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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 behaviour often increases in late childhood and peaks in early adolescence. While interventions to address bullying behaviour typically encourage students to report bullying incidents to school staff, students are often reluctant to report incidents for fear it will worsen their situation or because they lack confidence in a staff members’ ability to intervene effectively. This study explores school staff responses to student reports of bullying behaviour.

Bullying in schools has been associated with poor academic and mental health outcomes in students. While students are often encouraged to report bullying incidents to school staff, some students avoid reporting incidents as they lack faith in staff members ability to intervene.

Interest in how the school built environment impacts bullying behaviour has gained momentum in recent years. While numerous studies have identified locations within schools where bullying frequently occurs, few studies have investigated the potential conceptual pathways linking school locations to bullying behaviour.

Despite the wealth of knowledge about the impact of bullying victimization, information gaps exist about how traditional and cyber bullying in early adolescence is associated with emotional wellbeing, namely, indicators of positive wellbeing.

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.

The prevalence of bullying worldwide is high (UNESCO, 2018). Over the past decades, many anti-bullying interventions have been developed to remediate this problem. However, we lack insight into for whom these interventions work and what individual intervention components drive the total intervention effects.

Bullying is an issue that continues to represent a significant challenge to the provision of pastoral care in schools. In more recent decades, it has evolved in its complexity to include forms of bullying often referred to as cyberbullying or online bullying.

This study aimed to estimate the prevalence of different forms of bullying victimization experiences and their association with family functioning, peer relationships and school connectedness among adolescents across 40 lower and middle income to high-income countries (LMIC-HICs).

The current effectiveness trial evaluated the combination of a whole-school program designed to prevent bullying perpetration and victimization