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Recent studies have consistently demonstrated that antisocial behaviors occur in online environments. Although online antisocial behavior has a long history, it appears to have become more widespread in recent years due to the widespread use of online social networks. Although there are established criteria and instruments assessing antisocial behavior there are few examining such behavior online. Therefore, the present study aimed to develop the Online Antisocial Personality Scale (OAPS). The OAPS was developed using the diagnostic criteria for antisocial personality disorder in DSM-5. The OAPS assesses antisocial behavior in online environments. The present study comprised 447 adolescents (219 girls and 228 boys) from four different samples. The measures used included the Online Antisocial Personality Scale (OAPS), E-Bullying Scale (E-BS), and Personality Belief Questionnaire-Short Form (PBQ-STF). The structural validity of OAPS was investigated with exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and criterion validity. When validity and reliability analysis of the OAPS are considered as a whole, it is concluded that the OAPS is a valid and reliable scale that assesses online antisocial personality among adolescents.

Anxiety disorders are highly prevalent globally and it is much more prevalent among adolescents because of their exposure to a variety of stressors. Research shows that emotional and biopsychosocial well-being changes over the course of their schooling, with a general increase in anxiety, highlighting the need to further investigate the risk factors that contribute to worry and anxiety symptoms among college student populations. In Mauritius, there has been a rise in the number of adolescents who are recipients of psychiatric treatments at the local government hospitals as well as an increase in the number of cases reported to the school authorities. The present study aimed to identify the causal factors of anxiety among adolescents, and its effects in the educational context. Further, the role of educational social workers in overcoming anxiety was explored and the aim was achieved using the exploratory approach. A focus group discussion using a semistructured questionnaire was conducted with ten (10) people including educational social workers and educational psychologists recruited through convenience sampling. A thematic analysis of the data shows academic anxiety as an emerging factor, followed by bullying and lastly, family issues. The findings revealed impacts at the school level such as students' inability to concentrate in class, non-participative and also showing emotional distress. While educational social workers provide counselling to students and parents, a need for teacher empowerment and peer counselling are proposed as future avenues.

The ubiquity of cyberspace has resulted in a surge in reported cyberbullying cases globally. Despite numerous studies investigating the impact of cyberbullying on students, research addressing its prevalence in the Middle East remains scarce. This exploratory study aims to assess the prevalence of cyberbullying among university students in six Middle Eastern countries: Jordan, Egypt, Iraq, Saudi Arabia, Kuwait, and Qatar. The study seeks to identify common cyberbullying forms and examine students' responses to each, considering variations based on gender, year of study, study discipline, and country. A descriptive approach is followed to achieve the study objectives. A random sample of 2,642 students (1,887 female) participated in the study by completing an online survey about their experience with seven forms of cyberbullying, and the strategies they used to deal with each. A relatively low prevalence of cyberbullying is found among the sample, with 57.6% reporting that they never experienced any form of cyberbullying and 20% reporting experiencing cyberbullying only once. The most common forms of cyberbullying were exclusion (56%), harassment (51%), and flaming (44%). While differences in the prevalence of cyberbullying are found according to gender in two forms, stalking and flaming, no statistical differences according to study discipline are evident. Students in their later years are more likely to experience all forms of cyberbullying than students in their early years (p < 0.05). The differences are significant across countries, with Jordan being highest, followed by Egypt then Kuwait. Self-defending and confrontation are found to be the most common responses to cyberbullying. Overall, the sample reported using active responses to cyberbullying more than passive responses. Females and students in the arts and humanities are more likely to respond actively to cyberbullying compared to males and students enrolled in science disciplines (all p < 0.05). The findings of the study provide a better understanding of the prevalence of this phenomenon in the region and assist stakeholders in planning preventive strategies.

Using data from a multi-institutional grounded theory study, this paper details the thoughts, feelings, and behaviors that 59 U.S. college students with disabilities used to cope with ableist stressors in postsecondary learning environments. Specifically, this manuscript highlights the varied coping strategies students adopted as they responded to the following stressors: (a) bullying; (b) labels, assumptions, and stereotypes; and (c) low expectations and discouragement. The paper concludes with recommendations for practice.

While international students' experiences of academic bullying from their advisors have been documented in the literature (e.g., Moss & Mahmoudi, 2021), little is known regarding how race and other identities intersect in normalizing and perpetuating academic bullying within higher education. Utilizing Asian critical theory (Iftikar & Museus, 2018) and interpretative phenomenological analysis (Smith et al., 2022) as the theoretical and methodological lenses, this study examines five Science, Technology, Engineering, and Mathematics (STEM) Asian international doctoral students' experiences of academic bullying specifically as a racialized phenomenon. Employing in-depth semi-structured interviews, it is found that racialized academic bullying is operationalized and perpetuated through racialized stereotypes, maintaining White supremacy, and oppressions compounded by intersecting identities. Implications and recommendations are offered as to what stakeholders can do collectively to address racialized academic bullying towards minoritized students and combat systemic inequities and oppression.

