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The global COVID-19 pandemic has led educational institutions to shut down and adopt e-learning practices through computer-mediated communication. An unanticipated switch of online classes from face-to-face classes isolates students from social groups and teachers, causing online disinhibition. Therefore, this paper investigates factors influencing university students' toxic disinhibition behavior in online classrooms, WhatsApp groups, and Telegram groups. Also, social isolation has been used as a moderating variable to identify whether social isolation strengthens or weakens the proposed association. The research holds the basis of "Social Cognitive Theory" and "Theory of Planned Behavior." The data from 506 university students have been collected for analysis. The proposed framework and research hypotheses have been assessed via PLS-SEM using Smart PLS software. Findings from the study show that toxic behavior victimization, attitude, subjective norms, and behavioral control are factors that positively & significantly affect toxic disinhibition online. Furthermore, motives and self-efficacy showed an insignificant influence on toxic disinhibition. Additionally, toxic disinhibition significantly & positively affects toxic behavior. At last, social isolation is likely to have a moderation effect on the variables. Hence, the research yields guidance on reducing toxic disinhibition online. Further, implications and recommendations are discussed at the end of the study.

There is a noticeable absence of scholarship on student-on-student bullying at institutes of higher education in the Caribbean. As a result, this study investigated the phenomenon at a national university in Trinidad and Tobago using a phenomenological case study approach to gather data via semi-structured interviews from five undergraduate and graduate students and a within-case analysis conducted. Thematic analyses revealed nine themes (loneliness, fear, intimidation, low self-esteem, embarrassment, power imbalance, lack of immediate action/indifference, harassment, and quitting). The findings indicated that bullied students feared attending lectures, felt intimidated, disheartened, depressed, anxious, disenchanted, disillusioned, had trouble concentrating on their course of study and had suicidal ideations. These findings inform understandings of student bullying at institutes of higher education and how Caribbean universities can better support students who experience student-on-student bullying on campus. This study has the potential to advance knowledge and improve policy and practice in higher education in the region.

Objective: The current study examined the influence of rape myth acceptance on self-blame and psychological symptoms following a sexual assault. Participants: The sample included 280 female sexual assault survivors in college. Methods: In an online survey, participants completed the Sexual Experiences Survey -- Short Form Victimization, Updated Illinois Rape Myth Acceptance Scale, Posttraumatic Cognitions Inventory, Patient Health Questionnaire -- 9 item scale, and PTSD Checklist for DSM-5. Results: A significant indirect effect was found between acceptance of rape myths and PTSD symptoms via self-blame; acceptance of rape myths was positively associated with self-blame, which in turn was positively associated with PTSD symptoms. Conclusions: Clinicians working with survivors of sexual assault should assess for endorsement of rape myths and self-blame, as challenging posttraumatic cognitions has been shown to reduce symptoms of trauma.

Objective: Microaggressions are brief verbal, behavioral, or environmental indignities toward people of color. Methods: Cross-sectional study examining the association between demographics, alcohol culture, and witnessing or experiencing microaggressions among undergraduate students. Analysis based on the "Color of drinking" study data collected at University of Wisconsin-Madison, WI between November 2017 and January 2018. Results: African-American/Black students significantly witnessed and experienced more microaggressions than other students, with a Relative Risk Ratio (RRR) of 9.5 (CI 95%: 4.7-19.1) and a RRR of 7 (CI 95%: 3.4-14.3). For students of color, experiencing microaggressions was associated with considering leaving (RRR = 3.5, CI 95%: 2-6.2). Additionally, the witnessing and experiencing of microaggressions appears to be associated with the alcohol culture on campus. Conclusions: African-American/Black was the racial group that witnessed and suffered more microaggressions. The percentage of students witnessing microaggressions increased with the year in school. Alcohol use in the last 30 days, feeling impacted by other's use of alcohol, and avoiding certain areas due to alcohol consumption were associated with experiencing microaggressions among students of color.

Today, school bullying is considered an important social problem that causes developmental injuries and health issues in bullies and victims. The present study investigated the mediating role of brain-behavioural systems in relationships between school climate and emotional self-regulation with school bullying in high school students. This study had a cross-sectional correlational design. The sample size was 257, and the participants were selected using cluster sampling. They completed the Olweus Bully/Victim Questionnaire, Organizational Climate Index, Emotion Regulation Questionnaire, and Behavioural/Brain Systems Questionnaire. The data were analysed using the Pearson correlation coefficient and structural equation modelling (SEM). The findings revealed that the school bullying model based on the school climate and emotional self-regulation with the mediating role of brain-behavioural systems had a good fit. They also demonstrated that school climate had a direct negative effect on school bullying, whereas emotional self-regulation had a direct positive effect on it (p < 0.01). The school climate and emotional self-regulation were found to have a positive indirect effect on school bullying through the mediating role of brain-behavioural systems (p < 0.01). Therefore, it is necessary to develop plans to improve school climate, emotional self-regulation, and brain-behavioural systems to reduce school bullying.

