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Children
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School Bullying during Childhood and Adolescence
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School Bullying during Childhood and Adolescence

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global and Public Health".

Deadline for manuscript submissions: closed (10 November 2023) | Viewed by 17838

Special Issue Editor

Dr. Muhammad Waseem

E-Mail Website
Guest Editor
Lincoln Medical Center, Bronx, NY 10451, USA
Interests: children; emergency; bullying; psychological crisis; psychosocial assessment
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Bullying is a complex public health issue in the United States, which is often recognized. It is abnormal behavior with numerous negative short- and long-term behavioral and health implications. Many children suffer from this form of aggression daily. It often occurs simultaneously across many locations well beyond the school campus. It is essential to inquire about potential bullying exposure in every setting in which bullying can take place. Often, these children present with nonspecific symptoms and may not disclose bullying exposure. Therefore, using tools such as rapid screening for bullying, evaluation for injuries, and mental health assessments to recognize bullying is imperative. We can stop and prevent this serious offense when we screen and identify bullying promptly. The development of validated instruments can assist in promptly identifying bullying exposure. Ambulatory pediatric services should screen children for bullying and develop interventions if bullying exposure is identified.

Dr. Muhammad Waseem
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • bullying interventions
  • bullying screening
  • bullying instruments
  • children

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Published Papers (11 papers)

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Editorial

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3 pages, 154 KiB  
Editorial
Evolving Dimensions of Bullying in Children
by Muhammad Waseem
Children 2024, 11(3), 305; https://doi.org/10.3390/children11030305 - 5 Mar 2024
Viewed by 677
Abstract
Bullying remains a pervasive issue that affects many children worldwide, with devastating consequences that ripple through their lives and communities [...] Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)

