of school climate and safety were significantly and positively correlated with cyberbullying victimization. In turn, perceptions of school climate and safety predicted cyberbullying perpetration. Rurality was a factor uniquely related to perpetration. Specifically, students from non-rural schools reported higher levels of cyberbullying perpetration than did students from rural schools. Our results underscore the need for intervention and prevention programs to focus on all forms of bullying and parental monitoring of social media accounts.

Assessing the Association Between School Victimization and Binge Drinking Among Sexual Minority Youth

Assessing the Association Between School Victimization and Binge Drinking Among Sexual Minority Youth

Middle leaders pursuing teacher safety against learner victimization: A policy document analysis

Various scholars have confirmed that teacher safety against learner victimization is a growing concern worldwide, and this problem is exacerbated by a lack of understanding and readiness to implement policies to address this matter. In this regard, policy implementation by middle leaders (MLs) in creating safe school environments has attracted much less interest as a possible way of addressing issues of teacher safety and the prevention of learner victimization. MLs are regarded as individuals who have the potential to lead, plan, inspire and persuade, and in so doing, they are in an ideal position to translate policy into practice. As such, this paper provides a qualitative policy document analysis of The National School Safety Framework (NSSF) premised on the theory that every individual in the school experiences safety in dissimilar ways and has unique safety needs. The NSSF is endorsed by the Department of Basic Education to guide in addressing issues of violence and safety in South African schools. Underpinned by the rational choice theory and utilizing policy document analysis, texts in the NSSF were analysed and interpreted to propose transformative policy strategies that can assist MLs in managing teachers’ safety at schools more effectively. The findings suggest that administrative duties and a lack of time make it difficult for MLs to create a safe and supportive learning environment in schools. Another finding was that there is no clear plan outlined in the NSSF to guide MLs to pursue teacher safety against learner victimization in schools. To assist MLs, this paper proposes transformative policy strategies that can assist them in promoting teacher safety and preventing learner victimization in schools. The paper recommends that more explicit interpretation and implementation strategies be communicated with schools to assist them in fighting the war against violence in schools.

The contribution of chronic peer victimization in elementary school to depressive symptoms in adolescence

AbstractThroughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early‐emerging depression growth trajectories, continued victimization into adolescence, and stress‐amplification at the middle school transition. Self‐reported depressive symptoms and teacher‐reported and self‐reported peer victimization were obtained from 636 youth (338 girls; Mage = 7.96 years, 66.7% White, 21.7% Black, 11.6% other) in the 2nd–9th grades. Latent growth curve analyses revealed that, by 7th grade, chronic childhood peer victimization was associated with depressive symptoms only through an indirect association with peer victimization in adolescence, underscoring how interrelated historical and ongoing interpersonal stressors contribute to adolescent psychopathology.

Factors Predicting In-School and Electronic Bullying among High School Students in the United States: An Analysis of the 2021 Youth Risk Behavior Surveillance System.

Bullying is a global public health problem with severe adverse effects on behavioral health. Understanding the predictors of victimization by bullying is essential for public policy initiatives to respond to the problem effectively. In addition to traditional in-person bullying, electronic bullying has become more prevalent due to increasing social interaction and identity formation in virtual communities. This study aims to determine the predictors of in-school and electronic bullying. We employed multivariable logistic regression to analyze a nationally representative sample of 17,232 high school students in the United States, the 2021 Youth Risk Behavior Surveillance System national component. The survey was conducted during the COVID-19 pandemic, from September through December 2021. The factors examined included sociodemographic characteristics (age, gender, race), appearance (obesity), physically active lifestyles (being physically active, spending a long time on digital games), and risk-taking behavior (using marijuana). Our results indicated that sociodemographic characteristics were strong predictors of being bullied in school and electronically. Being obese is more likely to result in bullying in school (AOR = 1.32, p = 0.003) and electronically (AOR = 1.30, p = 0.004). Adolescent students showing marijuana use had higher odds of being bullied in school (AOR = 2.15, p < 0.001) and electronically (AOR = 1.81, p < 0.001). While spending a long time on digital devices raises the risk of being electronically bullied (AOR = 1.25, p = 0.014), being physically active is not associated with being bullied. Neither of the two lifestyle factors was associated with in-school bullying. Interventions addressing violence among adolescents can benefit from empirical evidence of risk factors for bullying victimization in high school.

