Three North Atlantic countries, Greenland, the Faroe Islands, and Iceland, have been under Danish domination for several hundred years and only achieved a more independent status after the Second World War.
The education systems are still similar to the Danish-European ones, but they are surrounded by arctic Indigenous culture with small population groups—who have survived superbly for 1000...
Integrative Statement: Racist bullying in schools reflects and reproduces broader patterns of structural racism, yet its relationship to colorblind ideology remains understudied from a global perspective. This symposium presents findings from qualitative and quantitative studies conducted across three continents (United States, Sweden, and Chile), examining how colorblind racism shapes both...
School bullying remains a serious issue with far-reaching consequences, sparking ongoing debates about the most effective interventions: Should we focus on promoting positive behaviors like empathy and defending, on condemning and punishing bullying behaviors? This symposium presents four empirical studies from diverse cultural contexts, offering nuanced insights into different approaches to...
Integrated statement
Research and political attention on bullying in Norway have largely been directed at schools, but after the release of the governmental Whitepaper “To Belong” (NOU 2015:2), Early Childhood Education and Care (ECEC) has been included in the overall work to develop safe and secure learning environments for children, both in school and ECEC-settings. The learning...
School bullying is a worldwide phenomenon. It causes harm to those involved, and to the school community where it occurs. It has immediate but also longer-term negative consequences on mental health, and well-being. As a research area, publications and interventions have increased exponentially since the 1970s/80s, with now hundreds of articles appearing every year. Its importance is...
Recently, smartphone bans in schools have become topical across the world, as parents, teachers and politicians expressed concerns that smartphones cause harm to children and adolescents. A big motivator for implementing smartphone bans in schools has been protecting children and adolescents against cyberbullying, as this online harm can cause negative impacts to their mental health and...
Bullying and cyberbullying are widespread phenomena, posing significant public health concerns due to their impact on mental well-being, academic achievement, and social relationships. However, emerging challenges—such as rapid changes in the digital landscape, evolving social dynamics, shifting societal norms, and new perspectives on mental health—call for innovative conceptualizations and...
Research on the group dynamics of bullying has often concentrated on specific analytic strategies, potentially overlooking the full complexity of these interactions. This symposium aims to bridge this gap by introducing recent methodological advancements that deepen our understanding of bullying through novel analytic approaches. The first paper presents a person-centered profile approach,...
This symposium draws together research conducted by colleagues based in six different countries with a shared focus on peer-directed aggression in pre-school and the early years of school (between 3 and 7 years). There has been comparatively less focus on peer-aggression during this period compared with bullying among older age-groups.
The papers presented in this symposium examine some of...
This symposium presents and discusses four systematic review studies that analyze contexts, impacts, and moderating factors in cyberbullying to advance a global understanding. They offer insights into the current state of cyberbullying research and outline different approaches to understanding cyberbullying among youths. These studies are conducted under the PARTICIPATE Marie Curie Research...
The Omni model was developed in collaboration with the field of practice, as a response to a lack of tools for analysing what happens in schools with unsafe physical and psychosocial learning environments.
We who contribute to this symposium are all situated in Sápmi, and working in and with diversity is a central part of our work.
Omni means all-encompassing, and in cases related to...
Description: This symposium will explore a multifaceted approach to combating bullying in schools, structured around four key components: background and rationale, theoretical foundations, effective strategies, and a case study.
The presentations are based on practical experiences from the Center for Good Psychosocial Learning Environments (TGL), which is part of the support system for...
Most studies of bullying have been quantitative. Smith et al. (2021) found little qualitative research, and a small but declining proportion of mixed methods studies. Qualitative data are likely to be most useful when some aspects of the phenomena are under-explored, for example cyberbullying where there are still disputes about definition and measurement, and the phenomena are changing...
Research highlights that LGBTQI+ students are more likely to experience bullying than non-LGBTQI+ students (Bergqvist et al., 2023), but research on LGBTQI+ students’ experiences remains limited in the Swedish school context (Odenbring, 2022). In our ongoing qualitative study, we contribute to this body of research by using in-depth, semi-structured interviews to explore LGBTQI+ young people’s...
I am a preschool-teatcher with a master in drama and theatre. I have worked for several years as an Olweus instructor: my theoretical bakground is based on Dan Olweus and the Olweusprogramme, such as his "Bullying circle" (RKBU Vest). I also have knowledge from Sammen mot mobbing/Be-Prox., also at RKBU Vest, in Bergen. After several years of experience - after carrying out Classmeetings with...
Bullying in schools remains a difficult problem to solve (e.g. Gaffney et al., 2019). Interventions are almost all developed by adults and, although mostly based on scientific research, they do not always do justice to what children consider bullying (e.g., Yabarra et al., 2019). This difference may be a major reason why existing approaches do not work well. The first aim of the current study...
Theoretical background and objective of the study
Victimization during adolescence is associated with a range of mental health issues, including a heightened risk of non-suicidal self-injury (NSSI). While the social dynamics surrounding NSSI have been empathized, the direct relationship between NSSI onset and subsequent victimization remains unclear. Engaging in NSSI may evoke discomfort,...
Cyberbullying is a prevalent issue among university students (Abaido, 2020; Faucher et al., 2014; Kokkinos & Antoniadou, 2019), and cyberbullying is a problem that has negatively impacted students’ mental health (Cassidy et al., 2017; Faucher et al., 2014; Martínez-Monteagudo et al., 2020). Thus, it is important to study university cyberbullying, including moral processing. In more detail, the...
The Norwegian Education Act states that everyone working at the school must report to the principal if they suspect or know that a pupil is not feeling safe at school, or in worst case being bullied. The school must investigate the case as soon as possible and rectify the situation with appropriate measures.
The regulation in the Education Act also applies in After School Programs (ASP),...
Background: The effectiveness of anti-bullying programs is often at risk due to low program fidelity, but evidence-based models supporting implementation do not exist. IMPRES-project addresses this gap by 1) developing a mentoring-based implementation support model, 2) assessing its impact on bullying prevalence, and 3) exploring the potential mechanisms of change involved using the Finnish...
Cyberbullying, a major issue among teenagers, involves online violence repeated or sustained over time toward a victim who cannot easily defend him or herself (Smith et al., 2008). Often overlapping bullying, it leads to a hybrid social phenomenon with different bystander’s roles (Salmivalli, 2010). The upstanders defence or support victims, facing a complex dilemma about whether, how, and...
Introduction:
Bullying poses unique challenges in foster care homes, as these environments are not traditional school settings but rather family-like groups. Children in these homes often carry the weight of severe trauma, impacting their emotional, neurological, and behavioral functions. This project, conducted over two years in a Hungarian foster care home, aimed to develop a...
There is no federal law in the U.S. that directly addresses bullying. However, when bullying involves race, ethnicity, color, national origin, sex, disability, or religion, it may be considered harassment, which schools are legally required to address. In December 2010, the U.S. Department of Education created a framework highlighting key elements in state laws, policies, and regulations...
This study explores how attribution styles impact the mental health of Chinese American youth facing bullying, drawing on Attribution Theory (Weiner, 1985) and Ecological Systems Theory (Bronfenbrenner & Morris, 2006). Attribution styles—specifically characterological self-blame (attributing bullying to stable, personal traits) and behavioral self-blame (attributing bullying to controllable...
Since the early 1970s sociological perspectives have provided a lens for understanding school bullying as an essentially a social phenomenon. Bourdieusian, Foucauldian and Symbolic Interactionist approaches have been particularly popular owing to their capacity to demonstrate the complex interweavings of power and status in social relationships. This paper offers consideration of Norbert...
The Norwegian Education Act states that all pupils have the right to a safe and healthy school environment that promotes health, inclusion, well-being and learning. Further, the school must not accept offensive behavior, such as bullying, violence, discrimination and harassment.
The law also applies to after-school programs. More than 70 percent of all Norwegian schoolchildren aged 6-9 attend...
While research has shown that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students are at more risk of being bullied than their heterosexual and cisgender peers (e.g., Espelage et al., 2019), relatively little is known about the lived experiences of these young people at school. Drawing on the theoretical concepts of misrecognition (e.g., Fraser, 2001), stigma (e.g., Goffman, 1963)...
While research traditionally emphasizes the role of school and family in fostering youth anti-bullying behavior, sports can also help youngsters develop social skills (Bisagno et al., 2024). In youth sports, a key environmental factor is the motivational climate initiated by coaches and peers (Atkins et al., 2015). A mastery climate, emphasizing commitment over performance (Duda et al., 2014),...
Collaboration between professionals and families influences children's behaviour from the mesosystem and is an important contributor to children’s development. Nordic countries have a long tradition of professional-family collaboration. However, there is still a gap in research investigating continuity in professional-family collaboration. The current study is a part of the extended scoping...
The Olweus Bullying Prevention Program (OBPP) is one of the most widely researched and implemented interventions designed to reduce bullying among children and youth.
This presentation outlines the professional support given by OBPP in schools, to ensure teacher and staff have knowledge, skills and attitude to cope with bullying and bullying-prevention. We will highlight the importance of...
Background/ Objective: The harmful effects of peer bullying are well-established, but bullying by teachers has received little attention. The purpose of this study was to demonstrate that bullying by teachers is a serious problem comparable to bullying by peers and that an authoritative school climate (characterized by high disciplinary structure and high staff supportiveness of students)...
Background
In 2019, a new strategy plan for bullying prevention in kindergartens and schools was introduced politically in the municipality of Bergen. Bergen is Norway’s second largest city, and the municipality owns 80 schools and 92 kindergartens. One of the strategies in the plan was to establish Team Skyfritt.
