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Even in the safety of their home, there are many risky places a child or teenager can visit online. This can be due to the content they see, who they come into contact with, and personal information they share.
This study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time.
The school environment profoundly influences children's development, behaviours, and attitudes. This chapter delves into the relationship between school design and architecture, and their impact on bullying, victimisation, inclusivity, and student well-being. Research underscores the significant impact of school design on student social dynamics, advocating for collaborative efforts among stakeholders to craft effective anti-bullying policies.
Growing up in socioeconomic disadvantage increases risk of peer bullying at school. Both socioeconomic status and involvement in bullying are predictive of a range of adverse developmental outcomes. However, neither (a) the mechanisms whereby disadvantage increases bullying risk nor (b) the developmental outcomes for which bullying may mediate disadvantage are clear.
Lateral violence, a group of behaviours directed towards people of the same group, is considered endemic among Aboriginal people. Behaviours include bullying, gossiping, isolation or exclusion of certain group members, and challenges to one’s Aboriginal identity. Lateral violence impacts all aspects of one’s life. Due to its pervasiveness, this qualitative study investigated strategies employed by Aboriginal people to deal with lateral violence.
Previous research has focused on identifying the association between moral dimension and bullying behavior, with an emphasis on better understanding the complex processes that children and adolescents trigger during decision-making in immoral situations. However, advances in research on morality and bullying have not been paralleled by the design of intervention programs that promote moral competence. The aim of this chapter is to analyze the moral dimension as a key intervention in the design of holistic models for preventing bullying and promoting defending.
This study used prospective birth cohort data to analyse the relationship between peer aggression at 14 years of age and educational and employment outcomes...
While the CFS findings suggest the combined whole-school response to the mediators was somewhat effective, the study wasn't able to determine the relative...
Few longitudinal studies have investigated how cyberbullying interacts with traditional bullying among young people, who are increasingly using online...
The study of moral disengagement has greatly informed research on aggression and bullying.