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...
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)...
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...
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...
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....
