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Bullying between peers is a well-known fact and during the last 20 years there has been considerable research on this topic. A topic that has received much less attention is bullying by teachers towards students. This article aims to review the research literature that exists on this important topic. The review covers articles about teacher bullying in elementary, primary, lower, and upper secondary schools, in a retrospective, prospective, or current perspective. The results show that teacher bullying occurs within school contexts all over the world in various ways and to various extents. Although the prevalence rates of bullying behaviors from school staff towards students vary greatly, from 0.6 to almost 90%, this review clearly shows there is a need to pay more attention to this challenge. Several studies show that being exposed to teacher bullying can adversely affect a child’s physical and mental health, participation in education and working life, and sense of well-being in adulthood. There is a need to address this topic in practical work, in teacher education, and in anti-bullying programs. Teacher bullying is also an important topic for future research.

This study aims at investigating parental involvement in bullying cases. Immigrant and non-immigrant parents are compared regarding their experience and understanding of causes of the bullying behaviour that their child is exposed to, how they experience the school’s handling of the bullying case, the home-school cooperation, and parents’ cooperation with other parents. A qualitative approach was used, and semi-structured interviews with 16 parents of targets of bullying were carried out (5 immigrant, 11 Norwegian, including two Sami parents). The targets were from primary and lower secondary school. Content analysis was conducted using the deductively developed and inductively enriched system of categories. The results of the study provided insights into parents’ experiences of a problematic school-parent collaboration, and also problematic relations to the other parents of the students involved in the respective bullying cases. Immigrant parents were more satisfied with the school than non-immigrant parents, but not with the relation to other parents. Vulnerability and ethnicity-based bullying appeared as aspects which should be paid especially attention to, regarding both implications and future research.

The aim of this paper was to investigate structural aspects of inclusion of immigrant students in Norwegian multicultural schools and, more specifically, their experiences of introductory classes and other segregated efforts. Due to their need for Norwegian language education, newly arrived immigrant students are not necessarily physically integrated into mainstream classes during their first two years of schooling, and they are also often taken out of their classes after they have been assigned to mainstream classes. This study had a qualitative design, and semi structured interviews are used to gather the data. The sample consisted of six immigrant boys, six native Norwegian boys and six teachers in secondary schools. The immigrant students had lived in Norway for two to four years. The results showed that introductory classes seemed not to be sufficiently adjusted to the students’ need for inclusion but operated more as a fixed structural measure for second language learning. As the introductory classes and other segregated efforts often diverged from ordinary subjects and class times, it is possible that introductory and segregated efforts contribute to maintaining segregation more than they result in inclusion experiences.

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and /or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.

The study investigates depressive symptoms among 3,431 adolescents aged 13–15 years. The sample comprises both native Norwegian and immigrant adolescents living in Norway. The main finding of the study is that the level of depressive symptoms is significantly higher among the immigrant adolescents than their Norwegian counterparts. When analysed separately for boys and girls, the difference is still significant for boys. Generally depressive symptoms are significantly higher among girls than among boys. Depressive symptoms, especially in boys, may also be related to the degree of urbanization of the area they live in. In cities, there is a significant difference between native Norwegian and immigrant boys, with immigrant boys having a higher level of depressive symptoms than native Norwegians. The implications for future research about immigrant adolescents and their psychosocial adjustment are discussed.

Este estudio (1) comparó el nivel general de comportamiento agresivo y el acoso a los demás e (2) investigó el poder predictivo de dos motivos subyacentes – la agresión reactiva y las necesidades de aceptación por los iguales y de afiliación – entre jóvenes no inmigrantes e inmigrantes viviendo en dos países europeos. En Austria, se disponía de datos sobre el comportamiento agresivo, en Noruega, por su parte, el acoso a los demás, una subcategoría del comportamiento agresivo, fue analizado. La muestra incluía a 302 noruegos no inmigrantes (48,7% chicas), 161 adolescentes inmigrantes de primera generación que vivían en Noruega (51,6% chicas), 339 austríacos no inmigrantes (51,6% chicas), y 126 inmigrantes de primera generación (48,4% chicas) que vivían en Austria, de edades entre 14 y 16 años. El estatus de inmigrante se asociaba a niveles más altos de acoso a los demás en Noruega. En Austria, no se encontraron diferencias en el comportamiento agresivo. En ambos países, modelos de ecuaciones estructurales pusieron de manifiesto que la necesidad de aceptación por los iguales y de afiliación – pero no la agresión reactiva - predecía el acoso a los demás y el comportamiento agresivo entre los inmigrantes, pero no entre los no inmigrantes. Se comentan los resultados sobre el proceso de aculturación entre jóvenes inmigrantes viviendo en dos países europeos.