Objectives
Team Skyfritt aims to support schools in preventing and...
In Norway the core curriculum states that students shall learn to respect differences and understand that all students have a place in the class- and school community. All teachers are obliged to work for cohesion and belonging in their class to make a safe and supportive learning environment.
Although the students have a legal right to a safe and secure learning environment, and that the...
Theoretical Background and Objective of the Study
When children describe unsafe places in school, certain areas are mentioned more frequently as sources of discomfort and fear. Research indicates that children who feel unsafe at school are more often subjected to bullying. For children who are already vulnerable or bullied, unsafe spaces can intensify feelings of insecurity. This study aims...
Hate speech (HS) is a global issue. The intentional expression of group-related derogation has become more widespread in recent years and potentially bears negative consequences for individuals, communities, and societies (Kansok-Dusche et al., 2023). After the internet, the school is a context where children and adolescents perpetrate and witness HS or become victims of it (Castellanos et...
The current study examines the buffering role of family strengths, such as parental competence and parent-youth time spent together, in the linkage between bullying victimization and internalizing problems of children with various types of disabilities. Data were derived from the 2016 National Survey of Children’s Health. The analytic sample included 5,080 participants who responded to all...
When conducting academic research, scholars tend to focus on the analysis of data that have been collected and on the valorization of the results. A description of the research process is often only mentioned in passing and to the extent that allows other scholars to understand broadly the research processes that led to the research outcomes, usually presented in international journals under...
Article 12 of the Convention on the Right of the Child (CRC) upholds children’s right to be heard and to express their views freely in all matters that affect them. They have the right to be listened to and taken seriously, they are entitled to give their opinion, and they have unique insights and information to offer in the efforts against bullying. Listening to childres voices, their...
Bullying in school contexts across countries is a layered and complex construct. While research on school bullying in India is scarce and influenced by its vast socio-cultural diversity; child legislation and schools are engaging with issues of fostering safe learning environments in more active ways. In this larger national narrative, we identify as a small yet culturally diverse school...
In the recent surveys by Mannerheim League for Child Welfare (MLL), we have explored what cyberbullying is in the lives of Finnish children and adolescents. We have examined the ways young people react when encountered with different forms of cyberbullying and additionally the impacts cyberbullying experiences have on their well-being. The central focus of the presentation is on the...
Cyberbullying remains a critical online issue, often causing significant harm to victims. Although bystander intervention can help reduce its impact, promoting direct intervention remains challenging due to factors such as the effort required and limited confidence in expressing support. To address these barriers, this study developed EmojiGen, an innovative tool powered by a Large Language...
Bullying and cyberbullying are interdisciplinary phenomena that involve the collision of fundamental rights between children and the limitations of schools to restrict those rights. Therefore, legal procedures are necessary as a last resort to handle bullying and cyberbullying events. This presentation aims to examine the available legal toolkit to deal with bullying and cyberbullying...
Bullying continues to be a serious problem in schools, with evidence linking bullying involvement to adverse health effects in children and adolescents (e.g., Ossa et al., 2023). While numerous media reports and some research have linked bullying to suicide (e.g., Hinduja & Patchin, 2010), the magnitude of this relationship remains unknown. Accordingly, this meta-analytic study investigated...
Guided by the social-ecological model, this study employed growth mixture models to examine (1) the trajectories of student perceived school-wide bullying, traditional bullying victimization and cyberbullying victimization aggregated at school level; and (2) the longitudinal impact of four domains of social-emotional learning (SEL) competencies, school level, ethnic diversity index, and school...
Participant role theory describes the designation of social roles and the use of contextually appropriate social scripts and provides a context for the
interpretation of a range of social and interpersonal issues, including bullying in the school setting. This study uses participant role theory to analyze
interpersonal engagements in a 10th grade class in a high school in central Israel....
Cyber bystanders can choose from three different strategies during cyberbullying incidents (reinforcing behaviour, ignorance, and direct/indirect intervention) and these responses influence the outcome. Hence, cyber bystanders are specifically targeted by prevention programs and research investigating variables influencing bystander responses is crucial for such programs. The aim of our study...
This paper incorporates both research on bias-based bullying and research on religious education aiming to establish a closer link between prevention of bullying and the core activity of teachers, i.e., teaching and learning in specific subject areas. Within bullying research, context sensitivity has resulted in an increasing interest in what is often called “bias-based bullying” to better...
Prior research shows that students with Specific Learning Disabilities (SLD) are at higher risk of bullying involvement and negative outcomes when compared to peers without disabilities. However, limited research has examined the forms, frequencies, roles of involvement and associated outcomes of bullying involvement in this sample. To address these gaps, this study drew on the...
SOS – is a three-year project funded by the Swedish Inheritance Fund, aimed ato provide children with support and protection in situations of bullying. As part of this initiative, we conducted a survey among children and adolescents.
The results indicate that those with experiences of bullying primarily seek assistance in improving their self-esteem, managing difficult emotions, and...
There is limited knowledge about time trends in cyberbullying involvement, and possible outcomes of cyberbullying may concern a wide range of areas. A better understanding of cyberbullying development over time, as well as of the possible consequences, is needed for effective prevention and intervention efforts. The aims of this study were (i) to gain knowledge of time trends in cyberbullying...
Bullying is a highly prevalent phenomenon that can have an array of negative impacts on both victims and perpetrators' long-term health and wellbeing. Despite the widespread assumption that empathy should be a key target for anti-bullying interventions, research examining this relationship is surprisingly scarce, and the evidence base informing the implementation of empathy-focused...
Research on adverse childhood experiences (ACEs) and adolescent peer relationships, including bullying, has three key limitations that include limited attention on co-occurring ACEs, insufficient studies on the timing of ACE exposure during adolescence, and the lack of consideration given to the multifaceted nature of peer relationships. Informed by a developmental life course perspective,...
Experiencing bullying during the school years may produce lingering negative effects on peoples’ health, self-worth, and quality of life compared to those who were never bullied. These long-lasting consequences can perpetuate the impact of bullying on the individual. Further, ongoing bullying in a school classroom fosters social and mental dynamics that are likely to persist under the surface...
This paper draws on insights from a qualitative study based on empirical data from a fieldwork conducted as part of a completed follow-up research project. The project aimed to investigate how a tool for managing bullying from "Our School Strength" (The Alliance Against Bullying, Denmark) is experienced and utilized by teachers. Additionally, the study explored how the use of the tool can...
This study explores how parental concerns about children’s future sense of self and belonging is experienced and constructed in diverse societies, focusing on kindergarten as a shared space where family, community, and state intersect. Using semi-structured interviews with interethnic parents in Norway (N=9), analyzed through reflexive thematic analysis (Braun & Clarke, 2022), this study...
Theory background and objective
Previous research has identified community-building didactics (Schott & Søndergaard, 2014; Plauborg, 2016; Rabøl Hansen 2014; 2023, Restad & Sandsmark 2022) as a promising approach to prevent bullying in schools. Research on how and why such strategies might work, is however lacking. In this paper we draw on data from an ongoing practice-research...
School belonging encompasses emotional and behavioural components such as feeling personally accepted, respected and supported by others in the school social environment. Measures of school belonging relate strongly to important outcome measures, for example school bullying and victimization rates, academic achievement, and school attendance. Regular assessment is crucial as schools face...
During 2019, 70 former and present students from the period 1970 - 2019 considered to take legal steps against the municipality because of their experiences of having been subjected to bullying. Several cases exploded in the media.
At this point politicians and school administrators sensed an urgent and radical need of change and decided to enforce a long-term school developmental project...
Aim
This study presents a logic model to represent Abu Dhabi’s current anti-bullying initiatives in schools, mapping out resources, activities, and stakeholder roles to build a cohesive prevention framework.
Methodology
Using a mixed-methods approach, the model draws from a scoping review, a cross-sectional survey, 27 in-depth interviews, and three focus group discussions. The survey...
According to socio-ecological theories and analytical models, school bullying is a phenomenon both affecting and affected by factors from individual, family, peer, school and community contexts. A vast number of quantitative studies have investigated both impacts of different factors on bullying, as well as different forms of impacts of bullying on a variety of outcomes. However, the number of...
INTRODUCTION
In an ongoing collaboration between PDA Bullying and SEER Salut i Educació Emocional, we offer a model of intervention which focuses on developing socioemotional skills as a protective factor against violence. This model includes the Service for Integral Approach to Conflict through which we counsel a variety of teams in the assessment of cases, designing socio-educational...
Bullying in schools is universal and widespread problem with average of 20% of Estonian students suffering from victimization every year. KiVa Program was introduced in Estonian schools in 2013 as a comprehensive school-based initiative, encompassing KiVa lessons for students in grades 1-9. Additional support options for schools have been created to enhance the implementation quality. Schools...
INTRODUCTION
Digital literacy is a potential factor influencing cyberbullying, though it is mostly studied at the individual level. While stronger digital skills can help students manage online risks and recognize harmful behaviour, reducing their risk of becoming cyber victims, increased online access and frequent use may raise the likelihood of cyberbullying. This study aims to explore the...
‘No hate against Sámi people’ (Sammen mot samehets) is a Norwegian project that aims to strengthen the competences and commitment of youth leaders and local decision-makers to prevent hate speech and discrimination against the Sámi people. The project is organised by European Wergeland Centre, The Narvik War and Peace Centre, Noereh and regional Youth Councils in Norway.
The Sámi people is...