The aim was to explore the literature for instruments that assess school well-being, identifying their design features and construct appropriateness. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020, and the PICO strategy to formulate the research questions. Fifty-two articles on instruments to assess pupils' school well-being were analysed using an interpretive approach. The results showed that school well-being is a topic of global interest, with China standing out, with non-uniform growth since 2007, being most notable in 2018 and 2019. Longitudinal and qualitative studies have appeared more frequently in recent years. The presence of multidimensional instruments stood out, with no consensus on the identification of the items to be assessed from a holistic perspective. This study paves the way for the design of a questionnaire that operationalise school well-being, considering not only the literature, but also the direct perceptions of pupils.

The aim of our study was to explore students' bystander roles in peer bullying considering the interaction between their individual and contextual characteristics. We included social status goals (popularity, social preference and social insecurity), moral disengagement and peer support as key variables for differentiating bystander behaviour. Our sample comprised 5148 students from the 8th and 9th grades across 118 primary schools in Slovenia. Bystander roles (active and passive reinforcers, ignorants and defenders) were determined by peer nominations. Other characteristics were measured with self-report questionnaires. For each variable, we normalized students' results with regard to their classroom to define classroom norms as the context of peer bullying resulting in "low", "average" and "high" group. Students with similar individual and contextual characteristics were grouped into four clusters. The results showed that students from all clusters were present in all bystander roles, which indicates a highly complex interaction of various factors in bystander behaviour. Some educational implications are discussed.

Bullying is a widespread issue in higher education, notably in healthcare disciplines like nursing, medicine, and physical therapy. However, there is a paucity of research addressing bullying within occupational therapy, which is a relational healthcare discipline emphasizing meaningful relationships, mutual trust, and respect. This study investigated the experiences of student occupational therapists in Canada regarding bullying during their fieldwork placements through exploratory phenomenology. Data from nine former occupational therapy students were collected via focus groups and interviews. Thematic analysis unveiled common experiences including passive aggression, demeaning comments, and a lack of support. Three key themes emerged: the impact of power dynamics between students and preceptors, reduced learning opportunities and emotional distress, and the necessity for coping strategies. Participants highlighted the detrimental effects of bullying in learning and well-being. We advocate for developing processes to address bullying in placement settings and creating educational resources for students and preceptors to ensure the establishment of safe and conducive learning environments.

This research was conducted to determine the ideal school that mainstream students dream of. The research was conducted using the phenemology approach, one of the qualitative research models. Participating in the research were students with mild special needs who attended inclusive education in Turkey and had no problems understanding and answering the questions asked, as well as the teachers and parents of these students. The study collected data from 28 inclusion students with special needs, 28 parents of these students, and 28 teachers. We obtained data using semi-structured interview forms. The analysis of the data obtained was done using the content analysis technique. As a result of the research, it was found that the wishes of inclusive students regarding school/class were collected in four themes: arrangements in teaching, lessons and environment, and positive attitudes. In addition, it was determined that the requests of the inclusion students from their parents regarding the school/class consisted of three themes: arrangements in the lessons and environment and positive attitudes, and their complaints consisted of two themes: peer bullying and social acceptance. In light of the research findings, it is recommended to conduct advanced research based on having inclusion students write stories about the school/class, keeping a diary, and collecting the information they convey to their close circle in order to determine the ideal school of their dreams.

Bullying in placements is a phenomenon that is reported by numerous healthcare disciplines. The limited literature on occupational therapy and student bullying accounts that incivility during placement is both widespread and significantly impacts learning. This study aimed to 1) gather data on the prevalence, type, and effects of bullying that Canadian occupational therapy students experienced while on placement, and 2) explore students' perspectives on current reporting processes and potential mitigation strategies. Using a phenomenological approach, a mixed-methods descriptive and exploratory study was conducted. An anonymous Qualtrics survey consisting of multiple-choice, Likert scale and open-ended questions was completed by past occupational therapy graduates from the years 2018-2022 across Canada. The data was analyzed using descriptive statistics and thematic analysis. The results suggest that occupational therapy students across Canada experienced bullying on their fieldwork placements. Four major themes were identified in the data including types of bullying, impact on students, student responses to bullying, and the reporting experience. Bullying had both emotional and psychological effects on students with "loss of confidence", "dreading going to placement", and "self-doubt" as the most frequently reported impacts of bullying. Canadian occupational therapy programs and academic fieldwork coordinators must be proactive in preventing placement bullying. Findings from this study can serve to inform occupational therapy academic fieldwork coordinators and placement sites on how to create safe learning environments.