During adolescence, parental and peer support and emotional intelligence (EI) may play a protective role against the risk of becoming a victim of bullying. This study aims to assess the role of perceived parental and peer support in promoting individual EI, reducing the risk of victimisation. The sample consisted of 348 Italian middle and high school students. Victimisation risk, perceived parental and peer support, and EI were measured using questionnaires. A cross-sectional study and a Structural Equation Model with latent variables were conducted to assess the mediating role of EI in perceived parental and peer support and victimisation risk. Results indicated that EI fully mediated the association between perceived parent ([beta] = 0.20, p[less than or equal to] 0.001) and peer support ([beta] = 0.10, p[less than or equal to] 0.01) and victimisation risk. These data suggest the need to structure training to promote support in the social and family context to increase students' EI and thus reduce the risk of victimisation among students.

This study examined how normative beliefs, identification scores, perceived severity, self-efficacy in intervention, and victim-blaming tendencies impact teachers' willingness to intervene in relational bullying. Two groups of Taiwanese teachers (145 and 541 participants) completed self-developed questionnaires. Reliability and validity were assessed using Rasch analysis for the first group, while the second group's data were analyzed through hierarchical multiple regression. The results indicated that normative beliefs, perceived severity, victim-blaming tendencies, and self-efficacy significantly predicted teachers' willingness to intervene. Additionally, victim-blaming tendencies moderated the relationship between intervention efficacy and willingness. Specifically, under conditions of low self-efficacy, a high victim-blaming tendency led to a significantly reduced willingness to intervene. This study underscores the importance of improving teachers' awareness and skills in addressing relational bullying.

Over the years, scholars have argued that there are similarities and differences between bullying and hate crimes within Americas' schools. However, no known study has tested the claims that bullying and hate-related victimization are more similar (or different) and whether they share similar protective and/or risk factors. Utilizing the 2019 NCVS School Crime Supplement, the present study draws on several theoretical traditions to examine the protective and risk factors associated with bullying and hate-related victimization in schools. Skewed logistic regression models find that while there are some similarities between the protective and risk factors among bullying and hate-related victimization, there are also some noticeable and distinct differences. The findings fill important theoretical and empirical gaps in the bullying and hate crime literature. Further, the findings offer important policy implications as it relates to detection and prevention of bullying and hate-related victimization within schools.

There is no doubt that the first boarding school in the South Sami region in Norway (1910-1951) was authoritarian and contributed to Sami assimilation over several generations. Descriptions given by a former student regarding the poor conditions 70 years after he felt he was the victim of abuse is perhaps a sign of growing self-awareness among the South Sami. Informants have nevertheless stated that the social community at the later Sami schools (after 1951) strengthened their sense of identity and community. Despite the challenges, some Sami students from the 1970s and 1980s claim that the Sami school has been an important identity maker. Nonetheless, the Havika legacy shapes the South Sami community today in many ways with issues relating to Norwegianisation, shared school experiences and memories. As a result, this case study investigates how boarding school life is reflected in the South Sami memory and history culture.

Described is an effort to develop and gather feedback on a competency-based framework designed to assist elementary school teachers in their support of children who are chronically bullied. Drawing from extant research, we identified 25 potential competencies to construct a guiding framework organized by knowledge, attitudes, and skills. In Study 1, we gathered feedback on the clarity, comprehensiveness, and usability of the framework from focus groups of elementary school teachers (N = 26). In Study 2, we gathered feedback from subject-matter experts who study school bullying (N = 14) to assess the degree to which identified competencies reflected the current state of the science. Both teachers and experts viewed the framework positively and agreed it offers a potentially useful guide for practicing teachers. Feedback was also used to refine the competency framework. Discussed are the potential implications this framework has for school staff seeking to support persistently bullied children.

We investigated how classroom ethnic diversity is associated with peer victimization, effects of ethnic minority/majority status, and if individual teacher support can buffer potentially negative effects of ethnic diversity. Using two theoretical perspectives (balance of power, ethnic competition), we hypothesized that (1) victimization is more prevalent at intermediate ethnic diversity and less prevalent at lower and higher ethnic diversity, (2) this curvilinear link is stronger for ethnic majority than minority students, and (3) peer victimization at intermediate levels of ethnic diversity is lower when teacher support is high. We conducted multilevel analyses based on the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). The analytical sample included 17,882 students, nested in 882 classrooms. Although our hypotheses received no support, the findings showed that diversity was linked to less victimization for ethnic minority student. Teacher support was linked to less victimization for ethnic minority students at every level of classroom diversity but especially when diversity was low and to less victimization for ethnic majority students in classrooms with intermediate to high ethnic diversity. We discuss our findings in light the theoretical approaches and underscore the role of teachers as a protective resource.

Minorities encounter barriers to integrating in higher education. However, only a few studies have examined these barriers from the perspective of faculty members. The present study aimed to understand the barriers that Arab students in Israeli higher education face, from the perspective of deans and department heads. Using the naturalistic qualitative approach, we conducted semi-structured interviews with 30 deans and department heads in academic institutions where Arab students are enrolled. The analyses revealed four main themes, providing a holistic framework of barriers to higher education: 1) Socio-political barriers associated with a neglectful policy that produces a sense of victimhood among the minority, peripherality, lack of equal opportunities in the labour market and minority-majority relations in the nationalist context. 2) Institutional barriers related to the institutional policy and interpersonal relationships within the institution. 3) Social barriers related to characteristics of Arab society. 4) Personal barriers including language difficulties, lack of cooperation and passivity and immaturity of Arab students. Our findings show that the participants are not aware that these barriers are multitype and interrelated. Therefore, awareness of cultural competence should be raised in all academic institutions, among both academic and administrative staff, towards adapting teaching and services to minority students.

