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Protecting and promoting young people's social and emotional health in online and offline contexts

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. 

Bullying

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.

Longitudinal Relationships Between Social Anxiety, Peer Victimisation, and Perceived Support Among Children

Social anxiety, peer victimisation, and social support are key issues during mid-childhood that provide important influence in the later adolescent years. While extensive research has evaluated these constructs in isolation and during adolescence, almost no longitudinal studies have evaluated relationships between them during mid-childhood.

Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students

This study demonstrates the importance of considering the effectiveness of secondary school bullying prevention interventions and real-world implementation support

Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour

These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students

If it's about me, why do it without me? Genuine student engagement in school cyberbullying education

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project, aimed to reduce cyberbullying among grade 8 students

A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying

Whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying

Beyond the reactive-proactive dichotomy: Rage, revenge, reward, and recreational aggression predict early high school bully and bully/victim status

We discuss the implications of addressing Revenge and Recreation, as well as Reward and Rage aggression motives, for bullying prevention and intervention strategies

Motivational interviewing as a positive response to high-school bullying

We provide a narrative review of Motivational Interviewing and map its core features onto the extant literature on self‐reported motivations for bullying

School-based promotion of mental health and wellbeing to address bullying

The complexity of an issue such as school bullying and how this is best addressed as part of a systematic whole-school approach