The purpose of this study was to explore the nuances of instructor-student relationships with a nationally representative sample of students. Participants were randomly assigned to describe relationships with their best, worst, and/or last instructor and rate their satisfaction with each relationship, and the level of closeness with the instructor. Coding of student descriptions revealed 13 themes, organized into six pairs of constructive/destructive relationship anchors and one neutral category (Professional Relationship). Importantly, professional relationships were not as close as constructive relationships but were equally satisfying, indicating the closeness in instructor-student relationships has diminishing returns. Results are discussed in the context of instructional communication research and pedagogy.

Our research looks into the impact of drama/theatre pedagogy practices and methodologies on teenage bullying in schools. Fifteen-year-old students from a countryside junior high school in Northern Greece participated in our mixed research model comprising a weighted questionnaire, participatory observation, reflective researcher logs and critical friend input. Our research question was whether drama/theatre pedagogy workshop participants can be empowered affectively, redefine their attitude to bullying at school, bond more closely, create synergies, and communicate more effectively in this safe setting, thus becoming more aware of themselves and their realities. Our findings show that drama/theatre pedagogy activities do create positive impact for all of the above.

This study aims to examine the opinions of Religious Culture and Ethics Teachers (RCET) on mobbing in the workplace. The research focuses on RCET's definition of mobbing, the reasons for mobbing, the results of mobbing, and the suggestions of RCET to prevent mobbing. This study used the phenomenological method, one of the qualitative research methods. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research was determined by a systematic sampling technique, one of the probability-based sampling methods. The study group of the research consisted of 35 RCET working in the middle schools of Mersin central districts in the 2023-2024 academic years. Findings revealed that participants defined the concept of mobbing using terms such as pressure, violence, distress, attack, discomfort, implication, and exposure. It was found that participants expressed reasons for mobbing, such as establishing dominance, jealousy, inadequacy, and conflict of interest. It was determined that participants indicated the results of mobbing, such as asynchrony, inefficiency, failure, resignation, reluctance, and fear-anxiety. The participants suggested solutions such as support, awareness activities, relationships and communication, knowledge of legislation and laws, equality, responsibility, trust, problem identification, solution orientation, and providing education. [Note: The page range (73-90) shown on the PDF is incorrect. The correct page range is 73-91.]

Deans of students are the main points of contact between the university management and the students they serve in Kenyan universities. This position exposes them to acts of hostility both online and offline. This article explores the experiences of deans of students in Kenyan universities with cyberbullying. It specifically analyses the prevalence of cyberbullying among deans of students in Kenyan universities, the nature of cyberbullying meted out to deans of students, the strategies used by the deans to counter cyberbullying, and the effectiveness of these strategies in mitigating cyberbullying. This study was qualitative. Data was collected through interviews with 25 deans of students from eight private and seventeen public universities in Kenya. The study findings show that most of the deans of students have been bullied online at some time or another by their students. Deans of students were bullied for their looks, competencies, and associations. This, in turn, has affected how they perform their duties. The deans countered cyberbullying by blocking the bullying accounts, unfriending hostile "friends", deactivating or disengaging from social media, seeking legal redress, creating rapport with the students to stem hostility, seeking counselling, or confronting the bullies directly. The study revealed that the strategies used by the deans of students to curb cyberbullying were largely ineffective. This study recommends that universities provide staff sensitization training on cyberbullying and strengthen counselling and peer support systems among staff. This would enable their staff, such as deans of students, to deal with the effects of cyberbullying. These recommendations, if implemented, could help secure a favourable online working environment for the deans of students at Kenyan universities as they interact with their students, increase their morale at work, and improve the working relationship between students and the deans of students.

The purpose of this study is to analyze the post-pandemic school adaptation process, the existence and/or effectiveness of adaptation programs, the obstacles encountered during this process, and thoughts and solutions for dealing with the difficulties. Two different surveys were delivered to schools via Google form, with 3,625 students and 1,822 teachers filling them out. According to the findings of the study, 86 percent of students were excited to return to school. Despite this, high academic demands of family and teachers, bullying, failure to manage time, the danger of being COVID, teacher and friend relationships, and failing examinations are among the primary concerns of students. Teachers, contrary to student statistics, believe that students' adaptation to school after the pandemic is moderate. Teachers report that students struggle with following school rules, demonstrating constructive communication skills, emotion control, age-appropriate academic competencies, social skills, and life skills.

Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different sociocultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.

