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The perspectives of professionals involved in bullying and cyberbullying policy construction, across three different Australian states
Parental support is strongly correlated with protective factors for trans youth yet most experience parental rejection or ambivalence regarding their gender. Many parents report a desire to support their child but indicate lack of understanding and support as key barriers. We aimed to develop a nuanced understanding of the challenges and facilitators experienced by Australian parents in developing understanding, support and acceptance of their child’s gender and their needs to do so.
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
This study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time.
Strong evidence supports our current understandings of student bullying behaviours and ways schools can prevent and respond effectively to bullying behaviour. In the late 1990’s, however, little was understood about the most effective ways to reduce bullying in Australian schools. In response to schools’ need for evidence-informed action, a pipeline of research called Friendly Schools was initiated in 1999 which for the past twenty years, has provided robust whole-school evidence-based knowledge and skills to support policy makers, school staff and other practitioners working in schools and families across Australia.
Student bullying behaviours are a significant social issue in schools worldwide. Whilst school staff have access to quality bullying prevention interventions, schools can face significant challenges implementing the whole-school approach required to address the complexity of these behaviours.
The Kids Research Institute Australia has two researchers and an innovative science engagement initiative as finalists in the 2017 Premier’s Science Awards.
Even in the safety of their home, there are many risky places a child or teenager can visit online. This can be due to the content they see, who they come into contact with, and personal information they share.
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.
Flat out trying hard to keep up with the ever-changing threats from cyberbullying, The Kids Research Institute Australia counts itself fortunate to have youth on its side.