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Opinions of employees from the education and legal systems, regarding their perceptions of the role of the law and cyberbullying in Australian schools
This study used prospective birth cohort data to analyse the relationship between peer aggression at 14 years of age and educational and employment outcomes...
While the CFS findings suggest the combined whole-school response to the mediators was somewhat effective, the study wasn't able to determine the relative...
Few longitudinal studies have investigated how cyberbullying interacts with traditional bullying among young people, who are increasingly using online...
The study of moral disengagement has greatly informed research on aggression and bullying.
To prevent and manage students' cyberbullying, school staff must be aware of this behavior, be able to recognize it, and respond appropriately and skilfully.
Teacher-child conflict in kindergarten predicted subsequent increases in victimization, reactive aggression, and hyperactivity
This article is a review of developmental processes that combine social, health, and learning pathways, and the mechanisms through which these pathways may...
The school environment profoundly influences children's development, behaviours, and attitudes. This chapter delves into the relationship between school design and architecture, and their impact on bullying, victimisation, inclusivity, and student well-being. Research underscores the significant impact of school design on student social dynamics, advocating for collaborative efforts among stakeholders to craft effective anti-bullying policies.
Growing up in socioeconomic disadvantage increases risk of peer bullying at school. Both socioeconomic status and involvement in bullying are predictive of a range of adverse developmental outcomes. However, neither (a) the mechanisms whereby disadvantage increases bullying risk nor (b) the developmental outcomes for which bullying may mediate disadvantage are clear.