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Background and Objectives: School bullying threatens the health of children and adolescents, such as mental health disorders, social deviant behaviors, suicidal behaviors, and coping difficulties. The present study aims to address (1) prevalence rates of both traditional and cyber school bullying perpetration, and (2) the associations between self-control, parental involvement, experiencing conflicts with parents, experiencing interparental conflict, and risk behaviors, and school bullying perpetration among Chinese children and adolescents. Method: This study used data from a national representative school bullying survey (n = 3,675) among children and adolescents from all grades (primary school 4th grade to high school 12th grade) in seven cities in China. Negative binomial regression was used to estimate the effects of these predictive factors on traditional and cyber school bullying perpetration, respectively. Seven control variables were included, such as gender, boarding school, family socioeconomic status, and parents' education levels. Results: The sample comprised 52% female, 18% at boarding school, 70% of the participants' academic performance was average or above. Approximately 17.3% of the participants reported participating in traditional school bullying against their peers, and 7.8% perpetrated cyberbullying behaviors. Also, after controlling sociodemographic characteristics and high self-control, parental involvement reduced the likelihood of traditional and cyberbullying perpetrating. Experiencing interparental conflict and risk behavior was significantly associated with increased perpetration of traditional and cyber school bullying. We found that having a conflict with parents was significantly associated with cyberbullying perpetration. Implications: Findings have implications for practice. Anti-bullying intervention programs targeting this population should consider these factors. For example, school administrators may develop school programs involving parents in the efforts and interventions workshops improving children and adolescents' levels of self-control. Limitations are also discussed. [ABSTRACT FROM AUTHOR]

To explore the association between bullying and HRQoL among Chinese school‐aged children and adolescents utilizing a cross‐sectional survey design. Bivariate associations were used to determine the correlation between the experience of bullying and lower HRQoL, and multivariate logistic regressions were evaluated. A total of 2,155 participants, 32.57%, reported experiencing bullying: traditional bullying, 27.80% (n = 599) (β = −3.55, p <.001, SE = 0.41), and cyberbullying, 7.47% (n = 161) (β = −2.50, p <.001, SE = 0.71). The degree of traditional bullying (β = −10.28, p <.001, SE = 1.19) was negatively significantly associated with HRQoL. Other determinants of the impact of the bullying in this cohort were the children's school performance and their relationship with parents, teachers and classmates. [ABSTRACT FROM AUTHOR]

This article examined the associations between weight status (body mass index [BMI] and perceived weight measures) and school bullying experiences (being bullied and bullying others) of children and adolescents in urban China. A national representative sample (n = 3,675) of all types of pre-college schools from seven Chinese cities was employed for the analysis. Students from all grades in high school, vocational school, middle school, and primary grades 4 to 6 were surveyed. Height, weight, perceived weight status, and experiences of being bullied and bullying others were obtained. The results demonstrated that the objective weight status (BMI) was neither associated with being bullied overall by others nor associated with bullying others, but the subjective/perceived weight status was significantly related to being bullied. Regarding the specific forms of being bullied, underweight (measured by BMI) students were less likely to be cyberbullied, whereas obese (measured by BMI) students were more likely to be cyberbullied. Students who perceived themselves as slightly fat and too fat were more likely to be verbally bullied. Overweight and obese students were more likely to bully others physically and relationally, and the students who perceived themselves as too thin were positively associated with physically bullying others. Moreover, BMI had a role in the involvement in school bullying for boys, whereas perceived weight status had a role in school bullying involvement in girls. These results indicate that school bullying prevention and intervention should consider weight status, as well as gender differences. [ABSTRACT FROM AUTHOR]

Teachers play an essential role in school bullying prevention. This study investigates teachers' perceived seriousness and willingness to intervene in school bullying using a survey-experimental design. Twenty conjoint scenarios were designed based on five types of victims' reactions (crying, fighting back, seeking help, pretending nothing happened, no description) and four forms of bullying (physical, verbal, relational, and cyber). Cyberbullying is perceived as the most serious. Physical bullying elicits the highest willingness to intervene. Teachers' perceived seriousness significantly varies according to victims' reactions, except for relational bullying. However, teachers' willingness to intervene does not differ significantly based on victims' reactions. • Bullying types are more likely to affect teachers' perceived seriousness and intervention willingness than victims' reactions. • Cyberbullying ranks the highest, following physical, verbal, and relational bullying for teachers' perceived severity. • Regarding intervention willingness, physical bullying attracts the highest attention, while cyberbullying is the second. • A teacher's empathy can be increased by a victim's "crying" reaction and then increases their willingness to intervene. • The victim's "fighting back" reaction can increase a teacher's willingness to intervene. [ABSTRACT FROM AUTHOR]