The author of this article examines data collected from focus-group discussions about the impact of a social justice education module on human trafficking and low-skilled labor migration in South and Southeast Asia. Employing cognitive developmental theory as an analytical framework, this article shows how the structural complexity of the issue caused cognitive dissonance and motivated further inquiry among students. Furthermore, the presence of diverse scholarly accounts enabled students to form their own judgment about how to respond. While students differed on what solution they judged most appropriate, most students thought that workers deserved fairer treatment. Some students even put their beliefs into action.

The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of upper elementary school (i.e. in grades 4 through 6) by estimating whether the association declined with time. Data came from the first three waves of an ongoing longitudinal project examining social and moral correlates of school bullying. Survey data were analysed from 1,830 students. Multilevel analyses showed that teachers who displayed high levels of warmth, caring, and supportiveness together with high levels of structure, control, and demandingness tended to have students who reported less bullying victimisation. This association between authoritative teaching at the classroom-level and bullying victimisation, while still significant, decreased over the course of the two-year study.

In this theoretical paper, I bring together work on structural, racial, and affective gaslighting to turn attention to 'affective injustice' as a distinct kind of injustice suffered by victims of racial gaslighting in educational settings. Under this conceptual framework, it is possible to explore how education spaces facilitate racial gaslighting as a form of affective injustice -- from the intentional prejudices of individuals (students and educators) to the unconscious biases and insidious norms that allow the production of racialized practices and pathologize students and educators of color for their resistance against white supremacy. I argue that a social and political theory of racial gaslighting in education offers an opportunity to identify and analyze how gaslighting mobilizes racialized stereotypes and structural inequalities to perpetuate affective injustice against marginalized educators and students. The paper concludes with a discussion of the theoretical and pedagogical implications of examining racial gaslighting in education.

Bully victimization is known to cause adverse psychological outcomes; however, resilience may mitigate the more adverse effects. Little is known regarding the role played by BDNF Val66Met polymorphism in youth resilience against psychological harm caused by bully victimization. In this cross-sectional study, a community sample of 598 participants (M[subscript age] = 20.1 ± 1.4 years, 48.8% males) completed the questionnaire on bully victimization, resilience, and psychological symptoms. Salivary genomic DNA was genotyped for the BDNF Val66Met polymorphism. A path analysis was used to test the mediating role of resilience in the association between bully victimization and psychological symptoms. Furthermore, the BDNF genotype was added to the model to explore its moderating effects on the mediating role of resilience in the path with 5000 bootstrapped samplings using SPSS PROCESS Macro. Results revealed a significant indirect effect via resilience that accounted for 17.2% of the association between bully victimization and psychological symptoms. While the Val66Met polymorphism interacted with bully victimization to predict resilience scores, bully victimization was more strongly associated with poor resilience (F = 4.59, p = 0.03) in subjects with the Met/Met genotype ([beta] = -3.22, p < 0.001), as compared to participants with other genotypes ([beta] = -1.33, p = 0.051). Findings suggest a gene-environment interaction effect on psychological resilience in bully-victimized youth.

The objective of the study was to examine how distinct psychopathic traits, including callous-unemotional (CU) traits, impulsivity and narcissism, as well as family, school and friend social support are longitudinally associated with cyberbullying and cyber-victimization. Associations were investigated by employing a four-year longitudinal design in a large sample of Greek-Cypriot adolescents. Findings suggested that cyber-bullying and cyber-victimization decreased from early to middle adolescence. Additionally, the longitudinal model suggested that both CU traits and narcissism, assessed in grade 7, were associated with the onset of cyber-bullying and cyber-victimization in grade 8, but not with change over time. Impulsivity did not predict cyber-bullying or cyber-victimization. Finally, none of the environmental factors were associated with the onset and growth of cyber-bullying, although family support predicted girls' initial levels and change over time in cyber-victimization. Current findings have major theoretical and practical implications for the development of cyber-bullying and victimization.

Objective and Methods: The study examined sexual victimization among college students with disabilities (n = 187) using an online survey at a large southern university. Students reported one or multiple disabilities: physical disabilities, Attention Deficit Hyperactivity Disorder (ADHD)/Attention Deficit Disorder (ADD), learning disabilities, and emotional disabilities, with most students reporting more than one disability. Results: Overall, 71% of the sample experienced one or more types of lifetime sexual assault and/or rape, and 51% reported sexual victimization since attending the university. There were no significant differences in experiencing sexual assault and/or rape between students with one disability compared to students with more than one disability. Conclusions: Considering the high rates of sexual victimization among students with disabilities, and the dearth of research focusing on the context of sexual assault in this population, future research and research-based prevention initiatives are needed. Findings can inform future prevention efforts to address sexual violence among students with disabilities on campuses.