They Are Not All the Same: Defenders of Ethnically Victimized Adolescents.

Developing a comprehensive understanding of adolescents' defending behaviors in peer victimization incidents is crucial, as these behaviors are instrumental in preventing victimization in schools. Despite recent efforts to examine various defender subgroups and their characteristics, the heterogeneity in defending behaviors within the context of ethnic victimization remains unclear. To address this gap in knowledge, the current study examined naturally occurring subgroups of defenders in ethnic victimization incidents and investigated whether these subgroups differ in their socio-cognitive skills, class norms, and social status within peer relationships. The sample included adolescents in Sweden (N = 1065; Mage = 13.12, SD = 0.41; 44.5% females). Cluster analysis yielded four distinct subgroups: victim-oriented defenders (41.3%), hybrid defenders (23.5%), bully-oriented defenders (9.8%), and non-defenders (25.4%). Hybrid and victim-oriented defenders had higher levels of perspective taking skills and positive attitudes toward immigrants than non-defenders. All three defender subgroups perceived their classroom climate as more socially cohesive than non-defenders. All four subgroups did not significantly differ in their peer status. These findings emphasize the importance of fostering inclusive class norms and implementing classroom practices that facilitate the development of perspective taking skills among students. Such effort can enhance adolescents' active defending behaviors in instances of ethnic victimization.

Antibullying Interventions in Schools: Assessing the Evidence Base.

This systematic review used established rating criteria to describe the level of evidence for interventions aimed at preventing or reducing bullying perpetration and victimization in schools, synthesized the evidence for students from racially and ethnically diverse backgrounds, and reviewed the literature for available information to conduct an economic analysis of the interventions. Major databases, gray literature, and evidence-base registries were searched to identify studies published from 2008 through 2022. The authors rated antibullying intervention models as having high, moderate, or low evidence depending on the number and rigor of studies with positive findings. Overall, 80 articles reporting on 71 original research studies describing a total of 48 antibullying interventions met the inclusion criteria for this review. Two schoolwide interventions received a high-evidence rating: the KiVa (Kiusaamista Vastaan) Antibullying Program and the Friendly Schools program. Multilevel interventions with components at the levels of school, classroom, and individual student most consistently showed strong evidence for reducing bullying behavior in elementary and middle school grades. Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students. Antibullying interventions can reduce bullying in schools. Some interventions show effectiveness with students from racially and ethnically diverse backgrounds. The gains relative to per-student costs were in the range that is considered cost-effective. Most implementation costs are spent on staff training and support. Research on successful implementation of whole-school interventions and additional synthesis of evidence pertaining to program structures would further advance the antibullying evidence base.

I know it when I see it: How urban Latinx parents describe bullying

Bullying is known to have negative impacts on students’ mental, physical, and emotional health. As many as one in four students experience bullying at some point during the school year. These experiences of bullying can lead to lower academic performance, decreased attendance, and increased behavioral problems. Identifying, preventing, detecting, and responding to bullying cannot be addressed in isolation, as it takes a community approach to lessen the prevalence of bullying, and a critical component of this community is parents. Parental support and connectedness can help mitigate the adverse outcomes of bullying. This study examined parent perceptions of bullying in a majority Latinx urban school. Evidence suggests that bullying is a concern among minority groups as they are at greater risk for victimization in schools. Thus, this research examined how Latinx parents described bullying as it affects their children. This research utilized a skip-logic survey with quantitative and qualitative items to identify themes and patterns as to how Latinx parents defined bullying as it affects their children. The findings from this research denoted that a total of 52.9% of parents indicated that their child had been bullied at school. In this study, there was a clear difference in how the parents of male and female students described bullying experiences. Parents of females indicated that their child experienced verbal/relational bullying, while parents of male students referred to physical bullying. Implications for practice should focus on district efforts to promote collaboration between school and home to improve communication about bullying and expectations needed to identify, prevent, detect, and respond to bullying. Recommendations for future research should include longitudinal research with minority populations to better understand the impact bullying has on this community with unique needs.