Bullying and victimization are global phenomena that occur in different contexts, even in catechetical gatherings of Greek Orthodox Church. There, children and adolescents from different backgrounds come together once a week to learn the values of the Orthodox faith. Even there, phenomena of bullying and victimization are evident. The present study implemented the socioemotional lessons of...
Bullying is a complex and relational issue. Teachers have a crucial role in addressing bullying in schools and they are typically the target of whole-school approach anti-bullying programs (Yoon, 2011). Teachers’ decision to prevent and intervene in bullying is predicted by several factors (knowledge about bullying, negative attitudes toward bullying, level of confidence, etc.). In the current...
There is a gap in international research on linking school processes that promote or prevent bullying (Bevilacqua et al., 2017). While some have explored the relationship between bullying and learning outcomes (Brown & Taylor, 2008; Eriksen et al., 2012), less is known about how schools contribute to both learning and bullying prevention. Do schools that excel in student outcomes also prevent...
Introduction: Humour plays an important role in school bullying (e.g., Burger, 2022), as bullies may use humour to maintain power (e.g., Søndergaard, 2018), whereas victims may use humour to cope (e.g., Nixon et al., 2020). This study investigated student perceptions of the overlap between humour and bullying roles, and how these overlaps relate to students’ coping strategies....
The Current Study: This study investigates the pressing issue of online risks affecting adolescents, aiming to develop Chirp (formerly CILTER), a mobile phone-level software designed to enhance online safety. Grounded in the principles of the United Nations Convention on the Rights of the Child, the study emphasises the importance of involving adolescents in the co-design process to ensure...
Studies indicate a significant association between bullying and school refusal in autistic students (Bitsika et al., 2020; Ochi et al., 2020). A recent systematic review identified bullying as the most frequently studied factor influencing school absenteeism and the most significant risk factor (Sasso & Sansour, 2024). However, previous studies used quantitative methods, relying on proxy...
The Department of Education in Ireland published Cineáltas: Action Plan on Bullying 2023-2027 on 1 December 2022.
Cineáltas, meaning Kindness, is dedicated to preventing and addressing bullying behaviour including, cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools.
This presentation outlines how the Department of Education...
This workshop will explore the critical role of empathy and social-emotional learning (SEL) in addressing and preventing bullying in educational settings. As bullying continues to affect students’ mental health, academic performance, and overall well-being, developing a compassionate and emotionally intelligent school environment is essential. The session will introduce participants to the key...
This workshop will equip educators and youth practitioners with a relatable understanding of generative artificial intelligence (GenAI), its potential risks and harms, and effective strategies for mitigation. First, an empirical backdrop will be provided on the usage of different types of GenAI technologies. The workshop will then cover how this technology can be misused to facilitate...
Bias-based peer victimization (BBPV) occurs due to socially stigmatized or devalued characteristics including minoritized disability status, gender, racial/ethnic identity, national origin, sexual orientation, or body size. BBPV is pervasive, and researchers from different sociopolitical and cultural contexts have studied the correlates and effects of BBPV, yet many unknowns that may affect...
During a participatory research project on inclusion, in cooperation with pupils and teachers in an elementary school in Norway, we uncovered cyberbullying. We want to present how practitioners intervened based on the information they got during the research project. We also want to suggest possible proactive strategies, based on reflections that emerged through...
A practical workshop where you will get the chance to try two different “boxes” in how to combine a theoretical knowledge about bullying with different tasks on how to implement the Norwegian Education Act chapter XII and the Norwegian Kindergarten Act chapter VIII.
By using Escape room methodology, we give teachers in both kindergarten and schools a practical knowledge of how to full-fil the...
Start with a Video (3 min): Where we are asking different students from 14-18 years old → What makes students feel happy at school?
Introduction from the Norwegian Student Organization:
When students are seen as resources, Basis from R&D on Student Participation (FoU 214002 Elevmedvirkning)
- Brief overview of the organization’s perspective on the origins of
bullying. (The student...
INTRODUCTION
PDA Bullying presents the experience in implementing the Alert Level Assessment System, a model that responds to:
1)The need to organize a high volume of resources involved in deploying an effective and efficient interprofessional response strategy to the growing number of cases.
2)The importance of a shared model with interprofessional consensus that identifies, defines...
This workshop introduces innovative, arts-based methods including but not limited to PhotoVoice, Storytelling, and collaborative Zines to creatively engage youth in exploring and addressing (cyber)bullying. Grounded in the belief that young people are essential knowledge-holders, this workshop acknowledges the challenges of conducting research with youth - particularly in their digital...
Schools in Stavanger have reported increased unrest and disruptive behavior among students. National reports show a rise in bullying and a decline in students’ motivation (Udir, 2024). School health services aim to explore the interconnection of these challenges and identify possible preventive strategies. The "Brain-friendly school" project is an interdisciplinary initiative where school...
Integrated statement
With UNESCO's new bullying definition (2024) and updates to Norwegian education laws (2024), school professionals face new challenges. These changes, along with an increase in bullying reports from Norway’s annual student survey (Norwegian Directorate for Education and Training, 2024), highlight the need for proactive solutions and a shift from “repair” to...
Teachers' reactions to bullying incidents significantly influence the occurrence of bullying in schools. Although there are many bullying prevention programs available, they are primarily student-oriented. Teachers are seldom taught the skills to intervene, recognize the negative consequences of bullying on mental health, and deal with it. When teachers are addressed in anti-bullying programs,...
Cyberbullying is mainly addressed in intervention at the school level. Even if the large overlap between cyberbullying and traditional bullying justifies this approach, yet the literature indicates that interventions focusing on school are less effective when it comes to cyberbullying (Ttofi & Farrington, 2021). Therefore, other factors, besides the school ones, can play a role and need to be...
In 2021, additions to the Kindergarten Act were implemented in Norway, ensuring all children the right to a safe and sound kindergarten environment. According to this act, Norwegian Early Childhood Educational and Care Centers (ECECs) are mandated to systematically prevent bullying and social exclusion, including adopting a zero-tolerance for violations such as exclusion, bullying, violence,...
Our symposium is dedicated to creating safe and inclusive environments for children in Early Childhood Education and Care (ECEC). We will explore the pressing issues of bullying, harassment, and exclusion among children and toddlers in Norwegian ECEC settings. The symposium will feature four presenters and a discussant. Our research includes a comprehensive literature review, qualitative...
Peer defending, or actions taken to help victimized youth, continues to be an active field of research and a core component of many antibullying interventions. This symposium presents a collection of novel studies on peer defending, focused on the antecedents of defending, the strategies students use to intervene in bullying, and the consequences of being defended for victims. Together, our...
When bullying occurs, bystanders are often present. Encouraging peers to defend victims has been suggested as one promising solution to decrease bullying. Although much research has been devoted to characteristics of defenders, important questions remain regarding how the experience of victimization relates to defending and friendship formation, whether victims are actually better-off when...
Violence and threats in schools have garnered significant attention in recent years. The City of Oslo and the Education Agency have clear goals to ensure that all students and staff have safe and supportive learning and working environments. Four years ago, a comprehensive initiative was launched to prevent and manage bullying, violence, and threats in Oslo’s schools.
This document outlines...
This symposium explores the multifaceted dynamics of identity-based bullying and social safety, emphasizing the mental and physical health outcomes for bullied youth with various intersecting marginalized identities. The papers draw from varied samples and methods, including large-scale survey data, multilevel path analyses, and structural equation modeling, to unravel how school policies,...
Bias-based bullying affects a significant number of children and young people around the world (UNESCO, 2019). Teachers have a critical role in nurturing a safe and inclusive environment and preventing stigmatisation and oppression (Aguirre et al., 2021). However, we know relatively little about how teachers respond to bias-based bullying and how their practice can be enhanced. To address this...
Identity-based bullying, also known as bias-based and stigma-based bullying, is bullying that occurs due to a real or perceived social identity. Youth from equity-deserving communities, such as transgender and gender diverse youth, are more likely to experience both general bullying victimization as well as identity-based bullying victimization. Teachers play a critical role in addressing...
Bullying is a complex social-relationships problem that exists within layers of interpersonal, group, institutional, and societal contexts: negatively impacting individual and community wellbeing far beyond individual school settings. This symposium acknowledges bullying as a pluralistic research discipline by bringing together four theoretically and methodologically diverse papers from...
As children increasingly engage in online spaces, equipping them with skills to navigate these environments safely and confidently is essential. While digital wellbeing efforts are often aimed at older students, Hector’s World focuses on primary-aged children (5-10 years) to build confidence, skills, and attitudes for positive online interactions. Cyberbullying poses unique challenges,...
The ' respectme reward' is a unique programme in Scotland that sets out to test the relationship (policy gap) between anti-bullying policy and the daily practice being experienced by children and young people in schools and other organisations. The 'reward' acknowledges where adult interventions to prevent and respond to bullying by creating inclusive environments for learning and play can be...
Theoretical Background and Objective of the Study:
Bullying is a pervasive issue that affects students globally, leading to emotional distress, academic struggles, and long-term psychological effects. SForce, an initiative under Dreamland Education, is dedicated to fostering safe, inclusive, and respectful learning environments.
The primary objective is to equip students and counselors with...
Oslo municipality’s education agency “Section for learning environment, inclusion, and diversity” supports the municipality’s 180 schools in their anti-bullying work.
In this workshop we will showcase how we support schools in effectively implementing the activity obligations outlined in the Education Act, Chapter 12-4. We have developed comprehensive support materials that schools can...