The main purpose of this research was to do a confirmatory factor analysis of cyberbullying behaviors among undergraduate students in higher education institutions in northeastern Thailand. The sample included 1,062 1st-4th years bachelor's degree students in the academic year 2022 from five higher education institutions located in the Northeast of Thailand. Multi-stage sampling was employed. The research instrument was a constructed measurement form of cyberbullying behaviors of undergraduate students in institutions in the Northeast of Thailand. It was a 5-rating scale form with 30 items, each of which had a discrimination of 0.21-0.67 and a reliability of 0.99 by means of Cronbach's alpha coefficient. The findings from the confirmatory factor analysis revealed that the cyberbullying behavior model of the students in higher education institutions in northeastern Thailand consisted of five components; 1) Impersonation, 2) Intimidation and cursing others, 3) Disclose other people's private information, 4) Gossip or defamation of others, and 5) Deleting or blocking others from the group. The cyberbullying behavior model was consistent with the empirical data (Chi-square X[superscript 2] = 1.37, df = 2, p = 0.50, GFI = 1.00, AGFI = 1.00, CFI = 1.00, RMSEA = 0.00, SRMR = 0.00). This indicates that the model confirms the components of cyberbullying behaviors of undergraduate students.

Over the last two decades, cyberbullying has gained increasing attention from the research community as the phenomenon has become a public health issue affecting children, adolescents, and young adults. Although several instruments assess cyberbullying worldwide, many still need to be adequately validated in different languages, countries, and cultures. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) is one instrument that aims to measure two dimensions of cyberbullying: cyber-victimization and cyber-aggression. Although the instrument has been translated into various languages and validated in several European and non-European countries, validation studies have yet to be conducted in Turkish culture. This study aimed to adapt the ECIPQ into Turkish and to investigate the psychometric quality of the instrument in Turkish population. A total sample of 632 college students participated in the study. Along with the ECIPQ, the Buss-Perry Aggression Questionnaire, the Rosenberg Self-Esteem Scale, and the Satisfaction with Life Scale were administered for validation purposes. The results showed that the Turkish version of the ECIPQ had sufficient internal consistency. The confirmatory factor analysis supported the two-factor structure of the ECIPQ. The ECIPQ showed adequate convergent validity, as evidenced by the positive correlation between the cyberbullying and aggression scores and the negative correlation between cyberbullying and self-esteem scores. In conclusion, the ECIPQ can be considered a psychometrically sound measure to assess Turkish college students' perceived cyber-aggression and cyber-victimization levels.

Equity-seeking groups of students participating in work-integrated learning (WIL) face disparities in access, retention, and future employment, reflecting challenges and barriers associated with their intersectional identities and dimensions of diversity. These disparities include international students facing cultural discrimination, students with disabilities facing bullying, and 2SLGBTQIA+ and female students facing discriminatory attitudes and underrepresentation within WIL placement. Through the lens of the social model of disability, where limitations are viewed as barriers in the environment rather than personal deficits, designing for equity is essential. This paper offers guidance to WIL employers and educators wrestling with expanding diversity and improving equity. Practical strategies for enhancing WIL access, inclusion, and equity are described for five identified design factors: context, timing, level of independence, degree of scaffolding (support), and connection with theory.

The present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data. The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world.

BACKGROUND: The COVID-19 pandemic triggered a worldwide socio-sanitary crisis, continuing to impact societies worldwide. With many school systems shifted to online education, the current study presents a unique opportunity to investigate relevant phenomena related to serious health issues during the schooling and later in life, cyberbullying and bullying. This study began just before the COVID-19 lockdown was declared and resumed 5 months later allowing to explore 2 main objectives: first, to explore whether cyberbullying increased during the lockdown, and second, to analyze transitions from to time of bullying and cyberbullying. METHODS: The participants included 792 students from sixth and seventh years of Primary Education (Mean[subscript age] = 10.81, SD = 0.85) in Ecuador. This is a quantitative longitudinal study. Cyberbullying and bullying scales were used for data collection before the lockdown in January and February 2020 (T1), and after 5 months of lockdown, at the end of the same academic year in July 2020 (T2). Descriptive, comparative and predictive analyses, a latent transition analysis was used to identify latent status of cyberbullying and bullying behavior at T1 and T2. RESULTS: The results revealed a significant increase of cyberbullying after 5 months of the lockdown. Interestingly, only a small percentage of students who were uninvolved in cyberbullying and bullying in T1 remained uninvolved in T2. CONCLUSIONS: The discussion explores the dynamics of cyberbullying involvement and examines changes in the roles and groups of bullying and cyberbullying after 5 months of lockdown. The political- and school-related implications of these findings are thoroughly discussed.