This paper investigates the ethnic differences of being traditionally bullied and cyberbullied in China. Two datasets are used. One is a national survey including 3675 participants from seven cities (Study-N) while the other covers 2155 students in one minority autonomous county in northwest China (Study-L). All types of pre-college schools are included in both surveys, but students from grade one to grade three in primary schools are excluded. Overall, being an ethnic minority is less likely to be traditionally bullied in the national survey, though this effect becomes insignificant when the control variables are included. In the ethnic diversity area (Study-L), the dominant majority in this county who are a national minority (Yugur) has a significantly lower probability of being traditional bullied than the national majority (Han), while the differences between Han and Tibetans and other minorities are insignificant. No significant differences regarding being cyberbullied are founded between the minorities and the majority in both studies. Besides, being a boy is a risk factor, while better academic performance and social relations are protective factors. Elementary schools have the highest prevalence of school bullying. This paper indicates that ethnicity plays little effect on school bullying involvement in China. • The ethnic differences in being traditionally bullied and being cyberbullied are examined. • Both the situation in cities across China and the situation in an ethnic diversity area are investigated. • There is no significant difference in being traditionally bullied in cities. • The dominated minority group (Yugur) in the ethnic diversity area have a lower probability of being traditional bullied than Han. • No significant difference regarding being cyberbullied is found. [ABSTRACT FROM AUTHOR]

• Being a victim of any type of school bullying exhibits severer generalized anxiety. • Being a perpetrator of any type of school bullying exhibits severer generalized anxiety. • There is a dose-response relationship between the range of bullying involvement and anxiety. School bullying is a widespread public health issue that negatively impacts the mental health of children and adolescents. This study aimed to investigate associations between school bullying involvement and anxiety of children and adolescents. A survey covering all types of pre-college schools (primary, middle, high, and vocational school) was conducted in an ethnic autonomous county in China. 1,943 students participated in this study. Being a victim of verbal (OR=3.08, 95%CI = [2.43,3.91]), physical (OR=3.24, 95%CI = [2.46,4.27]), relational (OR=3.72, 95%CI = [2.90,4.76]), or cyberbullying (OR=3.47, 95%CI = [2.61,4.61]) were associated with increased symptoms of generalized anxiety. Similarly, being a perpetrator of verbal (OR=2.12, 95%CI = [1.45,3.10]), physical (OR=1.85, 95%CI = [1.22,2.79]), relational (OR=1.78, 95%CI = [1.15,2.74]), or cyber-bullying (OR=1.59, 95%CI = [1.08,2.33]) were related to a higher degree of anxiety. Moreover, in both victims and perpetrators higher levels of anxiety were associated with a greater number of types of bullying they were involved in, suggesting a dose-response relation between school bullying involvement and anxiety. Therefore, both bullying victims and perpetrators need mental health support and anti-bullying strategies should address different forms of bullying evenhandedly. [ABSTRACT FROM AUTHOR]

• This study compared the differences of school bullying definitions between teachers, students, and parents in China. • Compared to verbal, physical, and cyberbullying, relational bullying was less likely to be regarded as school bullying. • Students, parents, and teachers do not use the three characteristics defined by Olweus as criteria for defining bullying. • Adults' (parents' and teachers') criteria for defining school bullying were different from students' definition. This study aims to determine whether the four types of bullying (verbal, physical, relational, and cyberbullying) are equally likely to be regarded as school bullying by students, parents, and teachers, and whether all three characteristics of bullying (repetitiveness, intentionality, and power imbalance) are part of the definition of school bullying in China. Students (N = 1,943), parents (N = 1,957), and teachers (N = 409) in pre-college schools in China participated in survey experiments. Multi-level models and ordinary linear models were used to perform data analysis. Results indicated that compared with verbal, physical, and cyberbullying, relational bullying was less likely to be considered as school bullying. Neither students and parents, nor teachers used all three characteristics as criteria for identifying school bullying, although parents and teachers considered more characteristics than students when defining school bullying. Therefore, the three characteristics of bullying may not be the gold standard for defining school bullying. Practical investigation should give more attention to relational bullying, and parents and teachers should view school bullying through the students' broader lens when responding to bullying. [ABSTRACT FROM AUTHOR]