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Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs. [ABSTRACT FROM AUTHOR]

Bias-based aggression at school in the form of homophobic name-calling is quite prevalent among early adolescents. Homophobic name-calling is associated with low academic performance, higher risky sexual behaviors, and substance abuse, among other adverse outcomes. This longitudinal study examined risk and protective factors across multiple domains of the social ecology (individual, peer, family, school and community) and levels of analysis (within- and between-person) associated with homophobic name-calling perpetration and victimization. Students from four middle schools in the U.S. Midwest (N = 1,655; X ¯ age = 12.75; range = 10–16 years) were surveyed four times (Spring/Fall 2008, Spring/Fall 2009). For homophobic name-calling perpetration, significant risk factors included impulsivity, social dominance, traditional masculinity, family violence, and neighborhood violence; while empathy, peer support, school belonging, and adult support were significant protective factors. For homophobic name-calling victimization, significant risk factors included empathy (between-person), impulsivity, traditional masculinity, family violence, and neighborhood violence, while empathy (within-person), parental monitoring, peer support, school belonging, and adult support were significant protective factors. [ABSTRACT FROM AUTHOR]

Adolescent bullying continues to be a major focus of scholarship across the globe. This article reviews research from 2010 to 2021 with a particular focus on longitudinal studies of the bully–sexual violence pathway (BSVP), where bullying serves as a precursor for sexual violence (SV) (e.g., sexual harassment, sexual coercion, and sexual assault) and teen dating violence via individual and socio-contextual mediators. Articles reviewed consisted of a total of 505, which included 17 meta-analyses and systematic reviews. Databases used for the search were Academic Search Complete, Education Full Text (H. W. Wilson), ERIC, National Criminal Justice Reference Service Abstracts, PsycINFO, PubMed (Medline), and Social Sciences Abstracts (H. W. Wilson). In total, 107 peer-reviewed articles were included in this review. Potential mechanisms underlying the BSVP include social dominance orientation, exposure to sexual education, and alcohol use. Several school-based intervention approaches have evidenced marginal success in reducing rates of bullying and SV by targeting factors undergirding both behaviors. The efficacy of international prevention approaches is summarized. Gaps in the literature are identified and future research is proposed. [ABSTRACT FROM AUTHOR]