Bullying and Cyberbullying: Challenges toward a Sustainable Campus
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 7109
Special Issue Editor
Interests: bullying and cyberbullying; bias-based bullying and hate speech; intervention and evaluation research; social and emotional development; classroom and teacher influences
Special Issue Information
Dear Colleagues,
This call aims to present knowledge on how bullying and cyberbullying pose a challenge toward sustainable schools and campuses such as by disrupting educational institutions, their atmosphere, and individuals’ identification with these institutions, but also from more economic and ecological points of view such as the costs of repeated psychological and physical aggression on different resources. Contributions presenting prevention and intervention approaches are also welcome.
Bullying is understood as a subtype of aggression that is repeated over time, intended to harm the target, and is based on a power imbalance between perpetrator and target (Olweus, 1993). Similarly, but extended by specific characteristics of communication media, cyberbullying refers to intended repeated aggressive acts. Apart from different modes of bullying (offline vs. online) and types (physical, verbal, relational) bullying and cyberbullying can also be differentiated by content (e.g., homophobic, ethnic-based, sexist).
Apart from long-term consequences for individuals such as mental health problems, substance use, physical health problems, and suicidal ideation and suicidality (Wolke and Lereya, 2015), bullying, especially bullying based on a specific group membership, also impacts the feeling of school belonging and school connectedness, thus possibly causing feelings of social exclusion. Social exclusion has been shown to impact individual, but also community and society level factors. For example, students who feel socially excluded donate less to charity, volunteer less for further experiments, are less helpful toward others and cooperate less (Twenge, Baumeister, DeWall, Ciarocco, and Bartels, 2007). Social exclusion even influences consumer decisions (Mead, Baumeister, Stillman, Rawn, and Vohs, 2010).
This issue invites contributions that shed a light on different modes, types, and contents of bullying and their association with sustainable education and educational institutions. They may highlight long-term positive developmental, psychological, health, economic or ecological aspects, for example. A focus can also be on successful prevention and intervention strategies.
Prof. Dr. Anja Schultze-Krumbholz
Guest Editor
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Keywords
- longitudinal research
- bullying and environmental issues
- bullying and consumer issues
- group influences on decisions
- school development
- sustainability attitudes
- social exclusion
- bullying prevention
- bullying intervention
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