Research

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17 pages, 1763 KiB  
Article
Effect of School Bullying on Students’ Peer Cooperation: A Moderated Mediation Model
by Yu-Jiao Wang and I-Hua Chen
Children 2024, 11(1), 11; https://doi.org/10.3390/children11010011 (registering DOI) - 21 Dec 2023
Viewed by 1584
Abstract
Background: Studies show that cooperative environments enhance student performance. However, school bullying can significantly undermine peer cooperation. There is limited research on how school bullying impacts peer cooperation and the mechanisms involved. Methods: Using data from 15-year-old middle school students in four Chinese [...] Read more.
Background: Studies show that cooperative environments enhance student performance. However, school bullying can significantly undermine peer cooperation. There is limited research on how school bullying impacts peer cooperation and the mechanisms involved. Methods: Using data from 15-year-old middle school students in four Chinese provinces and cities, as part of the 2018 Program for International Student Assessment (PISA), this study employs a moderated mediation model. It examines the negative effects of school bullying on peer cooperation, the mediating role of school belonging, and the moderating effects of teacher support and parents’ support. Results: School bullying negatively impacts peer cooperation. School belonging partially mediates this relationship. Teacher support moderates the effect of school bullying on school belonging, which in turn affects peer cooperation. Parents’ support moderates the direct impact of school bullying on peer cooperation. Conclusion: School bullying reduces peer cooperation by diminishing students’ sense of belonging in school. This effect is lessened with increased support from teachers and parents. The findings suggest that while social support is beneficial, it must be balanced and not excessive. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
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14 pages, 593 KiB  
Article
Bullying Victimization and Adolescent Depression, Anxiety and Stress: The Mediation of Cognitive Emotion Regulation
by Mariacarolina Vacca, Silvia Cerolini, Anna Zegretti, Andrea Zagaria and Caterina Lombardo
Children 2023, 10(12), 1897; https://doi.org/10.3390/children10121897 - 7 Dec 2023
Cited by 2 | Viewed by 1778
Abstract
Background: Existing research has revealed a robust association between bullying victimization and psychological distress, but less is known about the underlying mechanism of this link. cognitive emotion regulation (CER) strategies could be a potential mediator. The current study examined the role of functional [...] Read more.
Background: Existing research has revealed a robust association between bullying victimization and psychological distress, but less is known about the underlying mechanism of this link. cognitive emotion regulation (CER) strategies could be a potential mediator. The current study examined the role of functional and dysfunctional CER strategies as potential mediators of the association between bullying victimization and depression, anxiety, and stress symptoms among 638 high school students (53.9% boys; Mean age = 15.65, SD = 1.32). Method: Participants completed a series of questionnaires assessing bullying victimization (Olweus Bully/Victim Questionnaire), CER strategies (CERQ-18), and symptoms of depression, anxiety, and stress (DASS-21). The indirect relationships between bullying victimization and psychopathological symptoms via functional and dysfunctional CER strategies were tested through structural equation modeling. Results: Dysfunctional CER strategies mediated the impact of bullying victimization on depression, anxiety, and stress. In contrast, bullying victimization did not significantly influence functional CER strategies. Conclusions: The findings provide additional support for the detrimental role of bullying victimization on mental distress, also suggesting that this effect is not only direct, but indirect is well. These results are particularly relevant in light of the absence of mediation by protective factors such as the use of positive emotion regulation strategies. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
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12 pages, 304 KiB  
Article
Relationship between Bullying and the Type of Physical Activity Practised by Spanish Pre- and Adolescents
by Juan de Dios Benítez-Sillero, Javier Murillo-Moraño, Diego Corredor-Corredor, Álvaro Morente-Montero, Luís Branquinho and José Manuel Armada-Crespo
Children 2023, 10(12), 1888; https://doi.org/10.3390/children10121888 - 4 Dec 2023
Cited by 1 | Viewed by 1070
Abstract
Background: The influence of bullying on physical activity beyond school time is uncertain, as it can vary widely in terms of type, modality, duration, adult supervision, and objectives. Methods: This study aims to analyze the relationship between school bullying and the type of [...] Read more.
Background: The influence of bullying on physical activity beyond school time is uncertain, as it can vary widely in terms of type, modality, duration, adult supervision, and objectives. Methods: This study aims to analyze the relationship between school bullying and the type of physical activity practised. To this end, a descriptive study was made of 2025 pre- and adolescents aged between 10 and 19 years, reporting on their participation in victimisation and perpetration. The EBIPQ and PAQ-A were used. An analysis of the relationships between these variables was carried out according to gender and type of activity practised. Results: The results showed a higher rate of victimisation in boys who did not practise physical activity. Meanwhile, perpetration was higher in those who practised organised physical activity, especially in boys. Depending on the type of physical activity, the higher levels of both victimisation and perpetration of those who practised wrestling activities stand out in comparison with other groups. Conclusions: It could be stated that physical activity may be a protective factor against bullying victimisation, especially in boys. However, participation in organised physical activity activities may be related to higher perpetration in this sample in adolescent boys. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
13 pages, 256 KiB  
Article
Associations between School-Level Disadvantage, Bullying Involvement and Children’s Mental Health
by Julia R. Badger, Mirela Zaneva, Richard P. Hastings, Matthew R. Broome, Rachel Hayes, Paul Patterson, Naomi Rose, Suzy Clarkson, Judy Hutchings and Lucy Bowes
Children 2023, 10(12), 1852; https://doi.org/10.3390/children10121852 - 25 Nov 2023
Cited by 1 | Viewed by 2066
Abstract
Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of [...] Read more.
Bullying is a modifiable risk factor for poor mental health across childhood and adolescence. It is also socially patterned, with increased prevalence rates in more disadvantaged settings. The current study aimed to better understand whether school-level disadvantage is associated with different types of bullying roles, and whether it is a moderator in the association between bullying and children’s mental health. Cross-sectional data were used from 4727 children aged 6–11 years, from 57 primary schools across England and Wales. The child data included previous bullying involvement and bullying role characteristics (bully, victim, bully–victim, reinforcer, defender, outsider), and the teacher-reported data included each child’s mental health (emotional symptoms and externalizing) problems. School-level disadvantage was calculated from the proportion of children in the school eligible to receive free school meals (an indicator of disadvantage). Children in more disadvantaged schools were more likely to report being bully perpetrators, bully–victims, and engage less in defending behaviors during a bullying incident. Children from more disadvantaged schools who reported bullying others showed fewer emotional symptoms than those from less disadvantaged schools. There was no other evidence of moderation by school-level disadvantage between bullying roles and emotional and externalizing problems. The findings highlight the potential for school-based interventions targeting children’s emotional and social development, targeting bullying, and promoting defending behaviors, particularly in more disadvantaged settings. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
10 pages, 1298 KiB  
Article
An Entangled Relationship between Bullying Perception and Psychosocial Dimensions in a Sample of Young Adolescents
by Francesca Mastorci, Maria Francesca Lodovica Lazzeri, Paolo Piaggi, Cristina Doveri, Anselmo Casu, Gabriele Trivellini, Irene Marinaro, Caleb Devine, Cristina Vassalle and Alessandro Pingitore
Children 2023, 10(11), 1823; https://doi.org/10.3390/children10111823 - 17 Nov 2023
Viewed by 1001