Teachers have a major impact on students' social cognition and behaviors, and previous research has found that students who have positive relationships with their teachers tend to be less bullied by their peers. However, this line of research is limited in that it has been (a) Dominated by cross-sectional studies and (b) Treated bullying victimization as a global construct without differentiating among its different forms (i.e., verbal, physical, and relational). The links might be reciprocal but further studies are needed to investigate the directionality. Therefore, this study aimed to examine the longitudinal associations between student-teacher relationship quality and two forms of bullying victimization, namely verbal and relational victimization. Three waves of data from 1885 Swedish fourth- through sixth-grade students were analyzed with cross-lagged panel models. The findings showed that the student-teacher relationship quality predicted and was predicted by verbal and relational victimization. Our findings thus underscore the importance of striving for caring, warm, supportive, and respectful student-teacher relationships as a component of schools' prevention efforts.

Many racial-ethnic minoritized individuals are repeatedly exposed to subtle actions reflecting racial slights, termed racial microaggressions (RMAs), which are associated with adjustment problems in early adult and adult populations. Early adolescence represents a unique developmental period when minoritized youth begin their racial-ethnic identity exploration and are subjected to stereotypes and prejudice, thereby making them vulnerable to RMAs. Based upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist, a systematic literature search, screening and review of RMA literature focusing on high schoolers and younger youth was conducted and yielded 54 publications. This paper reviewed the publications and identified gaps in the field such as the need for systematic research on early adolescents including the frequency and severity of RMAs and the important contributions of peers, parents and teachers for RMA victims, and the need for more evidence-based programming for middle schoolers. Findings suggest that developing school-based microaggression antiracism programs is clearly needed for minoritized and White youth.

A limited number of findings from empirical studies show that biracial adolescents are at a heightened risk of peer victimization. Black/White biracial adolescents are frequent targets of peer victimization due to racism and systematic oppression that are inherent in U.S. schools. Similar to adolescents of other racial and ethnic groups, biracial adolescents who are victimized by their peers are likely to exhibit psychosocial and behavioral issues. However, little is known about protective factors that might buffer the link between peer victimization and adverse outcomes of these youth. The study examines whether perceived ease of talking with parents and siblings moderates the association between peer victimization and psychosocial problems among Black/White biracial early adolescents. Data were derived from the Health Behavior in School-Aged Children (HBSC) study. Participants were 158 early adolescents, ages 10-14, who self-reported as both Black and White. Adolescents who perceived their fathers as easy to talk to were less likely to bully others or carry a weapon when victimized by their peers. Adolescents who perceived their mothers to be easy to talk to were less likely to carry a weapon. There were also lower rates of psychosomatic symptoms for youth who reported perceived ease talking with siblings.

Whether to intervene or not during a bullying situation influences how the interaction plays out. The researchers present a theoretical model of social dominance orientation, moral disengagement, and intervention self-efficacy vis-à-vis intervention behaviors. Data were collected from 284 Israeli Hebrew speaking adolescents. Participants were recruited using a snowball sampling technique. The results of structural equation modeling reveals that moral disengagement was a mediator between the association of social dominance orientation with the pro-bully bystander and outsider behaviors. Pro-bully bystander and victim-defender behaviors positively influenced the outsider behavior, and self-efficacy was related to the victim-defender behavior. Our results expand the understanding of the relationship between bystander intervention behaviors and motivational factors.

School bullying and cyberbullying are serious public health problems that negatively affect the lives of school-aged children. We examined the correlation between risk behaviors and lack of resiliency factors with bullying and cyberbullying across seven Mediterranean countries. The sample consisted of 33,399 adolescents (51.1% girls) aged 11, 13, and 15 years who participated in the Health Behavior in School-aged Children (HBSC) survey in 2018 in Greece, Israel, Italy, Macedonia, Malta, Portugal, and Spain. Bivariate logistic regressions were conducted to test the relationship between risk behaviors, resilience, and bullying. All risk behaviors and lack of resiliency factors examined were related to involvement in bullying as a victim, perpetrator, or bully-victim, both in school and cyberbullying. Moreover, the odds of involvement in school bullying and cyberbullying increased as the number of risk behaviors and the lack of resiliency factors grew. Our results may contribute to the development and implementation of anti-bullying programs.

Young adolescents who are LGBTQIA+ often encounter hostile experiences while in middle level schools. Researchers conducted semi-structured interviews with 11 young adolescents who are LGBTQIA+ at two middle schools to determine their experiences. Students report the ages at which they realized their gender and sexual identities: Five reveal recognizing their identities before they entered sixth grade. Respondents provide examples of how they are often mistreated and disrespected by fellow students and teachers. Students offer advice to middle level educators for how to protect and support them as they interact with teachers and fellow students. Differences between "gender identity" and "sexual orientation" are provided to assist educators in understanding the distinction and its significance. Current sexual and gender identity vocabularies are provided, as is a rationale to avoid labeling anyone who is LGBTQIA+ as "diverse" or with the phrase, "identifies as." Three types of victimization of adolescents who are LGBTQIA+ that often occur at school are identified: "staff-sanctioned victimization," "direct victimization," and "indirect victimization." The effects of victimization are described as are suggestions for circumventing these behaviors. We offer strategies to help educators identify and address "heteronormative" beliefs and resultant negative policies. Suggestions are provided for how to create safe and equitable environments in middle level schools for students who are LGBTQIA+.

