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This study advances bullying research by extending the role of moral disengagement in bullying episodes beyond pure bullies to victims, both pure victims and bully/victims

To prevent persistent victimization, schools and teachers need to be better equipped to respond effectively when a student first becomes a target of 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...

This article addresses Systems Theory as it applies to school-age children's bullying behavior.

The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school.

The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration.

The lack of skills in managing future bullying and particularly cyberbullying incidents reported by pre-service teachers has social and emotional implications for young people

Aussie Optimism Program with teacher training along with coaching may have the potential to positively impact on suicidality and pro-social behavior in the pre-adolescent years