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