In conversation with:
- Bodil Jenssen Houg (Ombudsperson for Children and Youth)
- Jon Halvdan Lenning (Anti-Bullying Ombud)
- Kaja Vintervold Asmyh (Anti-Bullying Ombud)
Unesco’s revised definition of bullying as damaging social processes and unwanted interpersonal behaviour might be a step in the right direction. However, we see a serious lack in this definition that needs to be addressed. For example, focusing on unwanted interpersonal behaviour we will still reduce, alienate and victimise the children involved.
As we see it, bullying needs primarily to be...
This presentation and workshop aim to address how we as a society sometimes can choose not to see or do something about exclusionary practices and bullying because it is part of a tradition, and how we through dialog and collaboration can change something you thought was unchangeable.
Through dialogue and collaborative exercises, participants will explore innovative ways to bring people...
The restorative approach to conflict resolution is a comprehensive method for everyone in the school with the aim to create a better environment.The method focuses on building strong, inclusive communities driven by positivity and uses the same principles for both prevention and repairing relationships after a conflict has occurred.
In this workshop we will concentrate on the restorative...
Session Description: This session brings together some of the world’s leading anti-bullying organizations working at the grassroots level to share powerful insights from the frontlines of prevention. Sharing real-life experiences, practical strategies, and the impact of community-led education in schools, workplaces, and local communities.
Session Details : Participants will gain a deeper...
**This proposal from UNESCO and Power of Zero is for a special session on the main stage that brings together expertise from practitioners across the world on school based solutions to cyberviolence. Our recommendation is a 45 minute dynamic panel discussion facilitated by Nicholas Carlisle, founder of the No Bully program, through question and answer followed by 15 minutes of questions from...
Rates of victimisation have been reported to be as high as 69% for children with special educational needs and disabilities (SEND) yet there remains no standardised or suitable bullying definition for this population. The most frequently used definition of bullying (Olweus, 1993) is not inclusive of SEND pupil experiences, leading to difficulties for staff to identify and resolve situations....
Theoretical background
Youth worldwide is currently facing a mental health crisis (McGorry et al., 2024). One risk factor contributing to this poor mental health is bullying among peers (Li et al., 2024). Efforts to prevent and stop bullying and, thus, to buffer psychological distress, should be implemented in the school environment. Therefore, the Child and Adolescent Psychiatry...
In recent years, educational institutions across Europe have been experiencing a substantial increase in classroom ethnic diversity, prompting investigation of its' impact on classroom social dynamics and peer bullying. The aim of the present study was to investigate the moderating role of students' minority status and classroom climate (i.e., classroom peer support, classroom moral...
Bullying is a serious public health problem that affects millions of children worldwide each year. Early disclosure is not just a step to intervention; it's a crucial one. Unfortunately, many children suffer in silence, not telling anyone or their teachers. This silence is profound, akin to child abuse, where children are reluctant to disclose their victimization situation to even a trusted...
Introduction. The objective of this presentation is to describe a longitudinal study of the associations among school climate, mental health, and peer victimization. A systematic review of studies between 2000-2017 found quantitative and qualitative support for the association between school climate and mental health, but noted a need for longitudinal and contextual factors that may impact the...
Racialized bullying is increasingly recognized as a form of bullying that can significantly affect students’ mental health and well-being. Despite it being more prevalent among racialized students, there are few findings documenting its impact on individual outcomes. The present paper draws data from the Health and Peer Relations Study, a representative survey across schools in Ontario....
Schools are required by law to be safe places for pupils to learn and develop as human beings, but it is well known that schools can be torn apart by bullying and harassment, and that far from every child feels safe at school.
This presentation is based on an ongoing large-scale study of what pupils say about what adults in school can do to help them feel safer at school. The data come...
While researchers have pointed to particular ‘hot spots’ for school bullying, such as playgrounds, hallways, and changing rooms (e.g., Vaillancourt et al., 2010), relatively little is known about how the design and management of the school-built environment influences the relational issues that occur within schools (e.g., Francis et al., 2022). Taking a generational perspective to school...
Theoretical background and objective of the study. Cyberbullying is present and prevalent globally among adolescents. The consequences of cyberbullying can be very serious, including suicide and victim death. Cross-sectional studies have shown a negative association between adolescents’ social and emotional competencies and their involvement in cyberbullying (perpetration and victimization)....
Cyberbullying, a major issue among teenagers, involves online violence repeated or sustained over time toward a victim who cannot easily defend him or herself (Smith et al., 2008). It is a hybrid social phenomenon with different bystander’s roles (Salmivalli, 2010). Defenders are crucial supporting victims (Sarmiento et al., 2019), but most research have focused on victim’s coping strategies...
The aim of this study is to highlight the voice of the children and show how they experience peer rejection in ECECs by exploring their phenomenological expressions about how these experiences affect them emotionally. Based on the perspective that peer rejection is a characteristic of the peer group social norms, and it is characterized by thwarting the individual’s vital need to belong and be...
This paper presents the ‘Action’ developed during the final cycle of a Participatory Action Research (PAR) study exploring a socio-ecological approach to gender bullying at a co-educational private day and boarding school (Doyle and O’Brien, forthcoming). We constructed a knowledgebase by mapping human (students, teachers and support staff) intra-actions with different discourses, objects,...
Theoretical Background and Study Objective: Bullying is a severe public health issue involving not only children and adolescents but also adults, who play a key role in addressing it. Traditional methods often need to be revised due to social desirability biases and difficulties in age-based comparability. Visual attention, however, represents an implicit and objective measure, allowing...
Cyberbullying has long been a significant concern due to its impact on youth wellbeing, and studies show its rates have risen since the COVID-19 pandemic. With worsening mental health issues among young people, new intervention approaches are urgently needed. Bystanders play an important role in the prevention, detection, and intervention of cyberbullying. However, various factors may...
Theory and objective: Students have for a long time been the targets of anti-bullying interventions (Espelage et al., 2015; Olweus et al., 2020), and their participation in efforts to prevent bulling has also been emphasized in bullying research (Cross et al., 2015; Salmivalli, 2014). Methods to engage students as co-researchers, however, remain underdeveloped in the field of bullying...
A common characteristic among students in alternative educational settings is that they often do not experience their school as inclusive, safe, and supportive, frequently due to bullying. This has made returning to their local school difficult.
In May 2022, changes were done to improve students’ sense of inclusion at school, and to help students’ return to their home school. Skoletilbudet is...
This presentation investigates the associations among the five bullying participant role behaviors (Salmivalli et al., 1999) and ODRs in relation to TSR in middle school students. Prior research has found a positive association between behavioral risk and ODRs (Gallagher et al., 2019); however, less research has examined the association between bullying role behaviors and ODRs. Perpetration...
Introduction Bullying is a group phenomenon where peers often act as bystanders. The adoption of a specific role in bullying depends on individual factors, relational experiences, and the prevalent moral climate. Attitudes and cognitions favoring aggression and low levels of empathy towards other people are associated with bullying. However, shared beliefs and behaviors in a classroom can...
Abstract: Children have many needs that they depend on us adults to meet: These include social and emotional needs, the need for safety, and the need to learn. In schools, the time of children and adults alike is overwhelmingly ear-marked the meeting of just one of children's needs: their need for learning. Children, however, have many more needs that they need help from adults to meet,...
The association between being bullied and poor mental health is now well established in the literature (e.g.,Agustiningsih et al., 2024; Moore et al., 2017; Wilson & Noret, in press). Research is now focusing on the processes that underpin this relationship. For example, recent research has suggested that the reasons why young people believe they were bullied (attributions for cause) (Bauman...
School bullying occurs in a social context. Some children might perpetrate, assist or defend against bullying, but we need to consider their wider social bonds. Theories of homophily, peer learning and social identity suggest that children are like their friends, behave in similar ways, and protect their close friendships. The aim of this paper is to examine reciprocity and friendship quality...
Bullying prevention remains a pervasive issue in schools today. In the U.S. approximately 20% of school-aged youth report high rates of peer-to-peer victimization, representing more than 5.6 million students. However, youth with social and communication skill difficulties or deficits tend to be disproportionately involved in bullying. Therefore, the current study identified, using the Social,...
Approximately 25% of children are chronically bullied and, as such, experience bullying frequently in school. Such experiences can be defined as traumatic, leading to the development of poor mental health, including symptoms of trauma. Trauma-informed practices have developed greatly in recent years, however, there has been little focus on how such practices support those being chronically...
Goals of the presentation
The PISA team's presentation at WABF 2025 has two main objectives:
1. Share comparative-international insights on bullying based on PISA data collected in 80 countries between 2015 and 2022.
2. Engage participants in a constructive discussion about ways to improve PISA’s data collection on bullying in 2029. Particular focus will be placed on cyberbullying, which ...
Image-based sexual abuse (IBSA) of youth has become a growing concern for parents, schools, communities, and law enforcement. A large proportion of IBSA involves exploitation by acquaintances, peers, and romantic partners. Law enforcement professionals often struggle with how to best respond to peer-perpetrated IBSA that is reported to them. Arrest is often not a viable or optimal response,...
Background and aims Research on trajectories of bullying perpetration during elementary and middle school years has found some children engaging in very little bullying and others exhibiting high or chronic levels of bullying across time (e.g., Zych et al., 2018). This study examined the association of trajectories of bullying perpetration across middle school years (grade 6 to grade 8)...
Banter represents a common interactional style characteristic of close relationships. Between friends banter can promote cohesion (Dynel, 2008) but behaviours often appear aggressive manifesting as reciprocal exchanges of insults and teases. A fine and subjective line exists between banter behaviours and bullying (Betts & Spenser, 2017) impacting their management in schools. This study...