The current study longitudinally investigated how personal (depression) and family (parental monitoring) factors affect middle school peer victimization through school factors (academic performance, risky peer influence, and school belongingness) in mainland China. This study relied on large-scale 3-year longitudinal national data from mainland China with a sample of 8,357 middle school students who participated in all three waves. The results of structural equation modeling indicate that parental monitoring in Wave 1 did not predict peer victimization in Wave 3 directly, but it showed a significant indirect impact on peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Depression in Wave 1 was directly associated with peer victimization in Wave 3 and indirectly affected peer victimization in Wave 3 through academic performance, risky peer influence, and school belongingness in Wave 2. Practical implications are discussed.

Most college students do not report sexual violence (SV) incidents reportable under Title IX to their universities. Several studies focus on Title IX in regard to gender equality in sports or SV survivors' perceptions of their Title IX experience. However, few studies examine the knowledge and perceptions of Title IX of the general college student body using qualitative methods. This study expands upon this literature by exploring college students' perspectives on Title IX, including the most recent amendments to Title IX regulations. Focus groups and interviews were conducted with 55 students with different levels of Title IX experience at one university. The results show that, with the exception of students with Title IX experience, most students lack knowledge about Title IX regulations and procedures, but all students had high expectations of the Title IX office. There is also skepticism and confusion surrounding changes to Title IX regulations.

A vast literature examines the negative effects of school victimization. However, there are few studies comparing the impacts of biased and nonbiased victimization. Extant research also rarely assesses the impacts of experiencing multiple types of biased victimization. This study used nationally representative U.S. data (N = 2,241) to examine the perceived negative effects of biased and nonbiased victimization on victims' physical health, self-esteem, social relationships, and schoolwork. Compared to nonbiased victimization, biased victimization was associated with increased odds of experiencing all four perceived impact types. Odds of the perceived impacts increased as the number of bias types involved in the victimization increased. These findings imply that schools should place greater emphasis on prejudicial victimization as a component of their violence prevention and anti-bullying initiatives.

Previous research has shown that the utilization of electronic devices with internet access has increased rapidly over the past years. With that increase, comes the increased victimization of internet users from cyberbullies. However, we do not know to what level that increase affected the cyberbullying rates in the UK. The current study assessed whether cyber-bullying incidents had increased in the UK during the lockdown period, mainly because of the skyrocketing of the social media use and other online platforms. Overall, the results of this study indicated that the prevalence of cyber-victimization and perpetration declined during the lockdowns when compared to pre-March 2020 rates, and cyber-bullying bystander behaviors increased during the pandemic. Further research is in need to examine the latter assumption. Implications and limitations are discussed.

Although the direct effects of victimization on internalizing and externalizing symptoms among children have been well documented, not much is known about the buffering effect of humour styles. The aim of this study was to examine the moderating role of humour styles in the relationship between victimization and internalizing/externalizing symptoms among 155 Greek students (10-12 yrs), using an anonymous self-report questionnaire. Victimization was positively correlated to both internalized and externalized symptoms, while boys scored higher on self-defeating and aggressive humour. Finally, moderation analysis revealed that the effect of victimization on internalized symptoms was reduced at higher levels of aggressive humour. These findings provide additional evidence for the effect of different humour styles in the school context. As the beneficial impact of aggressive humour on victims may be short-termed, prevention efforts could help students learn how to avoid malign humour and use benign styles to cope with stressful situations.

In the present study, we sought to examine the relationship between perceived economic stress and adolescents' bullying victimization and extended previous literature by examining the mediating effect of self-esteem as well as the moderating effects of student-student relationships and gender in this association. The research hypotheses were tested among 2407 adolescents from China (M[subscript age] = 12.75 years, SD = 0.58) with a moderated mediation model. Results indicated that adolescents with high perceived economic stress were more likely to be bullied. Self-esteem mediated the relationship between perceived economic stress and bullying victimization. Furthermore, student-student relationships moderated the relationship between perceived economic stress and bullying victimization and the relationship between perceived economic stress and self-esteem. Gender did not moderate the direct and indirect relationships between perceived economic stress and bullying victimization. These findings have potential applications for reducing the risk of bullying victimization and promoting positive development for adolescents.

Teacher-directed violence has been acknowledged as a major issue in research over the past decade. Teacher-directed violence is the over-arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including students, parents, colleagues, and administrators. Understanding the unique experiences of special and general educators is needed to inform intervention and prevention efforts focused on teacher-directed violence. Data from 2363 teachers who participated in a national study in the United States examining teachers' experiences with violence and aggression were analyzed using multiple logistic regression. Comparisons of special and general educators revealed special educators were more likely to report experiencing aggression in the current or past year. Special educators were also more likely to report violence by student aggressors, while general educators were more likely to report violence by parent aggressors. Further, teacher demographic characteristics (i.e., age, gender, race/ethnicity, years of experience) and school setting (i.e., rural, urban, suburban) influenced experiences of teacher-directed violence for both general and special educators. Findings suggest the need for future longitudinal and mixed-methods studies, providing more educators, training, and supports in special education settings, and incorporating all school stakeholders in school-wide interventions.