Abstract
Background: Bullying is a hostile behavior repeated over a time period, affecting children and adolescents in different social settings, mainly small and stable ones like school, with negative effects on mental and physical health. In this study, we aimed to provide the degree [...] Read more.
Background: Bullying is a hostile behavior repeated over a time period, affecting children and adolescents in different social settings, mainly small and stable ones like school, with negative effects on mental and physical health. In this study, we aimed to provide the degree of impairment of different variables related to health and well-being in bullying conditions, with attention to sex differences. Methods: Data were obtained from 5390 adolescents (mean age 13.08 ± 1.89; male 2729), and health-related quality of life (HRQoL) was assessed using the KIDSCREEN-52 questionnaire. Results: In all students, mood and emotion, self-perception, and parental relationships are the dimensions more compromised in bullying conditions, while lifestyle habit is the variable less involved. Bullied girls show a significant impairment of all HRQoL variables both with respect to the socially accepted counterpart and to the male population. Conclusions: Our study highlights the strict association between bullying and emotional and social dimensions, suggesting that enhancing them preventively could facilitate earlier detection of problems, thereby reducing health risks. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
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13 pages, 577 KiB  
Article
Intercultural Differences between Spain and Italy Regarding School Bullying, Gender, and Age
by Antonio Ragusa, Ana Isabel Obregón-Cuesta, Emma Di Petrillo, Eduardo Maria Moscato, Jessica Fernández-Solana, Valeria Caggiano and Jerónimo J. González-Bernal
Children 2023, 10(11), 1762; https://doi.org/10.3390/children10111762 - 30 Oct 2023
Viewed by 919
Abstract
The objectives of this research were to establish the differences between Spain and Italy regarding the presence of bullying in primary and secondary schools, as well as to determine whether there are differences between experiencing or perpetrating bullying and gender and age in [...] Read more.
The objectives of this research were to establish the differences between Spain and Italy regarding the presence of bullying in primary and secondary schools, as well as to determine whether there are differences between experiencing or perpetrating bullying and gender and age in the practice of school bullying. To assess the EBIPQ scores in terms of country and gender, the chi-squared test was used, and ANOVA was applied for age. A total of 1536 students from primary and secondary schools in Spain and Italy participated in the study. Their ages ranged from 10 to 19 years (mean = 13.01, standard deviation = 2.19). The results revealed statistically significant differences in terms of bullying categories concerning the country of origin and gender, with a higher number of Italian participants in the role of “no victim aggress” and Spanish participants in the roles of “victim” and “victim and aggress”. Additionally, there were more boys in the role of “victim and aggress” and girls in the role of “no victim aggress”. Regarding age, statistically significant differences were found, with older students taking on the role of “aggress” on average, while younger students assumed the role of “victim”. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
11 pages, 560 KiB  
Article
The Association between Internalizing Symptoms and Witnessing School Bullying and Defending Behavior: An Analysis of Gender Differences among Elementary and Middle School Students
by Diana M. Doumas, Aida Midgett and Matt Peck
Children 2023, 10(7), 1199; https://doi.org/10.3390/children10071199 - 11 Jul 2023
Viewed by 1313
Abstract
Bullying is a significant public health concern that begins as early as elementary school and peaks in middle school. Although researchers have demonstrated the relationship between internalizing symptoms and being a target of bullying, there is limited research examining the association between internalizing [...] Read more.
Bullying is a significant public health concern that begins as early as elementary school and peaks in middle school. Although researchers have demonstrated the relationship between internalizing symptoms and being a target of bullying, there is limited research examining the association between internalizing symptoms and witnessing school bullying and defending targets or gender differences in these relationships. In this cross-sectional study, we examined gender as a moderator of the relationships between internalizing symptoms (e.g., depressive symptoms and social anxiety) and witnessing school bullying and defending behavior in a sample of elementary and middle school students (N = 126; 51.6% female; 3rd–8th grade). Results demonstrated that witnessing school bullying was a significant predictor of depressive symptoms. For social anxiety, the gender x witnessing school bullying interaction was significant for social avoidance and distress (SAD), such that among female students, SAD was positively related to witnessing school bullying. In contrast, the gender x defending behavior interaction was significant for fear of negative evaluation (FNE), such that among male students, FNE was positively related to defending behavior. Findings suggest bullying prevention should incorporate bystander training programs that include a focus on gender differences in social anxiety associated with being a bullying bystander. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
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11 pages, 941 KiB  
Article
The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance
by Antonio Ragusa, Valeria Caggiano, Ana Isabel Obregón-Cuesta, Jerónimo J. González-Bernal, Jessica Fernández-Solana, Luis Alberto Mínguez-Mínguez, Benito León-del-Barco, Santiago Mendo-Lázaro, Ema Di Petrillo and Josefa González-Santos
Children 2023, 10(6), 929; https://doi.org/10.3390/children10060929 - 24 May 2023
Cited by 1 | Viewed by 1971
Abstract
Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive [...] Read more.
Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, Mage = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
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11 pages, 522 KiB  
Article
Neuropsychiatric Manifestations, Reduced Self-Esteem and Poor Quality of Life in Children and Adolescents with Neurofibromatosis Type 1 (NF1): The Impact of Symptom Visibility and Bullying Behavior
by Nicola Davide Cavallo, Gianpaolo Maggi, Francesco Ferraiuolo, Anna Sorrentino, Silverio Perrotta, Marco Carotenuto, Gabriella Santangelo and Claudia Santoro
Children 2023, 10(2), 330; https://doi.org/10.3390/children10020330 - 9 Feb 2023
Viewed by 2625
Abstract
Neurofibromatosis type 1 (NF1) is an autosomal dominant condition, associated with neurocutaneous manifestations and neuropsychiatric manifestations. The present study explored the prevalence of bullying/cyberbullying behaviors and victimization behaviors in a cohort of children and adolescents with NF1. Possible gender differences and predictors of [...] Read more.
Neurofibromatosis type 1 (NF1) is an autosomal dominant condition, associated with neurocutaneous manifestations and neuropsychiatric manifestations. The present study explored the prevalence of bullying/cyberbullying behaviors and victimization behaviors in a cohort of children and adolescents with NF1. Possible gender differences and predictors of psychological symptoms, quality of life (QoL), and self-esteem were also examined. Thirty-eight school-aged participants with NF1 completed a psychological evaluation designed to assess anxiety and depression symptomatology, QoL, self-esteem, and the prevalence and extent of bullying/cyberbullying and victimization behaviors. We found that our participants frequently reported victimization behaviors rather than bullying/cyberbullying ones. Moreover, participants complained of depressive and anxiety symptomatology together with reduced self-esteem, and low psychosocial quality of life, with females reporting more severe performances than males. Furthermore, we found that reduced self-esteem was associated with more visibility of the NF1 symptoms, and victimization behaviors were found to mediate the relationship between anxiety and psychosocial QoL. Our findings indicated the presence of a maladaptive loop in children and adolescents with NF1 patients characterized by psychological symptoms, unfavorable self-perception, low self-esteem, and psychosocial difficulties that might be worsened by experiencing victimization behaviors. These results suggest the need to use a multidisciplinary approach in the diagnosis and treatment of NF1. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
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Review