Autistic individuals are at increased risk of experiencing various forms of victimization during their lifespan. This study analyses the self-reported prevalence of bullying victimization in autistic pre-adolescents and those with subthreshold autistic traits in comparison with peers without neurodevelopmental conditions. The sample was comprised of 323 participants (11 and 12 years old; 45 with autism or subthreshold autistic traits) from Spanish general education schools. The assessment protocol included psychopathological (autism characteristics and co-occurrent problems), cognitive and academic characteristics. Bullying victimization was self-reported by the pre-adolescents themselves using the Bullying and School Violence Questionnaire ("Acoso y violencia escolar"). Autistic participants (57.9%) and those with subthreshold autistic traits (26.9%) showed a higher rate of bullying victimization in comparison with their peers (18.3%). Bullying rates were more frequent and severe and were characterized by intimidation and social exclusion behaviours. These problems were associated with greater intensity of restrictive and repetitive behaviours and with more co-occurring behavioural and emotional problems. We did not find any association with other individual or family factors. Our data reveal the greater risk of bullying behaviours among autistic young people and those with subthreshold autistic traits, which implies the need for detection and establishment of protocols to prevent consequences for their mental health and quality of life.

This study identified risk, promotive, and protective factors for handgun carriage among 265 primarily African American adolescents (M[subscript age] = 14.3) living in low-income urban areas. Community-based violent victimization and witnessing violence and in-person and cyber forms of peer victimization increased the probability of handgun carriage. Community collective efficacy, including caregiver-reported social connectedness and informal social control, and community developmental strengths/supports, including youth-reported community recognition for prosocial involvement and community developmental assets, moderated relations between both violent victimization and witnessing violence and handgun carriage. School developmental strengths/supports, including school developmental assets and family prosocial involvement in school, moderated relations between in-person and cyber victimization and handgun carriage. Family developmental strengths/supports, including family developmental assets and family recognition and opportunities for prosocial involvement, were associated with lower odds of handgun carriage. Study findings revealed distinct protective factors related to community violence exposure or peer victimization that can inform youth violence prevention efforts.

Peer status among preschool children has been associated with their roles in aggression-related interactions. This study analyses the differences between aggressors, victims, aggressor-victims and defenders on two measures of peer status (social impact and social preferences) whilst controlling for individual factors. The sample comprised 394 preschool children (184 girls, 210 boys) between the ages of 3-6 years old (M = 4.36, SD = 0.87) and their parents supplying information about socio-demographic variables and children's emotion regulation. Teachers rated emotional competences for each child in their class. Analysis of covariance along with Bonferroni-adjusted post-hoc comparisons were conducted to compare mean scores between the aggression roles for social impact and social preference while controlling for significant individual factors. The results revealed that aggressors and aggressor-victims exhibited higher social impact but lower social preference after controlling for individual factors. In contrast, defenders enjoyed higher social status among their peers, characterized by both higher social preference and social impact. Victims were associated with lower social preference and social impact. Uninvolved children consistently exhibited lower social impact. Results underscore the need for interventions that focus on promoting prosocial behaviors, addressing aggressive tendencies, and enhancing emotional competences to create a more positive and supportive peer environment.

Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial behaviors, as well as a potential mediating role of peer relationships, across ages 11, 13, and 15 (N = 1526; 51% male) using random-intercept cross-lagged panel models. Results indicated that neither self-reported nor teacher-reported prosociality was associated with reduced aggressive behaviors but suggested a direct protective ('promotive') effect of teacher-reported prosociality on bullying perpetration. These findings suggest that promoting prosociality in early adolescence may help reduce some antisocial behaviors over early to mid-adolescent development. Improving prosociality could be explored as a target in intervention approaches such as school-based anti-bullying interventions.

Homophobic bullying constitutes a serious threat to adolescent well-being and could be understood as an ecological phenomenon, influenced by diverse school, regional, and community contexts. This study examined geographic variations in the relationship between school characteristics and homophobic bullying. Data from 2244 California schools, including student surveys and administrative records, were combined and analyzed using geographically weighted regression (GWR). Results showed that the associations between school characteristics and general victimization were consistent across geographic areas. However, when it came to homophobic bullying, the relationships with school characteristics varied significantly based on location. Notably, regions with high intolerance, urbanity, large school size, and small student--teacher ratios appeared to offer protection against bullying. Additionally, student socioeconomic status influenced bullying in disadvantaged rural schools with limited Gay-Straight Alliance (GSA) presence. Ethnic diversity also played a role, with low diversity or dominance of two ethnic groups linked to higher bullying rates.

This paper examines how Extending Reality (XR) technologies, such as Virtual and Augmented Reality, can provide innovative solutions for preventing and addressing bullying. A search for relevant articles was conducted in five electronic databases (ACM, Emerald, Science Direct, Scopus, and Web of Science), resulting in the identification of 867 articles published between 2010-2023, from which 20 were selected for analysis. The selected articles provide insights into the potential applications of XR in addressing bullying, including immersive empathy training and virtual simulations of bullying scenarios. The paper concludes by highlighting the potential of XR technologies and providing recommendations for bullying recognition, prevention, and reduction to create safer communities in schools. The study results have implications for future research in designing and implementing XR technology in this field.

