Search
These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students
This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project, aimed to reduce cyberbullying among grade 8 students
Whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying
We discuss the implications of addressing Revenge and Recreation, as well as Reward and Rage aggression motives, for bullying prevention and intervention strategies
We provide a narrative review of Motivational Interviewing and map its core features onto the extant literature on self‐reported motivations for bullying
The complexity of an issue such as school bullying and how this is best addressed as part of a systematic whole-school approach
Bullying is now regarded as a health problem and not just a disciplinary problem. Increasing evidence shows both traditional bullying (e.g. hitting, teasing) and cyberbullying have lasting effects on young people (both those who bully and those who are bullied), including damage to self-esteem, academic results and mental health.
Infographics to easily learn more about bullying and what actions to take should bullying be an issue in your school or community.
Young people’s use of mobile phones and access to the Internet has increased dramatically in the last decade, especially among those aged 9–15 years. Young people now rely on information and communication technology for much of their social interaction, which can have both positive and negative effects on their social and emotional well-being. Of particular concern is the extent to which digital technology (DT) provides opportunities for cyberbullying.
Children have a universal right to live free from exposure to family and domestic violence (FDV). Children exposed to FDV can experience long-term effects on their physical and psychological health and their social competencies including social, emotional, and cognitive skills and behaviours that underpin successful social adaptation and academic achievement. The aim of this study was to investigate if children exposed to FDV were more likely to be vulnerable on school readiness measures compared to those children who were not exposed.