Very few studies have identified the relationship between chronotype, sleep habits, and bullying/victimization in school and online contexts. The objective of this work is to identify predictors of frequency of bullying/cyberbullying in Portuguese pubescent and adolescent populations, such as chronotype and sleep aspects, controlling for gender, age, grade, and school attendance hours. One hundred and seventeen Portuguese students from the second and third grades of elementary school were considered, 41 (34.5%) of which were males and 76 (63.9%) were females. The measures used were the Children's Chronotype Questionnaire and the Bullying and Cyberbullying Behaviors Questionnaire: Short Form (BCBQ-SF). Percentile analyses, multivariate analysis of variance, nonparametric tests, and hierarchical and nonhierarchical linear logistic regression analyses were performed to confirm the prediction models and to identify causal variables moderating the effect of bullying and victimization in adolescents of various ages and school grades, with different school and sleep schedules. Adolescents with more episodes of victimization had higher sleeping problems, especially in terms of sleep duration (late hours of awakening/rest times and falling asleep, especially on days off); the school grade, the average daily school attendance hours, and school entrance time were some predictors found. The model differed in the variable of hours of curricular enrichment activities. The higher the eveningness score, the more aggression was reported.

This paper examines the relationship between parental monitoring and control, parents' perceived knowledge of their adolescent's online activities, and parents' perceived knowledge of their adolescent's involvement in cyberbullying, among Israeli Jewish and Arab parents of adolescents. The 407 participants consisted of two groups: Jewish (n = 194) and Arab (n = 213) parents of adolescents in Israel, who were recruited via online social networks and completed an online survey. The self-report questionnaire included the Stattin and Kerr Parental Control and Parental Monitoring Questionnaire (Stattin & Kerr in Developmental Psychology 36:366, 2000), as well as parental knowledge of child online activities and witnessing and experiencing cyberbullying. Parental monitoring and control were perceived as higher by Jewish than Arab parents, while no group differences were found for perceived child disclosure or parental knowledge of adolescent online activity. Parental knowledge of the adolescent witnessing cyberbullying was higher among Arab than Jewish parents, while the opposite was found for parental knowledge of the adolescent experiencing cyberbullying. Parental knowledge of the adolescent both witnessing and experiencing cyberbullying was related to group affiliation, lower parental education, and higher parental perceived knowledge of the adolescent's online activities. Parents' perceived knowledge of the adolescent witnessing cyberbullying was further related to higher perceived adolescent disclosure. The study increases our understanding of perceived parental involvement and its relationship with parents' perceived knowledge of the adolescent's involvement in cyberbullying in a diverse and multicultural society.

Different patterns of sexting behaviors were examined to provide a more nuanced understanding of the context in which sexting occurs among adolescents. Participants were 1,000 Canadian adolescents (50.2% girls) between 12 and 18 years (M[subscript age] = 15.21, SD = 2.00) who completed measures of sexting, cyber bullying and victimization, problematic social media use, self-regulation, and demographics. Contrary to our hypotheses, three latent profiles of sexting represented the frequency of sexting rather than whether the sexting was consensual versus non-consensual or with a partner versus non-partner. Participants in the "moderate" and "high sexting" profiles representing one fifth of youth, reported less self-regulation, experienced more cyber victimization, and engaged in more cyber bullying and problematic social media use than those in the "no/low sexting" profile. Our findings support the normalcy approach to education, which considers some sexting among healthy developmental behaviors.

Sexual assault is a pervasive problem that has devastating consequences for college students. California's legislation stipulates that public colleges and universities must define sexual misconduct and sexual consent as well as provide ongoing sexual assault prevention education on campus. Despite these efforts, little is known about how well students understand consent or whether their knowledge differs by gender identity and sexual orientation. To address this gap, we collected data from 291 students attending a public university in Northern California and found that most (presumably well-informed) students had only cursory understandings of consent. We argue that colleges and universities need to do more to provide gender and sexual-orientation informed, creative, interactive and context-based approaches to consent education. Additionally, consent education should be tailored to the unique needs of specific subgroups, including cisgender heterosexual men and asexual students who had the lowest level of consent understanding in this study. Such an approach is needed to support college students to enjoy mutually respectful, fulfilling, and fun sexual and romantic relationships.

This short report presents recommendations to promote health and well-being relating to sexuality and gender diversity in autistic individuals. The recommendations were developed based on the latest available scientific knowledge coupled with a community-driven approach. An international group of autistic and non-autistic experts in the fields of autism, sexuality, and gender diversity and autistic advocates worked together to develop the initial recommendations; these recommendations were subsequently checked within the wider community through an online survey. Out of the original 11 recommendations, eight were rated above a consensus threshold. The final recommendations cover three themes: (1) providing education and information on sexuality, relationships, and gender diversity to autistic individuals and their families; (2) improving expertise in and accessibility to healthcare for sexuality, relationships, and gender-related questions, with specific attention to prevention of and support after sexual victimization; and (3) meaningful inclusion of the autism community in future research that addresses well-being related to sexuality, relationships, and gender diversity. The recommendations emphasize the need for additional awareness and offer cues to parents, professionals, and policymakers to promote sexual health and well-being of autistic individuals.

