Search Results (116)

Background: Attention-deficit/hyperactivity disorder (ADHD) is associated with cognitive, behavioral, emotional, and social difficulties that may increase vulnerability to bullying during childhood and adolescence. Although previous studies have examined different aspects of this relationship, the available evidence remains limited and heterogeneous, particularly regarding associated factors, profiles of bullying involvement, and implications for prevention and intervention. Objective: To analyze the available evidence regarding bullying involvement in children and adolescents with ADHD, focusing on victimization, perpetration, bully–victim profiles, associated factors, psychological consequences, and implications for prevention and intervention. Methods: A narrative review was conducted using studies identified in PubMed, Scopus, and Web of Science between January and March 2026, with no publication date restrictions. The search was performed in three independent and consecutive stages and included observational studies evaluating the relationship between ADHD and bullying in children and adolescents. Narrative reviews, systematic reviews, meta-analyses, editorials, and studies conducted exclusively in adults were excluded. Results: Seventeen studies were included. The evidence consistently showed that children and adolescents with ADHD have greater involvement in bullying than their peers without ADHD. Victimization was the most consistently reported outcome, although increased perpetration, bully–victim profiles, and cyberbullying were also identified. Bullying involvement appeared to be influenced by multiple interacting factors, including ADHD symptoms, emotional dysregulation, impulsivity, comorbidities, peer relationships, family characteristics, and school-related factors. Victimization was consistently associated with increased anxiety and depressive symptoms, emotional difficulties, and poorer quality of life. Emerging evidence also suggests sex-specific patterns of bullying involvement and bidirectional longitudinal relationships between ADHD symptoms and bullying experiences. Conclusions: Children and adolescents with ADHD may have greater involvement in multiple forms of bullying; however, this relationship appears to be multifactorial rather than solely explained by core ADHD symptoms. Family, peer, and school environments may play important protective roles, highlighting the need for comprehensive prevention and intervention strategies that address both individual and contextual factors. Full article

Objective: This study examined the relationships between father-related attachment and parenting variables and peer bullying among adolescent girls. Secure and insecure attachment styles, paternal caregiving styles, paternal autonomy support, and paternal involvement were investigated in relation to bullying victimization and bullying perpetration. Method: The study employed a correlational design with 200 adolescent girls aged 16–18 years attending vocational high schools in Bursa, Türkiye. Data were collected using the Adult Attachment to Father Scale, the Father Caregiving and Attachment Styles Scale, the Father Perception Scale, and the Peer Bullying Identification Scale. Pearson and Spearman correlation analyses, partial correlations, and Benjamini–Hochberg false discovery rate (FDR) corrections were conducted. Results: Secure attachment, paternal warmth/responsiveness, paternal involvement, and paternal autonomy support were negatively associated with bullying victimization and perpetration. In contrast, cold/rejecting and inconsistent/incongruent paternal attitudes were positively associated with bullying variables. Most findings remained significant after controlling for demographic variables and applying robustness and FDR correction analyses. However, some associations involving the Fearful Attachment subdimension appeared less robust. Conclusions: The findings suggest that supportive father–daughter relationships are consistently associated with lower levels of bullying involvement against peer bullying among adolescent girls. Interventions aimed at strengthening secure attachment and supportive parenting practices may contribute to reducing bullying behaviors and victimization. Full article