This article provides a conceptual framework of the dimensions of a toxic culture in higher education and the impact it has on the meaning of work. Seven dimensions of a toxic culture in higher education are presented as follows: toxic leadership; bullying and mobbing; colleagues as enablers; reinforced toxic social norms; purposeful, chaotic change; manipulation of systems, structures and processes; and weaponization of the work itself. The article then discusses how the harmful individual outcomes of working in a toxic culture change the meaning of work from meaningful to meaningless, and the corresponding organizational outcomes. These include high turnover; decreased performance and productivity; lack of effective problem solving; increased expenses for legal, healthcare, unemployment, recruitment and the inability to recruit new talent. Recommendations are provided for systemic culture change.

Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers' antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers' professional development to target bullying attitudes are discussed.

Bystanders' helping behaviors are essential to mitigate bullying and its consequences, although bystanders do not always intervene on behalf of those who are victimized. One study (N = 170) tested, experimentally, the impact of different forms of common identities (one-group and dual-identity vs. control) on youth (aged between 12 and 19 years) bystanders' helping behavioral intentions in the context of a common form of bias-based bullying (i.e., homophobic bullying). Results showed that dual-identity triggered more behavioral intentions to help victims of homophobic bullying. Overall, these findings extended previous studies illustrating the potential of common identities to foster bystanders' helping responses to homophobic bullying episodes in the school context.

Despite well-established health disparities between transgender and cisgender youth, state bills restricting gender-inclusive school supports and health care have dramatically expanded since 2019. While parental support for transgender youth strengthens healthy development, unsupportive parents contribute to suicidality and homelessness. This study examines (1) whether school climate and health gender inequities hold in Wisconsin, a politically contested state without nondiscrimination or bullying legislative protections for transgender youth, and (2) gender differences among adolescents who sought help when depressed or anxious.

Many autistic adults report preference for computer-mediated communication and social media use. Despite many benefits to online socialization, there are many challenges including anxiety and cyber-victimization. To date, support is limited related to helping autistic adults with safe and effective internet use. The purpose of this study was to evaluate the feasibility, acceptability, and preliminary efficacy of the novel SELFI program. This pilot study utilized a randomized controlled trial design. A total of 25 autistic adults enrolled in the study and were randomized to the nine-week SELFI program or a waitlist control condition. Feasibility assessed enrollment, attrition, and fidelity of delivery. Acceptability examined attendance and feedback from participants and peer mentors. Efficacy evaluated change in Facebook activity, social media utility/anxiety, and individualized goals. Regarding feasibility, the recruitment goal was met within one month, there was limited attrition, and therapists delivered the program with high fidelity. Participants attended a majority of scheduled sessions and feedback from participants reflected high levels of agreement with several facets of the program. Compared to the control group, more participants assigned to the SELFI condition were perceived by autistic and non-autistic raters as having improved Facebook activity. SELFI participants also reported reduced difficulty meeting their individualized goal. Findings support the piloted SELFI program as feasible and acceptable with signals of preliminary efficacy. This study establishes an exciting foundation regarding an innovative social media skills program, however more research is necessary.

We explored factors predicting repeated or hazardous alcohol use among autistic and non-autistic U.S. youth ages 16 to 20 years. Autistic (n = 94) and non-autistic (n = 92) youth completed an online survey. By design, half of each group reported past-year alcohol use. We compared drinking patterns for autistic and non-autistic youth, and within each group between abstinent or infrequent drinkers (0-1 drinking episodes in past year) versus those who drank 2 + times in past year. Autistic (vs. non-autistic) youth who drank did so less frequently and consumed fewer drinks per occasion. However, 15% of autistic youth who drank in the past year reported heavy episodic drinking and 9.3% screened positive for AUDIT-C hazardous drinking. For autistic youth only, a diagnosis of depression, bullying or exclusion histories were positively associated with drinking 2 + times in the past year. Autistic youth who put more effort into masking autistic traits were less likely to report drinking 2 + times in the past year. As compared to non-autistic youth, autistic participants were less likely to drink for social reasons, to conform, or to enhance experiences, but drank to cope at similar rates. Repeated and hazardous underage alcohol occur among autistic youth. Targeted prevention programs designed to address the specific drinking profiles of autistic youth are needed.