Frequent exposure to victimization by peers is related to greater psychological problems. It is often assumed that peer victimization is associated with fewer psychological problems in classrooms where defending victims of bullying is common (i.e., a norm). The few studies testing this claim have been cross-sectional and have produced mixed findings. The current preregistered study examined whether the prospective link between victimization and psychological adjustment (i.e., depressive symptoms and self-esteem) was moderated by classroom defending norms. Moreover, we aimed to explain why defending norms may have either beneficial or adverse effects on victims' adjustment, by focusing on two cognitive processes: victims' causal attributions and social comparisons. Three waves of data were collected among 3,470 Finnish fourth- to ninth-grade students from 227 classrooms (M[subscript age] = 13.04, 50.1% girls). Multilevel regression analyses showed that nonvictimized youth benefited from high defending norms, whereas victims' psychological adjustment did not vary as a function of defending norms. Therefore, no mediation analyses were conducted. Nonpreregistered additional analyses indicated that stable victims had greater psychological problems and higher self-blame over time in classrooms with higher defending norms. Thus, even though the majority of students seem to profit from defending norms, this might not be true for those who most urgently need help.

Peer victimization in schools most often occurs in the presence of bystanders. When bystanders intervene on behalf of the victims, they are often successful in stopping the victimization. Defender self-efficacy (i.e., the belief in one's ability to successfully defend victims) has consistently been associated with greater defending and less passive bystanding in peer victimization. However, the lack of longitudinal research designs has resulted in a limited understanding of how these relationships develop over time. This five-wave longitudinal study involving 2507 Swedish students addressed this gap by examining longitudinal associations of defender self-efficacy with defending and passive bystanding. Participating students answered a self-report questionnaire once a year, from fourth to eighth grade. Our findings provide partial evidence for reciprocal associations among the variables. Moreover, there were more significant associations in the traditional than in the random intercept model, thus favoring between-person interpretations of the longitudinal associations. The findings highlight the importance of understanding the link between defender self-efficacy and bystander behavior of peer victimization, and that schools in their efforts in preventing school violence and bullying support students in increasing their defender self-efficacy and capacity in defending.

Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition.

There have been few studies on the bidirectional interaction between the parental and the offspring's psychological symptoms. It is important to fill in this lacuna to understand the development and vicious cycles of psychological symptoms in the familial context. The objective was to study the bidirectional relationships between parental anxiety, early adolescents' internalizing symptoms, and peer victimization and aggression. 288 early adolescents (54% girls) between 9 and 15 years (M[subscript age] = 12.84 and SD = 1.22) and their parents participated in a two-wave bidirectional study. Path analyses showed bidirectional relationships between early adolescents' internalizing symptoms and peer victimization. Maternal anxiety was preceded by the offspring's internalizing symptoms. The hypothesized model differed by gender but not age, indicating that the path from peer victimization to peer aggression was stronger in girls. These results contribute to the study of parental and early adolescent symptoms from a multi-informant perspective.

This article draws from a qualitative study that examines teachers' responses to school-related gender-based violence (SRGBV) in two secondary schools in Burkina Faso. To analyse educators' responses, we apply the lens of hegemonic masculinity and the concept of institutional betrayal to argue that schools justify the subordination of women and perpetuate SRGBV rather than protect vulnerable individuals. We contend that despite having a strong legal framework and official reporting mechanisms, oppressive systems of gender relations (gender regimes) in secondary schools in Burkina Faso (re)traumatize victims and women teachers, or whistle-blowers. Furthermore, we find that gender regimes in schools function to exploit women teachers' labour: women teachers are tasked with addressing SRGBV while they simultaneously experience institutional gaslighting and devaluation of their efforts. This research contributes to discussions on how social norms and gendered institutions impact SRGBV policy implementation and teachers' abilities to make transformative change.

Group therapy is an effective modality to treat various mental health concerns and is proven to have significant interpersonal benefits. Despite the high prevalence of sexual violence amongst college-aged women, there are limited contemporary models for providing a trauma-specific group for this population. This article describes an innovative eight-session group for victims and survivors of sexual violence. Offered in a university setting, this semi-structured group incorporates psychoeducation about trauma, self-compassion and mindfulness techniques, coping skill development, trauma processing, expressive and creative therapeutic outlets, and peer connections in a confidential, affirming environment. The theoretical grounding and evidence-based framework underpinning this group is described, along with a detailed account of the weekly group sessions. Quantitative and qualitative data from the pilot study are reported, with preliminary results suggesting this is an effective group therapy model for improving post-traumatic stress symptoms, well-being, resilience, and self-compassion. Limitations and future directions are discussed.

The lived experiences of queer and trans people of color (QTPOC) youth are significantly influenced by the various environments they navigate -- including but not limited to their families, schools, neighborhoods, communities, and workplaces. QTPOC youth -- or queer and trans youth who identify as Asian American, Black/African American, Indigenous, Hispanic/Latinx, or/and multiracial -- are susceptible to multiple forms of oppression that are embedded in racism, sexism, transphobia, heterosexism, and more. This paper seeks to highlight perspectives of QTPOC youth -- particularly how intersectional identities, discrimination, and victimization influence school experiences and negative educational outcomes. We underscore three major areas that educators must be aware of when working with this subgroup: (a) common experiences for QTPOC youth; (b) QTPOC youth school experiences; and (c) psychosocial determinants affecting school violence. Furthermore, we provide recommendations to consider for working with QTPOC youth, specifically for teachers, school administrators, and families and communities.

Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of a post lockdown study in England and Ireland that piloted workshops on gender-based and sexual violence. While most student responses were positive, we found that roughly 10% of girls and 20% of boys were resistant. In this paper, we explore these critical responses, focusing specifically on male resistance. Our findings indicate that new strategies, which avoid the concept of 'toxic masculinity', are needed to help boys move from defensive to empathetic engagements. We also find that the neoliberal, meritocratic ethos of many schools has fostered a problematic framing of gender-based violence as gender neutral. We conclude that it is vital to adopt an intersectional, whole-school approach to educating about sexual violence, which acknowledges male victimhood, while also emphasizing gendered privileges.

Although cyber victimization has been suggested as a significant risk factor for the development of adolescents' depression, the underlying psychopathological process that mediates this relationship needs further exploration. Based on the psychological inflexibility model, this study aimed to examine cognitive fusion and experiential avoidance as serial mediators in the relation between cyber victimization and depression. A total of 556 Chinese adolescents completed a set of online self-report questionnaires measuring cyber victimization, cognitive fusion, experiential avoidance, and depression. A bias-corrected bootstrap approach was used to test the serial mediation model. The results showed that cyber victimization predicted adolescents' depression not only directly but also indirectly through three paths: the mediating role of (1) cognitive fusion and (2) experiential avoidance, and (3) the serial mediating role of cognitive fusion and experiential avoidance. These findings provide insight into the interventions for depression in adolescent cyber victims.

We investigated (1) grade differences in perceived stigma-based peer victimization (SBPV); (2) differences in perceived student and teacher/staff defending against types of SBPV; and (3) whether defending against SBPV affected student subjective wellbeing (SSWB) via anti-victimization school climate perceptions. Participants were 1124 US adolescents (48% girls, 48% boys, 3% another identity) in Grades 6-9. Participants identified as Hispanic (61%), Black (12%), White/Non-Hispanic (12%), and other racial/ethnic identities (15%). We found small differences in perceived defending against different types of SBPV. There were no differences between grades for perceived student defending, but teachers/staff defended 9th-graders less than 6th-graders across all types of SBPV. Student defending against ability-based victimization and teacher/staff defending against sexuality- and weight-based victimization predicted SSWB indirectly through anti-victimization school climate perceptions. Although SBPV is harmful to adolescents' school functioning, students and teachers/staff can defend against SBPV to promote more adaptive perceptions of school climate and wellbeing.

Controversial findings on the role of school ethnic diversity on ethnic bullying and victimization suggest the relevance of different categorizations of ethnicity in understanding this association. The present study aims to use an operationalization of both social/legal (i.e., citizenship status) and perceptual (i.e., others' perception of diversity) aspects to analyse the impact of ethnic diversity on ethnic bullying and victimization, considering both individual and classroom-level associations. Participants were 960 students (52% girls; M = 15.19; SD = 0.60) from 58 first-year high school classrooms. Multilevel analyses showed that the lack of Italian citizenship appeared to be a risk factor for ethnic victimization on both individual and classroom levels, over and above the differences in students' perceptions. No effects were found for ethnic bullying perpetration.

This one-year longitudinal study examined the moderating effect of perceived social support from school-based Gay-Straight Alliances in the associations between homophobic cyberbullying involvement (i.e., victimization, bystanding) and academic outcomes (e.g., classroom misconduct, school readiness, academic performance, absenteeism, school behavioural problems), measured one year later, among 470 adolescents (M[subscript age] = 16.01 years; 56% female) who identified as LGBTQIA. Perceived social support from Gay-Straight Alliances moderated the relationship between homophobic cyberbullying victimization and Time 2 classroom misconduct, absenteeism, and school behavioural problem. Furthermore, perceived social support from Gay-Straight Alliances further moderated these associations for Time 2 academic performance, school readiness, and cyberbullying victimization. Similar patterns were found for homophobic cyberbullying bystanding and Time 2 academic performance and absenteeism. Our findings highlight the need for more research on homophobic cyberbullying, the crucial role Gay-Straight Alliances can play in mitigating negative outcomes associated with homophobic cyberbullying involvement, and the development of inclusive anti-cyberbullying prevention programmes that acknowledge the needs of LGBTQIA adolescents.

Background: Understanding the cognitive processes of individuals with intellectual disabilities in financially abusive situations is critical to develop effective prevention strategies. Aims: This study investigated how persons with intellectual disabilities define and analyse financially abusive situations, and how they would feel and act in situations that they consider abusive. Materials and Methods: Twelve participants with intellectual disabilities participated in a semi-structured interview where they were asked to reflect on three vignettes illustrating financial abuse. We analysed the interviews using thematic analysis. Findings: The findings revealed that individuals with intellectual disabilities considered the type of relationship between the victims and the perpetrators, the behavioural patterns of the perpetrators, and their own experiences when interpreting the situation. Furthermore, they discussed their emotional and behavioural reactions to the vignettes. Conclusion: This study has important implications in supporting the autonomy and decision-making rights of persons with intellectual disabilities regarding their finances and developing effective preventions against financial abuse among this population.