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...
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...
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...
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...
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...