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11 pages, 267 KiB  
Review
Empowering Students against Ethnic Bullying: Review and Recommendations of Innovative School Programs
by Qiyue Wu and Fanli Jia
Children 2023, 10(10), 1632; https://doi.org/10.3390/children10101632 - 30 Sep 2023
Viewed by 1674
Abstract
Despite research on anti-bullying interventions, there is no systemic approach or resources for teachers to address ethnic and race-related bullying in schools. In this article, we selectively reviewed theories and programs to help teachers identify and address ethnic bullying in their classrooms. We [...] Read more.
Despite research on anti-bullying interventions, there is no systemic approach or resources for teachers to address ethnic and race-related bullying in schools. In this article, we selectively reviewed theories and programs to help teachers identify and address ethnic bullying in their classrooms. We provide recommendations for workshops (e.g., cultural awareness training, empathy-building activities, bystander intervention, and stigma-based intervention). These anti-ethnic bullying workshops should promote understanding of different cultures, strengthen empathy for those who are different, encourage bystanders to take action, and reduce stigma and stereotypes. Through the sharing of diverse perspectives, expertise, and experiences, we hope this article can cultivate interactive dialogues and collaborations between educators and researchers to effectively address ethnic and race-related bullying. Full article
(This article belongs to the Special Issue School Bullying during Childhood and Adolescence)
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