The Association Between Adolescents’ Perceived Negative Treatment by Teachers and Peers on School Victimization

Drawing data from the National Education Longitudinal Study, we examine whether adolescents’ perceived teacher and peer negative treatment (being put down by teachers in the classroom and being perceived as a troublemaker by peers) increase the risk of school-based crime (property and personal victimization). We also investigate whether negative teacher and peer treatment conditions the effects of race (African American) and ethnicity (Latino) on property and personal victimization. We found teacher negative treatment was significantly related to property and personal victimization even after controlling for other relevant factors. Moreover, teacher negative treatment affected property victimization among African American students while peer negative treatment had an impact on personal victimization among White students. The implications of our findings are discussed.

“I’m Stronger Now”: A Mixed Methods Exploration of Retrospective Accounts of School Bullying in Young Adults

ABSTRACT Despite the well-known long-term negative effects of school bullying, there is notable lack of research on the positive changes resulting from bullying, including perceptions of personal growth. This mixed methods study was designed to advance current understanding of negative and positive changes of school bullying in former victims. Specifically, it investigated post-traumatic stress disorder symptoms (PTSD), mental resilience and post-traumatic growth (PTG) in former victims. Three-hundred thirty-six young adults who were former victims of school bullying completed questionnaires on retrospective experiences of school bullying, PTSD symptoms, mental resilience, and PTG. For the qualitative part, 10 participants took part in a semi-structured interview. All data were collected online. Qualitative data have been subsequently analyzed through thematic analysis with a phenomenological orientation. Quantitative results indicated that co-existence of multiple forms of bullying as well as victimization in secondary school and stable victimization were associated with higher levels of PTSD [F(5,330) = 6.96, η 2 = .10, p < .05 and F(3,333) = 13.18, η 2 = .07, p < .05, respectively]. They also showed that both PTSD (B = .41, p < .001) and mental resilience (B = .50, p = .001) were predictors of PTG. In qualitative data, benefits (e.g. new life paths and possibilities, appreciation of life) coexisted with negative consequences (e.g. stress, flashbacks, interpersonal difficulties, withdrawal). These findings may significantly contribute toward designing interventions for improving the mental health of former victims of school bullying.

Preventing and reducing bullying victimization in high schools: Which works better? Physical or psychological safety measures

Even though the growing field of school safety research is multifaceted and multidisciplinary, discrepancies still exist among researchers and policymakers about how best to achieve the goal of creating a safe school environment. In response to ongoing concerns about bullying as one of the main school safety issues, schools are implementing various strategies to prevent it. The purpose of this study was to examine the effects that two dimensions of school safety (physical and psychological) have on reports of bullying victimization. In this study, data from 1526 (16–18 years old) students from 19 state schools in Belgrade, the capital city of Serbia, were analyzed using hierarchical multiple regression. The findings showed a negative association between psychological safety and bullying victimization. In contrast, the dimension of physical safety showed no association with bullying victimization.

Cracking the Code? Schools, Neighborhoods, Peers, Individual Propensity, and the Conditioning Effect of Race and Gender on Code of the Street Adherence

ABSTRACT There is a growing body of literature concerning the development of code of the street values. However, several factors theorized to inform street code adherence have escaped examination. Prior research has left unclear the role of danger, victimization, and the conditioning effect of race and gender on street code adherence. Utilizing multiple waves of the G.R.E.A.T. data we use OLS regression analysis to assess the separate and combined effects of multiple factors related to code of the street adherence. We focus on theoretically informed variables of danger and victimization in schools and neighborhoods, peer delinquency, and low self-control. We also split analysis to assess the conditional effect of race and gender on street code adherence. Results indicated the influence of peer and individual propensity is more important for understanding street code adherence than are schools and neighborhoods. However, race and gender specific analyses point toward nuance in understanding the development of street code adherence. We discuss the theoretical and practical implications of the findings.