The collaboration between actors both inside and outside school to combat cyberbullying have been emphasized as important (Jahnsen et al., 2016). However, it is in this field of research still a less researched topic. The main aim of the study was to explore the experiences and opinions of collaborative partners and parents in the work of combating cyberbullying. The goal was to identify both...
Mainstream research on bullying and peer violence in schools has primarily focused on analyzing the roles of students, and narrowly searching for causes at the level of the perpetrators, their families, and schools. Recently, researchers have begun to address this issue from a broader perspective by incorporating social-ecological theory and explaining the causes of violence at various levels...
Background/Objectives: Teachers need safe and supportive working conditions in order to be effective in handling bullying. This study hypothesized that teachers will feel better able to handle bullying when their working conditions are characterized by high perceptions of agency and administrative support, and will feel less able when they experience burnout and aggression by students....
In tackling the widespread problem of bullying victimisation, researchers have acknowledged the value of focusing on changing bullying-related beliefs and using peer-based interventions. Cross-age tutoring and co-operative group work have been shown to help student tutors and tutees acquire academic and non-academic skills and knowledge. A novel intervention (Cross-Age Teaching Zone, CATZ)...
Objectives
Can an innovative projective drawing test help children disclose their bullying exposure? Bullying leads to recurrent ED visits for physical or emotional trauma, hindered by children’s reticence to verbalize. Identifying patterns, referred to as graphic indicators, can characterize forms of trauma linked to bullying.
Methods
Sixty-four children aged 7 to 18 years with...
Theoretical Background and Objective of the Study
Although ethnic minority children living in poor urban communities are disproportionately exposed to violence, there is little known about their perceptions of violence and lived experiences in violence-embedded school and community. The objective of this study is to explore minority children's perceptions, victimized experiences, and...
Summary
The Swedish National Agency for Education (Skolverket) provides materials in various forms, to support in-service training of the staff, professional learning and school development.
In 2022 Skolverket published a literature review about how to prevent bullying, harassment and abusive treatment. It summarizes the results of national and international research, in a context of how...
This work aims to present the Reciprocal Meieutic Method (RMA), which was implemented within the framework of the European REACT program, an Erasmus+ Key Action 3 initiative. The REACT program develops and implements an innovative methodology to proactively prevent bullying, by strengthening non-violent communication, while aiming at inclusion, acceptance of diversity and the fostering of...
Maladaptive daydreaming (MD) is characterized by excessive, immersive fantasizing that interferes with daily functioning. This study investigates the relationship between MD and cybervictimization among adolescents, examining the mediating roles of social media addiction (SMA) and game addiction (GA). Given the increasing prevalence of cybervictimization and its profound psychological impacts,...
Autism is a neurodevelopmental condition characterised by differences in social communication, sensory processing, and repetitive patterns of behaviour. Approximately 1 in 65 pupils in primary and post-primary schools in Ireland are recognised as autistic, many of whom experience substantial challenges in navigating traditional learning environments and face barriers in accessing a quality...
Childrens right to a safe and healthy psychosocial environment in ECEC protected from psychological harms such as exclusion, discrimination and bullying, was enshrined in the Norwegian Kindergarten Act (11.12.2020). A legal obligation that requires continuous knowledge of children's well-being and their lifeworld experiences in ECEC.
Children’s’ voices are, in this case, important sources in...
Theoretical Background and Objective:
Online racism is a growing societal challenge in Ireland, with significant implications for
understanding online hate overall. From a social ecological standpoint, existing research has
extensively addressed victimology and socio-political underpinnings of online racism, but there
remains key gaps in understanding the psychological profiles of...
This study investigates students’ beliefs and experiences regarding cooperation among various stakeholders to overcome cyberbullying in Norwegian schools. The main aim was to shed light on the students’ needs regarding cyberbullying. Q methodology was employed to reveal the adolescents’ personal opinions regarding how they would solve a hypothetical scenario, where their peer was subjected to...
Research has found positive relationships between prosocial and bullying behaviors: however, we need to identify which prosocial behaviors moderate bullying Since 2015, Born This Way Foundation, has examined the relations between kindness and bravery and bullying with the aim to understand how kindness and bravery can serve as antidotes to bullying. The third phase of the Born Brave Experience...
The Power and Love Project aim at improving the classroom community and give schools a positive and sustainable boost, and is a collaborative project between Viking football, SLB and Centre for Learning Environment.
The project consists of four phases, where the first phase is a school visit of thirty 5-7th grade classrooms throughout the Stavanger region. The goal for this visit is to...
Background: Social Dominance Orientation is a narrow personality trait that encompasses an individual’s tendency to accept and endorse group-based social hierarchies and the extent to which they desire their in-group to be superior to out-groups. Such attitudes about group hierarchies are often a prelude to discriminatory behaviour. Indeed, it has been argued that bullying is a form of social...
What do adults pass by.
What is it we do not see? What is it we do not act upon?
A survey of employees practices in kindergarden and school to ensure children are safe and taken care of.
The purpose of the survey is not primarly to ask teachers to assess the children´s learning environment, but were the questions become A starting point for reflecting upon one´s own practise and...
Bullying can take direct or indirect forms, and can involve targeting a person’s belongings by stealing, hiding, damaging, or destroying them (e.g. UNESCO, 2020). In previous research, this form of bullying has been categorised as both direct and indirect (e.g. Maunder et al., 2010; Rodríguez et al., 2008). While recognised as common and often included in surveys on bullying prevalence (e.g....
While numerous student-related factors in bullying have been well-studied, less is known about how teachers’ characteristics influence students’ involvement in bullying. This exploratory study examined how teachers’ moral disengagement toward bullying and self-efficacy to address bullying relate to students’ perceptions of teachers’ bullying-related attitudes and behaviors, as well as...
Previous research shows that cyberbullying has serious consequences for the students targeted (Kowalski et al., 2014; Sjursø et al., 2016; 2019). Moreover, it has become a serious concern among students, educators and other professionals due to the increased use of technology (Livingstone et al., 2011). Cooperation between professionals across different disciplines and agencies is statutory in...
Background: Research highlights that individuals from multiple-minority groups, such as LGBTQ people of color, often experience stigma-based bullying and discrimination, leading to adverse mental health outcomes. Protective factors, such as social support and school safety can help buffer these effects. This study explores the risk (enacted stigma) and protective factors of suicidal outcomes...
The conceptualization and operationalization of school bullying has been a topic of debate in recent years (see Olweus, 2013; UNESCO, 2024; Volk et al., 2014; WABF 2021; 2023). It’s also known that students, school staff, and researchers may not perceive the topic in identical ways (Mahon et al., 2023; Rigby, 2018). The current paper explores how students and school staff understand the...
The Nordic Anti-Bullying Network (NABO) is a collaborative initiative uniting organizations from the Nordic and Baltic countries with a shared mission to prevent and combat bullying. Established to foster stronger regional partnerships, NABO provides a platform for members to exchange best practices, delve into research, and develop joint projects. The network’s activities are guided by the...
How can we teach empathy to two 7th-grade boys in a public school, who come from two different mafia cartel families? How can we teach children and teenagers, in a private elementary school, values such as presence, affection, respect, and love, if their parents are neither physically nor emotionally present?
Teachers are burned out, overwhelmed, and loosing authority in the classroom and...
Bullying prevention remains a central issue for K-12 schools. One approach to facilitate bullying prevention programming is to provide teachers with targeted professional development programming to increase self-efficacy, knowledge, and skills. The current study explores the distal effects an interactive teacher professional development for bullying prevention with a specific emphasis on youth...
Hello.
My name is Anki.
I am a teacher and a Leadership coordinator at Hoppensprett elementary, middle and junior highscool at Brårud, 62 kilometers from Oslo.
I also work as a scoolbook author for a publisher called Aschehoug.
I have been a teacher for 35 years. I have worked with many different programs against bullying.
At my school we work with «The leader in me.» It is a process...
In Finland, the bullying situation in schools remains a pressing concern despite years of discussion and intervention. Recent statistics reveal a troubling trend: the percentage of students experiencing bullying weekly has increased, particularly among girls. This presentation argues for the critical need to involve students actively in bullying prevention to foster a genuine counter-bullying...
Relational victimization, both direct and indirect, is linked to various coping strategies and attachment styles in children. Attachment theory suggests that securely attached children are more likely to use adaptive coping strategies, while insecurely attached may rely on maladaptive strategies. This study explores how attachment styles and coping strategies relate to experiences of...
Background: Cybervictimization and past bullying experiences have been associated with adverse mental health outcomes among youth. While traditional bullying has well-documented long-term psychological effects, the role of cybervictimization remains less clear.
Aim: This study examines the independent and interactive effects of cybervictimization and past bullying experiences on youth’s...
This qualitative study investigates how former bullying victims make sense of their most significant bullying experiences and how these experiences shaped their psychological adjustment. Guided by Attribution Theory (Weiner, 1985), this study explores two key questions: (1) How do former victims attribute causation to their bullying experiences? (2) How did these incidents impact their mental...
Bullying in schools is a persistent challenge, with limited visibility into the underlying social dynamics, making effective intervention difficult. Spekter Digital offers a comprehensive tool for Norwegian schools to systematically monitor and investigate bullying. By utilizing non-anonymous surveys, Spekter provides schools with detailed and actionable insights about the classroom...
Identifying social exclusion anxiety (Søndergaard 2009) and longing for belonging (Hansen 2011) as powerful driving forces in bullying, scholars from the Danish research project eXbus (2007-2013), have suggested that schools develop and practice community-building didactics in order to establish inclusive communities and social climate in classes and schools. A core insight is that schooling...