Natural disasters happen across the world. The situations are different but the disruption to children's education and wellbeing is similar. This study focused on the school context changes caused by the COVID-19 global disaster, and the impact of these changes on children's mental health. The aim was to better understand the associations between any mental health changes and children's school level of deprivation and pre-disaster involvement in bullying. Cross-sectional data were collected from 4316 children aged 6-11 years old, from 57 schools across England and Wales. Data were collected before the national lockdowns, early 2020, and 3-5 months after the final return to school, summer 2021, when schools were operating under a range of context restrictions. Child data included bullying involvement at school and health-related quality of life; teacher data included reports of each child's internalising, externalising and prosocial behaviours. School-level disadvantage was determined by the proportion of children in each school eligible to receive free school meals (an indicator of family disadvantage). The results showed that victims of bullying pre-lockdown, and pupils from schools with a higher concentration of disadvantage, had significantly reduced externalising behaviours once back in the restricted school context. Victims had also increased their prosocial behaviours. It is possible that the restricted school context may have been a relief for the most vulnerable pupils. This study adds a new phase of understanding to the global disaster literature and the initial return to school when the environment is the same but the context has changed.

Schools are becoming increasingly diverse due to globalization and migration. Worldwide, more than 700 million people migrate across international borders, and more than 200 million migrate within one country. Within China, approximately 36 million school-aged children relocate to cities with parents in the search for better education and future life. However, less research focuses on the school life experiences of migrant students, especially in terms of school bullying victimization. Using the Program for International Student Assessment 2018, this study examines the relationship between the migration status of students and their experiences of school bullying in China. This study finds that students who are migrants are more likely to experience school bullying compared with their local peers. Given that the experience of school bullying can exert long-term effects on the growth and later life of students, the finding calls for actions to provide a more inclusive school environment for migrant students. Lastly, this study provides important implications for educators and researchers.

The effectiveness and program mechanisms of a whole-school anti-bullying program that builds on the socio-ecological framework were investigated by applying person-oriented methods of data analyses. A longitudinal cluster randomized control study was utilized comprising 1377 adolescents (48.5% girls, M[subscript age] = 11.7) who participated in a 1-year whole school anti-bullying program that was implemented in 13 schools and 665 adolescents (45.2% girls, M[subscript age] = 11.6) who attended 5 control schools. Student reports were collected at pre- and post-test within a 1-year interval. Applying latent profile analyses (LPA), students who were actively involved in bullying as perpetrators (e.g., bullies), who were the target of bullying (e.g., victims), who were both (e.g., bully-victims), and who were not involved either as perpetrators or victims (e.g., uninvolved) were identified. Latent transition analyses (LTA) investigated transition patterns between bully, victim, bully-victim, and uninvolved subgroups in the control and intervention group before and after the 1-year program implementation. Program effectiveness (e.g., a higher transition probability in the intervention compared to the control group) were found for victims and bully-victims. It was explored whether changes in program mechanisms were differently related to changes in these sub-group memberships in the intervention group. Victims transiting to the uninvolved sub-group increased in help-seeking and anti-bullying norms, while bully-victims transiting to the uninvolved sub-group increased help-seeking, perceived teacher intervention, and anti-bullying norms. It can be concluded that this program works differently for different sub-groups of students and that different mechanisms of change drive changes in different sub-groups of students.

This retrospective study examines involvement in school bullying at all developmental stages, from elementary school to university, in relation to personality traits. Participants were 216 university students, 162 (75.0%) females and 54 (25.0%) males. The majority of the sample (88.9%) aged 18-24. Students completed the International Personality Items Pool (BFFM) and a self-report questionnaire about school bullying online. The results show that the involvement roles in personality trait A3 (don't insult) of the Agreeableness (A) scale differ significantly at all educational levels. However, trait E6 Extraversion (E) and the Conscientiousness (C) scale differ at the elementary school level, and trait N6 of the Neuroticism (N) scale varies at the middle school and N3 differs at the high school. All participants differ statistically significantly in A3, Conscientiousness scale at all educational levels. Those involved differ statistically significantly in the traits Neuroticism, C8, and C9 and in two traits of Openness (O). Throughout the course of schooling, victims showed a higher score on the Conscientiousness scale than the bullies/victims. The victims who became the bullies (victims/bullies) had a higher score on the Emotional Stability scale than the bullies who became victims (bullies/victims). About half of the participants said that the experience affected them positively and the other half negatively. Those who answered that it had a positive impact on them showed a statistically significant difference in characteristics E7 (talkativeness) and N10 (pleasant mood). The findings help inform a new perspective of anti-bullying intervention that targets personality traits in all the roles and their rotation.