Background/Objectives: Bullying represents a serious threat to the physical, psychological, and social well-being of students, with particular relevance in Physical Education (PE) contexts, where the physical and competitive nature of the setting may facilitate specific forms of aggression. Despite growing research interest, evidence on the prevalence and distribution of bullying roles and typologies within PE remains limited, particularly in primary education. This study aimed to analyse the prevalence of bullying victimisation, perpetration, and bully-victim profiles among primary school pupils in PE, as well as to examine differences by sex and year group across the different forms of bullying behaviour. Methods: A cross-sectional study was conducted with an analytical sample of 831 pupils from Year 3 to Year 6 of compulsory primary education in Córdoba, Spain. Bullying roles and typologies were assessed using a validated self-report instrument. Differences by sex and year group were examined through appropriate inferential analyses. Results: A total of 21.1% of pupils were identified as victims, 5% as perpetrators, and 8.5% as bully-victims. The most frequent form of perpetration was exclusion/rejection (7.9%), surpassing physical and verbal aggression. Boys showed greater physical victimisation and a higher tendency towards the pure perpetrator role, whilst exclusion showed no significant differences by sex. Physical and verbal behaviours decreased as year group advanced, whereas exclusion remained stable throughout the entire primary stage. The bully-victim profile was more prevalent in lower year groups. Conclusions: The findings highlight the particular relevance of exclusion/rejection as the predominant form of bullying in PE, which persists across year groups regardless of sex. These results underscore the need to design inclusive groupings, promote cooperative tasks, and implement early intervention strategies. Specific training for PE teachers in bullying detection and intervention is identified as a priority to address this phenomenon effectively within the PE context. Full article

The cumulative occurrence of workplace violence in nursing represents a growing challenge to workers’ health and the quality of care. This study aimed to analyze the prevalence, characteristics, and repercussions of workplace violence among nursing professionals in a tertiary university hospital. A cross-sectional, exploratory, and descriptive study was conducted with 573 nursing professionals using an electronic questionnaire for data collection. Descriptive and inferential analyses were performed using Pearson’s chi-square test with Bonferroni correction. Overall, 71.2% of participants reported ever experiencing workplace violence while working at the hospital, according to the questionnaire. Among those exposed, workplace bullying/intimidation (76.5%), verbal violence (49.8%), and psychological violence (43.9%) were the most frequently reported forms of violence. Physical violence (8.1%), sexual violence (5.6%), racial discrimination (9.1%), gender discrimination (6.4%), ageism (7.8%), and ableism (2.0%) were reported less frequently. Managers/supervisors (37.3%), patients’ family members or companions (29.4%), and coworkers (28.4%) were identified as the main perpetrators. Participants who experienced workplace violence reported adverse occupational and health-related outcomes, including medication use, psychological treatment, work absences, intention to resign (50.2%), and intention to leave the profession (42.6%). Underreporting was substantial, with only 33.7% of incidents being formally reported. Workplace violence was highly prevalent among nursing workers and was accompanied by self-reported adverse consequences for health, well-being, and professional performance. These findings underscore the need for effective institutional strategies aimed at preventing, monitoring, and addressing workplace violence in hospital settings. Full article

Violence in schools is an unfortunate reality that is facing not only South Africa but all countries across the globe. The prevalence, frequency and intensity of violence are comprehensively documented, and there is enough evidence to demonstrate that school-based violence is a major problem in South African schools. What is still not clear are the effects of this violence on learners and educators. As such, the study aimed to explore the effects of school-based violence on learners and educators in South Africa. It is important to fully understand the effects of this phenomenon to devise appropriate strategies for addressing it. Based on a qualitative study conducted at nine high schools in South Africa, data were collected from 47 learners and 30 educators using focus group discussions and analysed using thematic analysis. Measures were implemented to ensure the quality of the data. The study received ethical clearance and adhered to all ethical considerations. The findings indicate that violence has detrimental effects on the victim, the perpetrator, the bystander, the educators, and the teaching and learning environment. Learners who experience bullying reported heightened levels of fear, frustration, and emotional distress, which contribute to negative perceptions of schooling and diminished academic performance. Collectively, these factors shape an overall adverse school experience. The study also found that exposure to school violence undermines educators’ self-confidence and erodes their sense of professional dignity. Furthermore, essential instructional time is lost as teachers are compelled to manage disruptive and violent behaviour, limiting opportunities for effective teaching and learning. The paper concludes that the short-term and long-term effects of school-based violence call for strategies and programmes to be put in place to address the problem of school-based violence. Full article