Integrative Statement:
The Health and Peer Relations Study (HPRS) is a large population-based study with the aim of examining exposure to violence, such as bullying, and associations with mental health, along with key moderating and mediating factors. This symposium draws from the pilot study (N=12,721) to examine prevalence and features that may alter prevalence, and moderators of the...
The municipality of Oslo has a clear objective that all schools in Oslo operate from the same foundation of knowledge and share a common understanding of how to create positive school environments. This symposium illustrates how we transition from a shared foundation of knowledge and mandated frameworks, through common values and attitudes, to practical structures and work processes in the...
This symposium brings together four papers examining moral dimensions and bullying and cyberbullying behaviours. Research has consistently shown that moral and social conventions, attitudes, beliefs and intentions that students adopt has a potential risk for involvement in order to develop evidenced-based interventions. The research presented here has examined experiences of young people from...
Symposium Title: Peers, Teachers, and School Responses to Bullying
Symposium Chair: Karla Dhungana-Sainju
Symposium Integrative Statement: Bullying most frequently happens at school. Thus, teachers and schools play a critical role in addressing bullying (Colpin et al., 2021). Teachers respond to bullying within a school context, therefore characteristics of the school and...
This symposium combines findings from five studies focusing on bullying perpetration from different angles. Together, these studies offer a comprehensive perspective on bullying perpetration, encompassing the motives, genetic predispositions, and psychological antecedents and consequences of bullying. Moreover, this symposium will discuss heterogeneity among bullying perpetrators and examine...
This symposium emphasises the importance of context in shaping the construction and understanding of (cyber)bullying, suggesting that it does not exist in a vacuum. The presentations highlight the cultural, racial, social-economic and digital forces that shape such behaviour. The entanglement of analogue and digital spaces creates unique challenges, as young people navigate these environments...
Integrative Statement: Bullying experiences early in development can have life-long adverse consequences. Longitudinal studies can help reveal understanding the individual, social, and psychological antecedents and outcomes of bullying perpetration and victimization. In this symposium, four papers that integrate multi-informant, multi-method procedures for examining the development of bullying...
President Von der Leyen has reaffirmed her commitment to protecting the rights of young people in the digital environment in the political guidelines for the European Commission 2024-2029: "We will also firmly combat the growing trend of abusive behavior online with an action plan against cyberbullying".
The fight against cyberbullying is crucial to prevent the normalisation of online...
Bullying and aggression is inherently social, involving – at minimum – a perpetrator and target, but often involving other peers (e.g., Huitsing & Veenstra, 2012). Given inherent social complexities, these four studies explore a variety of social and contextual factors that may play a critical role in youth’s involvement in aggressive/bullying behaviors.
Study 1 assesses aggressive...
This symposium examines the dynamics of bullying, social status, interpersonal relationships, defensive behaviors, and social-emotional competencies among early adolescents from both Chinese and Dutch backgrounds, thereby providing critical insights into the interplay between these factors and their influence on adolescents’ social networks. Using social network analysis in the first three...
Aggression and violence against educators and school staff jeopardize teacher well-being and have broad consequences for the school community, including students and families. This symposium explores the complex relationships between teacher victimization, social and emotional learning competencies, mental health, attribution processes, family dynamics, and support networks across diverse...
For the past 11 years The Polar Academy (www.thepolaracademy.org) have been working with young people, a high percentage of whom have experienced traumatic bullying. We have developed and implemented a long-term programme which enables the victims of bullying to change their mindset, thus removing the power the bullies have over them. Our workshop will consist of:
1. Why the Polar Academy...
Abstract:
This workshop offers practice-based research insights into the implementation of co-designed bullying prevention programmes developed with hundreds of Year 5-8 students across New Zealand schools. By centering meaningful student involvement, these programmes empower young people to deepen their understanding of active bystander strategies and transform this learning into creative...
The workshop will showcase the aims, actions and results of the Erasmus + project PINBALL – Preventing bullyINg in and through footBALL, which involves five National Football Associations (i.e., the Finnish, Croatian, Greek, Portuguese and Swiss ones), the UEFA Foundation for Children, the anti-bullying NGO Friends, the University of Modena and Reggio Emilia, and ForModena, a training...
This workshop offers an in-depth look at how we guide Independent Schools in New South Wales, Australia, to embed a whole-school wellbeing approach that proactively addresses bullying. Through this approach, we explore school-wide strategies to foster safer, more supportive learning environments.
The Association of Independent Schools of NSW (AISNSW) Whole-School Wellbeing Model includes five...
In this workshop we will introduce a conversation tool addressing the need for early and adequate follow-up strategies to prevent and reduce short- and long-term negative impact for young people exposed to bullying. This new tool supplements the broader [anti-bullying resource][1] developed by [Livet&Sånn][2]. Livet&Sånn, is a health and life mastery skills project for kindergartens, schools...
The Jasmin Roy and Sophie Desmarais Foundation conducted one of the largest surveys on sexual and gender diversity in Canada in 2024. Out of 8,396 Canadians who participated in this study, 7,481 identified as sexually and gender diverse. Among these respondents, 1,309 self-identified as transgender, and 1,625 as non-binary. The study underscores an urgent need for assistance and support for...
Introduction: After years of intensive research and development, several anti-bullying programs are now available in Hungarian schools; however, systematic nationwide implementation is still lacking. The BPBP program is designed for use in preschools, grades 1-2, and special-needs schools. Developed in 2015 with project funding, the program’s primary goal is to maintain a safe, peaceful,...
Oslo municipality’s education agency's “Section for learning environment, inclusion, and diversity” supports the municipality’s 180 schools in their anti-bullying work.
In the initial phase, advisors from the section spend time getting an overview of the case. The advisors then determine whether this is:
1. A need for support in an individual case
If it is an individual case, the...
As our young people are immersed in a highly charged, toxic climate, parents, educators, and students need to have a serious conversation about bullying and its' intended and unintended consequences. Whether they target others, are targeted, or play the role of the not-so-innocent bystanders, young people are deeply affected by offline and online meanness and cruelty. It takes much more than...
The presentation aims to examine the challenges Finnish schools are facing in their anti-bullying efforts. The presentation is based on observations collected during interventions conducted in several Finnish schools.
In our interventions in different municipalities' schools and their anti-bullying work, we have identified certain common areas for development. A school's management must be...
Bullying impacts the lives of hundreds of millions of youth every year. For this reason, a very large body of scientific research has grown to better understand and, ultimately, prevent bullying. While valuable, the sheer size of this body of research can be daunting when it comes to understanding the overall findings of the field or what areas are most in need of further research. Relying on...
Bullying is a complex phenomenon that cannot be solved with standardized
interventions. Each case requires an individualized approach, as bullying often involves
multi-causal and systemic factors. A major challenge in schools is distinguishing
bullying from conflict. This is particularly difficult when victims are actively involved in
the dynamic and not easily recognized as such....
This study aims to explore the experiences of cyberbullying among primary school-aged pupils diagnosed with Autism Spectrum Condition (ASC). The population of children and young people with a diagnosis of ASC is increasing (Brown et al, 2024): a recent systematic review on the global prevalence of autism estimates that approximately one in 100 children are identified as autistic and is...
Bullying is a considerable problem among school students, and school-wide positive behaviour support interventions are regarded as helpful in addressing it. In this project, we use a research informed storybook to promote children’s awareness, understanding, and disclosure of school bullying. Targeted research-informed children’s storybooks can support primary care providers and children to...
Cyber bystanders are crucial for cyberbullying prevention and previous research investigating cyber bystanders focused on studying the online bystander effect and variables influencing the steps possibly taken by bystanders. However, it would also be important to learn more about adolescents’ personal views. Hence, the aim of our study was to understand what adolescents think about bystander...
Bullying is a significant global issue affecting adolescents, with serious implications for their overall well-being (Waseem & Nickerson, 2023). Previous research has identified a negative correlation between engagement in bullying perpetration and life satisfaction (Nixon, 2014; Reijntjes et al., 2010). Life satisfaction refers to an individual's assessment of their overall quality of life...
The classroom is a key social environment for social learning with peer interactions shaping social status, defined as popularity (social influence) and likability (peer acceptance). Adolescents often pursue popularity through aggression and bullying, while likability is achieved via prosocial behaviors. Some use both strategies, known as bistrategic control, though research on this topic...
In today’s digital world, children and young people face a constant stream of information, often without the skills to navigate it safely, critically and with resilience. Tozi is a non-commercial, free-to-download mobile app, developed by DCU Anti-Bullying Centre in collaboration with Vodafone Foundation Ireland and Childline by ISPCC.
Tozi aims to speak to audiences aged 11-14 to enhance...
Theoretical Background: Bystanders play a critical role mitigating the consequences of bullying, with individual and situational factors impacting their decision to actively defend online.
Objective: To examine four studies we conducted looking at factors influencing online bystanding.
Methodology: A cyber version of the Student Bystander Behaviour Scale (Thornberg & Jungert, 2013) and the...
Bullying is a situational, context-dependent phenomenon shaped by students’ relational experiences and responses from teachers, schools, and society. This study investigates Indonesian students' and teachers' perspectives on bullying through a sociocultural lens (Maunder & Crafter, 2018). A recent national report (UNICEF, 2020) highlighted a significant knowledge gap between teachers and...
