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...
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...
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...
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,...
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...