Background/Objectives: The phenomenon of bullying represents a major issue in school settings worldwide, despite extensive research on the topic. This study aimed to investigate the associations between bullying perpetration, victimization, and assertive behavior among primary school students. Methods: The sample consisted of 352 fourth-grade students (174 boys and 178 girls; aged 10–11 years) from 7 schools in Iași, Romania. Bullying perpetration and victimization were assessed using the Adolescent Peer Relations Instrument–Bully/Target (APRI-BT), while assertive behavior was assessed using the Children’s Assertive Behavior Scale (CABS). Statistical analyses were performed using IBM SPSS Statistics version 20. Results: Positive correlations ranging from weak to strong were identified between bullying perpetration and victimization in both boys and girls. Bullying perpetration and victimization were also associated with assertive behavior and nonassertive behaviors, although most correlations were weak in magnitude. Conclusions: The findings highlight the complexity of bullying-related interpersonal dynamics during late childhood and may have implications for school-based social and emotional learning and bullying prevention interventions during this developmental stage. Full article

Bullying and victimization are prevalent in school and sport settings, yet they are rarely examined concurrently. This study explored the relationships between school and sport bullying among youth athletes, assessing whether demographic and sport-related factors are associated with these behaviors across contexts. Participants included 189 youth athletes (aged 8–15 years) from Central Macedonia, Northern Greece. They completed a demographic survey and the Bullying and Victimization Questionnaire twice, assessing both school and sport environments. A multivariate analysis of variance (MANOVA) evaluated the effects of gender, educational level, sport type, and contact classification, followed by regression analyses. Results showed that educational level yielded a significant multivariate effect, with secondary school students reporting higher involvement in school bullying, sport bullying, and sport victimization. Crucially, regression analyses revealed that school-context bullying and victimization were the strongest factors associated with corresponding behaviors in sports. Additionally, team sport participation was associated with sport victimization, while demographic factors were related to school bullying perpetration. These findings demonstrate the interconnected nature of bullying between school and sport environments, emphasizing the critical need for coordinated, multi-contextual prevention strategies among educators and coaches. Full article

The COVID-19 pandemic significantly increased adolescent digital engagement, but whether the rise in cyberbullying persists beyond the crisis is not well understood, especially in Southeast Asia. This study examined social media addiction, perceived stress, emotional intelligence, and cyberbullying among 416 Thai secondary students (grades 7–12) during the pandemic-to-endemic transition (June–October 2023). Participants completed validated Thai-language instruments assessing cyberbullying, social media addiction, perceived stress, and emotional intelligence. Results showed 66.4% of adolescents were involved in cyberbullying, with 32.2% as bully-victims. Social media addiction correlated with cyberbullying perpetration (r_s = 0.33, p < 0.001) and victimization (r_s = 0.22, p < 0.001), as did perceived stress (r_s = 0.20 and 0.29; p < 0.001). Emotional intelligence showed negative correlations with cyberbullying perpetration (r_s = −0.15, p = 0.002) and victimization (r_s = −0.10, p = 0.048). Over one-third (34.4%) were at high risk for social media addiction. These findings indicate that during the pandemic-to-endemic transition, Thai adolescents showed elevated cyberbullying involvement, high social media addiction, and moderate-to-high stress—a profile consistent with sustained digital risk. These results highlight the need for integrated interventions that address digital wellness, stress management, and the development of emotional intelligence among Thai adolescents. Full article

The emotional responses to bullying victimization are central to its impact on subsequent psychological consequences, but the role of specific emotions is insufficiently defined within a comprehensive framework. In order to enhance the understanding of the emotional experiences of bullying victims, the present review examines the role of self-conscious emotions (i.e., humiliation, shame, and guilt), the role of basic emotions (i.e., anger and fear), and various psychological consequences (e.g., anxiety, depression, suicidal ideation). A non-systematic, narrative approach was employed to synthesize the findings, with a total of 343 articles included in the review. Self-conscious emotions appear to be central to bullying victimization, with humiliation being particularly pivotal due to its link to internalized self-devaluation, perceived injustice, and attribution of cruelty to the perpetrator. In turn, anger and fear seem to constitute crucial basic emotions in response to bullying dynamics. Although anger may escalate aggression, it may also facilitate positive confrontational behaviors when properly channeled, whereas fear may contribute to avoidance and increased victimization if sustained. Adverse psychological consequences such as anxiety, depression, stress, low self-esteem, and suicidal ideation are prevalent among victims of bullying, potentially exacerbated in vulnerable groups. Future research should further explore the role of emotions in the context of bullying victimization, examining their impact on both mental health outcomes and behavioral patterns over time. Exploring how different emotional responses interact and influence each other within bullying dynamics could provide insights into effective intervention strategies, and a more comprehensive understanding of the sociocultural factors influencing emotional responses to bullying might help in customizing prevention and support measures across diverse contexts. Full article