Several meta-analyses have demonstrated that bullying prevention programs are successful in reducing bullying. However, scant research addresses if and how such anti-bullying efforts affect long-term internalizing health problems and even less on later use of pharmacotherapy and psychotherapy. This study explores how the school-based Olweus Bullying Prevention Program (OBPP) affects the likelihood of being prescribed antidepressant drugs, anxiolytics, hypnotics, and sedatives, using a difference-in-difference design with population-wide Norwegian register data, including the Norwegian Prescription Database. Generally, we find that student cohorts from schools with a higher proportion of victimized students have more prescribed drugs at ages 17-22. Although OBPP substantially reduces victimization, and, hence, assumedly internalizing problems, our results indicate that the OBPP increased the likelihood of being prescribed drugs for internalizing problems between ages 17 and 19. Our interpretation of these findings is that the OBPP had increased awareness of bullying in school and its damaging consequences, and thereby reduced the mental and attitudinal barriers that often prevent students from seeking help for internalizing problems. It should be noted, however, that the victimization data in our study were linked to schools only and not to register data for individual students. Accordingly, we were restricted to studying average program effects at the school level. The power to detect long-term effects would have been better with student-linked data for both the victimization and register variables.

This qualitative study explores how teachers assess a bullying scenario and what considerations guide their assessment. Thirty-eight secondary school teachers from across Austria participated in an online survey with open-ended questions based on two vignette: one depicting an incident of verbal and social bullying and the other a non-bullying incident of physical violence. Data were analyzed using qualitative content analysis. Although participating teachers did not know that bullying was the study focus, they still showed sensitivity toward bullying, in terms of recognizing and labelling the incident. However, the teachers' answers also showed that their assessment only partly coincides with those criteria that are central in the scientific discussion of bullying. While the aspects of doing (intentional) harm and imbalance of power were relevant to teachers' assessments, the criterion of repetition was not. The results further suggest that participants' awareness and interventions are closely related to situational aspects, personal and professional experiences, beliefs, and attitudes and only to a small extent to knowledge or training. Implications for teachers' education and research are discussed.

The Forms of Bullying Scale was introduced in 2013 and was normed with a large group of Australian students aged 12 to 15 (Shaw et al., 2013). To date, no researchers have attempted to validate FBS on adolescents in the United States. The purpose of this paper is to provide validation for the Forms of Bullying Scale -- Perpetration (FBS-P; Shaw et al., 2013) in the United States. Despite no language differences, it is possible cross-cultural differences exist that would alter the psychometric properties of the measure when used with an American sample. Four hundred eighty-six adolescents ages 14-18 in the United States took the FBS-P through an online survey program and the shortened version of the Buss-Perry Aggression Questionnaire (AQ; Bryant & Smith, 2001). Results and implications are discussed.

Bullying and victimization in children with autism spectrum disorder (ASD) is a problem of particular importance, as this category of students is at high risk of victimization by other students, which negatively affects their psychosocial and emotional development. The purpose of this study is to investigate the rate of victimization of children with high-functioning autism (AHF) by their peers in primary school, and whether this rate correlates with teachers' education professionals' classroom practices for the inclusion. Data collection was conducted using two questionnaires, the Autism Inclusion Questionnaire (AIQ) (Segall & Campbell in Autism inclusion questionnaire, 2007), which explores the educational practices that teachers utilize in terms of including students with ASD in the general classroom (Segall & Campbell in Research in Autism Spectrum Disorders 6(3):1156-1167, 2012), and the questionnaire on victimization of children with ASD by their peers (Belidou in Autism spectrum disorder and victimization: teachers' views of the association with theory of mind and friendship (Master thesis), 2017). The survey was based on the responses of 143 teachers who teach primary school students diagnosed with high-functioning ASD. The results showed that 34.3% of teachers observed that AHF children are at higher risk of victimization compared to typically developing children. Also, it was found that there are several educational practices of children with autism, which are associated with the victimization of children belonging to the high-functioning autism spectrum.

Youth with disabilities experience bullying at rates much higher than those who do not identify as having a disability; however, they are often underrepresented in national measures of bullying due to a lack of accessibility. This study was set to evaluate (1) how individuals with disabilities define "bullying," (2) the prevalence of bullying among youth with disabilities in comparison to national bullying rates previously reported in the literature, and (3) their knowledge of the resources available to prevent bullying. Surveys were developed and administered to participants from two populations in California: (1) youth with disabilities, (2) parents of youth with disabilities. Results of the study showed that the definition of bullying is subjective and the prevalence of bullying experienced among individuals with disabilities was 90%. Over half of the youth with disabilities and their parents were unaware of how to file an anti-bullying complaint and 29% were unsure if their school had an anti-bullying policy. This study revealed that it is imperative for the public to better understand the concept of bullying, especially among the population of individuals with disabilities, to ensure the development and enforcement of robust policies. It also highlighted the lack of knowledge among individuals with disabilities regarding current policies put in place to mitigate bullying in the schools. Results of this study emphasized the need for including adolescents with disabilities in conversations about bullying and for the development of more inclusive preventive measures.