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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.
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.
This study demonstrates the importance of considering the effectiveness of secondary school bullying prevention interventions and real-world implementation support
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
The current findings showed that involvement in any bullying behaviour was associated with increased risk of concurrent mental health problems