Bullying is an extensive phenomenon as reports indicate around 35% of victimization in schools. Recent studies confirm the impact of bullying on Physical Education (PE), highlighting the key role that PE teachers play in preventing, detecting, and tackling Bullying. In this line, PE teachers should possess specific knowledge and strategies to address this issue, but recent evidence suggests...
In helping conversations in a chat format, communication becomes more direct, and the voices of users are clearly visible. This invites new opportunities for developing services in line with user experiences. This paper analyzes chats from SnakkOmPsyken.no and focus groups with the chat hosts. This way of communicating transfers power from helpers to the young users. The technological and...
In case of school bullying victims feel isolated and ashamed, while adults (parents, teachers, educators) often feel helpless, struggling to understand the situation and find appropriate actions.
Traditional responses from the internet might be general and pose the risk of misinformation. **To tackle this, we co-created an innovative, secure, and free conversational agent: Chatbot...
This study examined third-party committee reports on severe bullying-related cases of school non-attendance among Japanese middle school students, categorizing issues in school approaches to bullying. Through online searches, ten reports published within the past five years were obtained. Key challenges were identified and grouped into 15 categories: (1) school policies on bullying, (2)...
Introduction: School bullying is associated with poorer well-being and mental health for both bullies and victims (e,g,,Smith, 2016). Bully-victims (or victim-bullies), in particular, face greater risk of psychological distress (e.g., Lereya et al., 2015). The present study examined the dynamic interplay between bully and victim roles through peer nominations and their associations with...
This poster will present the effective components of the Olweus Bullying Prevention Program (OBPP), which has to work together to effectively address and reduce bullying in schools. Fidelity to the program, and understanding these components, is crucial for achieving the outcome of reducing bullying and having a zero tolerance for bullying in practice.
The components are: strengthened...
Cyberbullying is a significant issue among higher education students, with a recent report showing that 18.4% of students in Ireland experienced negative acts, including bullying online and offline over the last academic year (Goldrick et al., 2023). However, there is a limited research focusing specifically on the process (e.g., what language was used, time of the day or the frequency of the...
Background and Objective:
The intersection of cyberbullying victimization and eating disorders has garnered considerable attention in recent years. Exist investigations demonstrate that there are strong correlations between cyberbullying victimization, negative emotion, low self-esteem, and eating disorders. This study aims to examine whether the association between cyberbullying...
Introduction
The prevalence of cybervictimization varies enormously from one study to another, ranging from 1.9% to 84 % [1], with inconsistent results concerning gender [2]. It is therefore difficult to get a precise idea of the phenomenon, especially as studies involving children under 12 or adolescents over 18 are rare [3]. An explanation of these inconsistencies could reside in the...
This qualitative systematic synthesis defines and describes the definition, nature and impact of cyberbullying and determines critical differences in the definition between developing and developed nations (as per World Bank’s Low, Lower-middle and High Income country). Using the Prisma model and utilizing World Bank categorization of nations, this research systematically examines the...
Theoretical Background and Objective: This study examines how digital media in Ireland frames online grooming, a digital exploitation issue where adults target minors for abuse. Using framing theory, which shows how media can shape public perceptions by highlighting certain story aspects, this research analyses the role of media in Ireland in influencing awareness, policy discourse, and...
The recording of incidents of physical bullying among South African school learners and circulation of such recordings via social media platforms, is growing and causes significant psycho-social distress for survivors. Despite ongoing scholarship centred on the relationship between traditional bullying and cyberbullying, the interconnectedness of physical and cyberbullying is frequently...
Introduction and aims:Adolescents involved in bullying have lower levels of emotional intelligence. Research highlights the importance of a multifaceted approach to promoting emotional competences as a means to address this issue: developing emotional regulation skills is crucial for both bullies and victims (Ruenda et al. 2021; Baroncelli & Ciucci, 2014). This study aims to: (1) identify...
Abstract:
This poster presents empirical findings from two Master’s research projects conducted within New Zealand's Sticks 'n Stones programme, focused on Year 7 and 8 students. Grounded in participatory design theory, both studies examine the effects of involving students as co-designers in bullying prevention efforts to increase program relevance and impact.
Theoretical Background and...
Ethnic Online Hate Speech (eOHS) includes all expressions of online hatred directed toward ethnic minorities and individuals of migrant background, with a significant negative impact on the mental health of affected groups. Despite its distinctive characteristics – a direct attack on collective identities rather than on individuals – prior research indicates that eOHS shares similarities with...
Theoretical Background and Objective:
Psychological maladjustment in child is associated with peer victimization that imparts effects on the mental health of children and their social relationships such as student teacher interactions. Such adverse experiences often lead to sleep disturbances and negative dreams, which can increase psychological distress. However, the role of dream...
This study examines the relationship between educational programs that teach students how to seek and offer help (SOS) and classroom climate in junior high schools. In Japan, suicide prevention education for youth has gained importance, and psychological professionals in schools are held in high regard. Prior research suggests that help-seeking behaviors are influenced by both individual and...
Cyberbullying occurs through digital devices, often on social media, where bystanders can respond through public or private comments by supporting the bully, supporting the victim, or remaining uninvolved. This study investigates how online connectedness, empathy (cognitive and affective), and social self-efficacy predict bystanders' responses to cyberbullying—specifically, inaction (IN),...
Classroom social network diagnostics have been proposed to be one of effective anti-bullying measures for monitoring bullying and victimization in schools. However, it is not well understood how the classroom climate and the individual personalities of each student are related to the structure of the classroom social networks. In this study, we used network analysis techniques to visualize...
Bullying remains a central issue for youth, educators, parents, and schools. One of the most concerning effects of bullying victimization is suicidal ideation. There are numerous reports of adolescents committing suicide as a result of bullying. However, it is unclear if the relationship between bullying victimization and suicidal ideation is the same for students with IEPs. Further, it is...
It is estimated that 20-69% of pupils with special educational needs and disabilities (SEND) experience bullying involvement (Chatzitheochari et al., 2016; Blake et al., 2012; Rose at al., 2011). Yet we know very little about positive and negative networks and interactions between pupils in special schools. This study aims to explore peer networks in special schools to better understand the...
Bullying victimization can have lasting impacts on mental health and suicide risk. Theoretical models suggest that bullying experiences create lasting patterns of interpersonal sensitivity (IPS) and negative self-beliefs (Rosen et al., 2007), which shape how individuals process and respond to social information across contexts (Crick & Dodge, 1994). This study has two goals: (1) to examine how...
Bullying victimization among college students is an underexplored area of research. Few estimates of bullying can be found in the literature although a few studies in different nations have estimated that about 8% of undergraduates experience it at school. Perhaps due its lower prevalence, there is also a paucity of studies on college students regarding the impact of victimization on the...
Gleding started in 2015, as a word from a 9 year old, being the answer to the question: What is the opposite of bullying? Instead of focusing on what we do not want - Gleding contributes with storytelling, awareness, mindset, tools, books and digital content to build a strong community from the beginning of life. We bring parents, professionals, caretakers and children together around a shared...
Theoretical background and objective of the study: In recent years, ample studies have investigated the risk and protective factors of cyberbullying during adolescence. However, there has been comparatively less research examining the impact of environmental risks, such as adverse childhood experiences (ACEs). Additionally, most studies in this field rely on cross-sectional designs, which...
Teachers play a crucial role in addressing stigma-based bullying (SBB), yet few studies compare their responses across different SBB types and how these relate to individual and contextual factors. This study examined the association between individual and contextual factors and diverse teachers' hypothetical and actual responses to bullying based on disability, ethnicity, and sexual...
Collaboration between parents and schools has been promoted as an effective response to cyberbullying (Olenik-Shemesh et al., 2019). However, research suggests that collaborative responses are not fully utilised by parents (Stuart et al., 2022) or teachers (Strohmeier & Gradinger, 2021). Prior research has largely conducted survey studies with educators to explore responses to hypothetical...
This study explores how anti-gender movements utilise digital hostility as a structured form of ideological bullying to marginalise LGBTQI+ individuals and reinforce exclusionary social hierarchies. Despite increased awareness of bias-based cyberbullying, there remains a limited understanding of how such hostility operates within ideological frameworks, particularly as organised campaigns to...
Recent decades have witnessed the emergence of social-emotional learning (SEL) as a ‘zeitgeist’ that has captured the imagination of educationalists. This neurologically-inflected approach to education – which seeks to cultivate a wide array of ‘non-cognitive’ skills, attributes, competencies, values and traits such as ‘empathy’ ‘wellbeing’, and ‘resilience’ – is increasingly positioned as a...
This study evaluates the knowledge and skills of public elementary school teachers in Puerto Rico regarding bullying prevention and management. A comparative quantitative approach revealed significant deficiencies in teachers' knowledge and skills, particularly in handling cyberbullying and supporting LGBTQ+ students. Data from 412 public elementary school teachers in Puerto Rico was collected...
Background and Purpose
Persons with disabilities (PWD) in Singapore often face socio-emotional challenges, including bullying and discrimination. Despite these challenges, the experiences of PWDs who seek help after enduring bullying remain understudied. This study aims to investigate the support systems available to PWDs who have been bullied, shedding light on their effectiveness and areas...
Theoretical background and objective of the study: In Norway, about 30% of youth face unkind online comments, and 25% experience cyber exclusion or meanness. Furthermore, 4% reported being cyberbullied in 2023. Cyberbullying is associated with serious mental health problems like depression and anxiety. The mobile app NettOpp was developed to raise awareness and provide easy accessible support...