While school bullying has received substantial academic attention, the specific roles of teachers as (co-)perpetrators or bystanders in (cyber-)bullying dynamics remain markedly underexplored—particularly in the Austrian context. This article foregrounds pupils’ perception of teachers’ involvement in (cyber-)bullying. Drawing on feminist perspectives and insights from digital and gender(-queer) geographies, as well as interdisciplinary (cyber-)bullying research, it explores how pupils perceive teachers’ involvement in bullying dynamics and how they believe it shapes the perceived severity, trajectories, and outcomes of (cyber-)bullying. In doing so, the article contributes a specific but underexplored perspective on power and violence in schools. The analysis is based on 41 written narratives produced by young people attending upper secondary vocational colleges in Austria. The findings reveal that pupils subjectively perceive teachers as taking on various roles in (cyber-)bullying dynamics, including preventers, (silent) accomplices, defenders, outsiders, and (co-)perpetrators. In these accounts, teacher involvement in bullying reinforces power hierarchies, intensifies victimisation, and intersects with peer bullying dynamics, creating a complex system of interrelated influences. The study highlights the intersectional nature of discrimination and bullying, showing how pupils’ identities are entangled with their embodied experiences of both teacher- and peer-perpetrated bullying. These findings suggest an urgent need for spatially and structurally informed reforms in school policies and teacher training programmes to address teacher-perpetrated bullying, raise awareness of teachers’ responsibility in peer bullying dynamics, and foster safer, more inclusive learning spaces for pupils in Austria. Full article

Bullying is not a dyadic interaction between victim and perpetrator, but a relational phenomenon involving multiple group networks: those who exercise physical, psychological, or symbolic violence; those who encourage it; those who suffer it; and those who, while aware of it, remain on the sidelines. Preventing bullying, or stopping it once it emerges, requires undermining the support base that sustains it: no one should play the role of cheerleader, and those who remain passive must become involved in defending those targeted. It is also necessary to foster in those who are bullied the strength and capacity to confront the situation. From a Freirean perspective, this implies weaving alliances between those who are kindred and those who are different, and even with outsiders, to oppose those who act antagonistically. Such a task demands debate, reflection, and the collective formulation of measures among the diverse group realities in schools, given that bullying is grounded in the refusal to recognize certain others as part of “us”, though we are all “others” to one another. This article sets out arguments for the need to address these diverse group realities and presents the phases and main contents of a participatory process for designing and implementing a School Coexistence Plan, drawing on the Participatory Construction of Peaceful Coexistence method as a framework for addressing bullying. Full article

Background: Adolescent violence occurs both within and beyond the school setting. Furthermore, risk factors for aggression, such as Moral Disengagement (MD), do not operate uniformly and may be triggered in one context but not another. This highlights the need for instruments that assess aggression’s manifestation across contexts to enable a more comprehensive understanding of the phenomenon. Objective: To assess the psychometric properties of the Bullying at School and Bullying during Leisure subscales from the Questionnaire for Assessing Peer Violence in School and Leisure Settings (CEVEO) in Chilean adolescents, and to examine differences in MD among perpetrator profiles based on both frequency and context of aggression. Method: Instrumental, multivariate, cross-sectional, quantitative, and correlational design. The sample comprised 864 Chilean students (M age = 15.4; SD age = 1.3). Girls represented 58% of the sample. Results: A 13-item unifactorial model was supported for both subscales, with good internal consistency. Scores correlated positively with MD, and boys scored higher than girls on both subscales. Three profiles were identified: (1) no high aggression; (2) high aggression in one context; and (3) high aggression in two contexts. MD increased with the number of contexts, regardless of aggression frequency. Conclusions: Findings provide validity evidence for the CEVEO bullying subscales in Chilean adolescents, based on their internal structure, associations with external variables, and reliability. The instrument is useful for detecting violence across settings and identifying profiles based on the contextual extent of aggression. Full article