Background
Despite the prevalence and impact of peer victimization, prevention efforts at the secondary level are largely ineffective for bullying (Yeager et al., 2015), and sexual harassment is rarely a focus (Cook-Craig et al., 2014). Norms and Bystander Intervention Training (NAB IT!) is a 4-hour intervention based on Latané and Darley’s (1970) five-step bystander intervention model...
Bullying victimization is associated with myriad negative outcomes for both children and adults (McDougall & Vaillancourt, 2015). Experiences of victimization may be experienced as extremely distressing because they threaten the need to belong and to have ongoing positive interactions with others who provide companionship and caring (Baumeister & Leary, 1995). The current study examines how...
Purpose: This study explores the stability and changes in bullying and victimization among rural middle school students in the U.S. over two years, examining the role of school, peer, and family support in predicting involvement in these dynamics.
Method: Data were collected from 802 students across two rural middle schools, focusing on bullying, victimization, online victimization, and...
Theoretical Background and Objective of the Study. Bullying is a widespread phenomenon in our society, with serious consequences for children and adolescents. Teachers play a critical role in addressing this issue, acting as key agents in preventing, detecting, and tackling bullying cases. Consequently, it is essential that pre-service teachers receive both theoretical and practical training...
Understanding pathways to suicidal ideation is crucial for prevention efforts, as peer victimization (PV) has emerged as a significant prospective predictor of suicidal ideation (van Geel et al., 2022). Drawing on the Approach/Inhibition Theory of Power, which links powerlessness to increased threat sensitivity and behavioral inhibition (Keltner et al., 2003), this study investigated whether...
Although research on school safety is complex and draws on multiple disciplines, there is a lack of consensus among researchers and policy makers on the best strategies for creating safe schools. To address the persistent problem of bullying as one of the most important school safety issues, schools employ a variety of prevention strategies. The purpose of this study was to test association of...
Bullying is a public health issue and is one of the most serious concerns facing schools across the United States (Cook et al., 2010; Dinkes et al., 2009; Nickerson, 2019). Personnel with specialized training to prevent and address bullying are needed. Northern Illinois University’s Project Prevent and Address Bullying Behavior at All Tiers (PPABB) was made possible by a grant from the U.S....
Inclusive and supportive classroom environments are crucial, particularly during political and societal crises such as wars, disinformation, polarization, and rising populism and extremism. While existing research highlights the importance of these aspects of school environments, there is a lack of studies examining the impact of anti-hate speech prevention programs on the classroom...
Background: Gender non-conforming (GNC) youth face heightened risks for cyberbullying, Yet, less is known which risks and protective factors influence or reduce their vulnerability. This study explores the association between specific risk and protective factors and cyberbullying among GNC youth.
Methods: Data were derived from the 2023 Youth Risk Behavior Surveillance System (YRBSS). An...
Norwegian School Student Union (Elevorganisasjonen) wants to create a poster highlighting the importance of Section 9A of the Education Act, which is Section 12 in the new Education Act. We aim to show how the law helps protect students, especially those who feel school is not a safe or supportive place.
We want to convey this through these points:
- Chapter 9A was introduced in 2017...
The UVDBase Project phase 4 is dedicated to furthering development of a documentation and communications human-centered supportive technical system identifying and neutralizing organizational, technical, personal, cultural, and ethical barriers hindering communication and effective resolution of school-based conflict problem outcomes.
Current focus is on development of socio-technical...
Early childhood education represents a critical period for instilling social and emotional skills that foster positive peer interactions. Unfortunately, bullying behaviors can emerge even at this tender age, highlighting the urgent need for effective, age-appropriate antibullying policies. This study will take place in one elementary school, where I will engage with kindergarten teachers,...
Children’s literature has been used in attempt to mitigate bullying behaviors (Wee et al., 2022). Language socialization occurs through literature, both through the types of contextual messages conveyed and within how characters are portrayed. Given the socialization process salient to storytelling, it may be important to consider the messages presented within children’s literature and the...
Background: Bullying is a significant public health issue affecting children’s physical, emotional, and mental health. Traditional anti-bullying programs have shown varying degrees of effectiveness, highlighting the need for alternative approaches. This study, conducted in Norway, introduces a peer support group intervention based on a solution-focused approach (SFA), aimed at reducing...
Theoretical background and objective of the study. The Internet plays a crucial role in the personal and social growth of adolescents. However, the Internet also facilitates the development and proliferation of cyberbullying among adolescents. Various systematic reviews have highlighted several successful didactic actions developed within the school context to address cyberbullying. Moreover,...
Antibullying programmes that focus on dynamic social group practices and discourses, such as KiVa, have been relatively successful but are less effective during adolescence when peer relationships are crucial for identity, belonging and wellbeing. To explore this further, a ‘Critical Discursive Psychology’ (CDP) approach was embedded throughout development and delivery of an intervention and...
Background/Objectives: Identity-based bullying experiences (IBBE) during childhood can have lasting impacts on adult well-being. Research asserts adverse bullying outcomes are more prevalent among minoritized populations, including LGBTQ individuals. Social support theory suggests supportive relationships can buffer against adverse childhood experiences. Yet, limited research has examined...
Introduction:
When children are bullied, parental support is crucial for mitigating negative effects (Lereya et al., 2013). Research highlights how parents help their children cope, but little focuses on how parents themselves cope with their child's bullying. Research suggests that parents often feel anger, stress, and sadness, and lack adequate support from schools, turning to chat rooms...
Theoretical background and objective of the study:
Research on stigma-based bullying has focused on individual variables, such as personal characteristics or beliefs of aggressors, leaving out contextual factors. This study investigates the influence of school climate on student roles as non-aggressors, general bullying aggressors, or stigma-based bullying aggressors, focusing on factors...
Bullying literature has primarily focused on school and child impact, yet bullying has a negative impact on parent wellbeing (Harcourt, Green, and Bowden 2015). Schools are often seen as an obvious institution for interventions with children as, by their very nature, they interact with children in their daily lives during their formative years. For schools in England, Head Teachers have a...
Background: Social Dominance Orientation (SDO) is a narrow personality trait that encompasses an individual’s tendency to accept and endorse group-based social hierarchies and the extent to which they desire their in-group to be superior to out-groups. Such attitudes about group hierarchies are often a prelude to discriminatory behaviour. Indeed, it has been argued that bullying is a form of...
In Japan, the Act for the Promotion of Bullying Prevention Measures was enacted in 2015. This study aimed to evaluate the state of bullying and students' assessments of school anti-bullying efforts in compulsory education (six years of elementary and three years of middle school) post-enactment. In March 2024, a retrospective online survey was conducted with 3,500 high school students aged...
“Voice is not enough” for meaningful approaches to children’s participation in research. Other factors such as the creation of a safe space for children to express themselves, and actions that ensure that children and young people’s views are taken seriously into consideration are necessary preconditions.
This work presents the evaluation of the prototype version of the Happy Onlife,...
Online hate speech (OHS) is a form of cyberviolence characterized by the spread of discriminatory or offensive content targeting groups based on attributes such as ethnicity, religion, gender, and sexual orientation. Despite increasing research on OHS, systematic understanding of OHSs targeting sexual and gender minorities (SGMs) remains limited. This focus is critical, as SGMs often face...
The Anti-Bullying Alliance (ABA) developed a United Against Bullying (UAB) Programme, which was available free to schools in England across a three year period from November 2021 to March 2024. The programme was a whole school approach to preventing and responding to bullying, with a particular focus on those children who are most vulnerable and more likely to be victims of bullying such as...
Theoretical background and objective
Bystanders' responses to cyberviolence, such as cyberbullying, cyberhate, and non-consensual sexting, play a critical role in mitigating or intensifying its impact. Traditional research has been limited to classifying bystanders —defender, reinforcer, and passive—without considering possible roles’ variations based on context. Therefore, this study aims...
Previous research has consistently shown that there is a longitudinal path from defender self-efficacy to defending behavior, however, it remains unclear whether there is also a path in the reverse direction from defending to self-efficacy.
Theoretical background and goal: Guided by the reformulated social information-processing model, this three-wave longitudinal study examines the...
While the term “bullying” is widespread in international research, non-English-speaking countries often use different terminology. In France, “harcèlement scolaire” (harassment in English) is the dominant term; however, it seems to frequently refer to severe cases of violence. Thus, one can ask if this denomination is relevant to translate the concept of bullying. This study examines the...
The heightened ambiguity in text-based banter due to the absence of non-verbal cues can lead to misinterpretations and escalations into perceived bullying. This research explored university students' perspectives of online banter, focusing on the use of graphical cues such as emojis, GIFs, and stickers. The aim was to explore commonly used graphical cues among the age group, along with the...
Traditional ideas around masculinity often emphasise traits such as dominance and control, leading to cultural expectations that encourage bullying as a tool for asserting power. Our deep transformation work across the states of Delhi, Haryana, Jharkhand and Uttar Pradesh proactively addresses the issue of bullying by way of working with adolescents, teachers and communities.
While working...
Cyberbullying has grown into a global concern over the last decade. Developing valid and reliable assessment tools is essential for understanding this phenomenon and designing effective prevention and intervention strategies. In this context, the Cybervictimization Questionnaire for adolescents (CYVIC; Álvarez-García et al., 2017) has proven to be a valuable tool. Now that 10 years have passed...
1 Project Background
1.1 The Jockey Club “Love & Respect” School Empowerment Programme is a territory-wide project based in Hong Kong, serving 100 primary schools of all SEC and cultural background, particularly for schools who would like to tackle bullying issues at school.
1.2 Interventions are mainly delivered by Social Workers (franchise currently no available), while teachers and...