Background: School bullying, be it in its traditional form or as cyberbullying, is a worldwide phenomenon, with significant impacts on schoolchildren’s wellbeing, and its accurate evaluation is thus key in prevention and intervention. The aim of the present study was to validate the Spanish version of the Zurich Brief Bullying Scales (ZBBS), a brief and effective instrument to measure school bullying victimisation and perpetration in different settings. Method: The sample comprised 2125 students of secondary education (11–17 years) in Spain. A confirmatory factor analysis (CFA) was performed to evaluate the structure of the scale. Results: We examined the scale’s reliability (α > 0.7 in all the subscales) and correlations to test its construct validity and its concurrent validity with the Kidscreen-52 victimisation and self-esteem scales, and with cyberbullying scales (European Cyberbullying Intervention Project Questionnaire). The confirmatory factor analysis confirmed two independent factors: victimisation and perpetration. Conclusions: The results supported the psychometric soundness of the ZBBS, evidencing its applicability in measuring school bullying and cyberbullying in different age groups and genders. We discuss the implications for its use in research and educational practice, underscoring its potential as a brief and valid instrument for monitoring school bullying and cyberbullying across early to late adolescence in Spanish-speaking educational contexts. Full article

Background: Bullying in university settings is a significant yet understudied contributor to psychological distress. Differentiating the sources of victimization, may reveal distinct risk profiles associated with mental health and substance use outcomes. Objective: To evaluate the frequency and risk factors associated with bullying victimization among medical students, and to identify associations with mental disorders and substance use. Methods: A nested case–control cohort study was conducted with 124 medical students. Participants completed nine validated psychometric instruments evaluating neurobehavioral traits, emotional distress, substance use, and scholar bullying. Bivariate and multivariate regression models were used to estimate coefficients and odds ratios for key outcomes. Results: 42.7% of the students reported victimization, with teacher harassment (37.1%) more frequent than peer harassment (27.4%); 22.6% experienced both. Teacher harassment was primarily characterized by intentional harm (78%); peer harassment involved abuse of authority (63%). ADHD, severe stress, and substance use were associated with teacher-related victimization, while peer victimization was linked to ADHD, stress, impulsivity, and suicide risk. Childhood abuse, high stress levels, and non-heterosexual orientation as predictors of teacher harassment (p < 0.05). Notably, students with a non-heterosexual orientation were over six times more likely to report teacher harassment, highlighting the disproportionate vulnerability of sexual minorities within academic power dynamics. Conclusions: Teacher- and peer-related harassment are prevalent and often co-occur, with teacher-perpetrated bullying emerging as both more frequent and more strongly associated with mental health and identity-based vulnerabilities. Students with ADHD, high stress levels, and non-heterosexual orientation are at significantly greater risk. These findings emphasize the need for institutional accountability, inclusive academic policies, and targeted mental health support to protect vulnerable students and prevent harm within educational environments. Full article

Background: The impact of the COVID-19 pandemic on temporal trends in peer violence and bullying deserves closer scrutiny. The aim of the present study was to examine temporal trends in peer violence and bullying among school-aged children before and after the COVID-19 pandemic. Methods: Data from the Health Behaviour in School-aged Children (HBSC) surveys (2013/2014–2021/2022) were analyzed to track changes in peer violence and bullying over time. The sample encompassed over 700,000 students aged 11, 13, and 15 from more than 40 countries across Asia, Europe, and North America. Results: Traditional (school) bullying perpetration and victimization did not change significantly over time. A significant decreasing trend in engagement in physical fighting between the 2013/2014 and 2021/2022 surveys was observed among male participants aged 15. In contrast, a significant increasing trend in engagement in physical fighting was observed among female participants aged 11 and 13 years. Following the pandemic, increases in cyberbullying perpetration and victimization were observed among students aged 11 and 13, a trend not evident among 15-year-olds. Conclusion: Except for cyberbullying, the pandemic did not appear to influence trends in peer violence and bullying, which remained largely stable or reflected trajectories that had begun prior to the pandemic. Full article