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Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students' perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Year Nine students from Northern Italy in a 3-wave longitudinal research design. Structural equation modelling with latent variables indicated that interpersonal justice in wave 1 had a negative effect on both student agency and anger in wave 2, while interpersonal justice in wave 2 only negatively predicted student anger in wave 3. With respect to the reciprocal effects, student engagement in wave 2 was found to positively predict interpersonal justice in wave 3, while a negative effect close to statistical significance was observed from student agency in wave 2 to interpersonal justice in wave 3. These results are discussed in terms of their implications for teacher practice, as they emphasize that (a) the two main facets of student participation, namely engagement and agency, are differently interconnected with the learning environment, and (b) the perception of being treated fairly is important to the point that its deficiency triggers a persistent feeling of anger in students. [ABSTRACT FROM AUTHOR]

Background: In an age where technology is pervasive, parents may find it difficult to educate their children in a healthy use of digital devices.In this preliminary study, we explore the potential value of an online Parent Training (PT) based on Self-Determination Theory (SDT) in fostering parents’ ability to regulate their children’s use of digital devices. We also investigate whether the expected improvements can be ascribed to the specific PT provided or may be linked to other forms of training.Thirty-three parents and their 29 children participated in this study. Parents attended one of two PT, based on SDT or Behavior Therapy (BT), respectively. Participants filled in a self-report questionnaire before (T1) and after (T2) the PT sessions, and at a six-month follow-up (T3). The survey investigated parental autonomy support, structure, affiliation, behavioral strategies, and children’s digital device-related problem behaviors.Parents and children in the SDT-PT group reported an increase in their perceptions of parental structure and affiliation at T2 and T3, and a decrease in behavioral issues at T2; parents also reported higher values of autonomy support at T2 and T3. Compared with parents attending the BT-PT, those in the SDT-PT group reported higher perceptions of autonomy support, parental structure, and parental affiliation at T3.Despite several methodological limitations, including a small sample and the absence of a no-intervention control group, this study offers valuable insights for planning SDT-based interventions to support digital parenting, and triggers a series of considerations regarding psychological intervention sustainability.Objective: In an age where technology is pervasive, parents may find it difficult to educate their children in a healthy use of digital devices.In this preliminary study, we explore the potential value of an online Parent Training (PT) based on Self-Determination Theory (SDT) in fostering parents’ ability to regulate their children’s use of digital devices. We also investigate whether the expected improvements can be ascribed to the specific PT provided or may be linked to other forms of training.Thirty-three parents and their 29 children participated in this study. Parents attended one of two PT, based on SDT or Behavior Therapy (BT), respectively. Participants filled in a self-report questionnaire before (T1) and after (T2) the PT sessions, and at a six-month follow-up (T3). The survey investigated parental autonomy support, structure, affiliation, behavioral strategies, and children’s digital device-related problem behaviors.Parents and children in the SDT-PT group reported an increase in their perceptions of parental structure and affiliation at T2 and T3, and a decrease in behavioral issues at T2; parents also reported higher values of autonomy support at T2 and T3. Compared with parents attending the BT-PT, those in the SDT-PT group reported higher perceptions of autonomy support, parental structure, and parental affiliation at T3.Despite several methodological limitations, including a small sample and the absence of a no-intervention control group, this study offers valuable insights for planning SDT-based interventions to support digital parenting, and triggers a series of considerations regarding psychological intervention sustainability.Methods: In an age where technology is pervasive, parents may find it difficult to educate their children in a healthy use of digital devices.In this preliminary study, we explore the potential value of an online Parent Training (PT) based on Self-Determination Theory (SDT) in fostering parents’ ability to regulate their children’s use of digital devices. We also investigate whether the expected improvements can be ascribed to the specific PT provided or may be linked to other forms of training.Thirty-three parents and their 29 children participated in this study. Parents attended one of two PT, based on SDT or Behavior Therapy (BT), respectively. Participants filled in a self-report questionnaire before (T1) and after (T2) the PT sessions, and at a six-month follow-up (T3). The survey investigated parental autonomy support, structure, affiliation, behavioral strategies, and children’s digital device-related problem behaviors.Parents and children in the SDT-PT group reported an increase in their perceptions of parental structure and affiliation at T2 and T3, and a decrease in behavioral issues at T2; parents also reported higher values of autonomy support at T2 and T3. Compared with parents attending the BT-PT, those in the SDT-PT group reported higher perceptions of autonomy support, parental structure, and parental affiliation at T3.Despite several methodological limitations, including a small sample and the absence of a no-intervention control group, this study offers valuable insights for planning SDT-based interventions to support digital parenting, and triggers a series of considerations regarding psychological intervention sustainability.Results: In an age where technology is pervasive, parents may find it difficult to educate their children in a healthy use of digital devices.In this preliminary study, we explore the potential value of an online Parent Training (PT) based on Self-Determination Theory (SDT) in fostering parents’ ability to regulate their children’s use of digital devices. We also investigate whether the expected improvements can be ascribed to the specific PT provided or may be linked to other forms of training.Thirty-three parents and their 29 children participated in this study. Parents attended one of two PT, based on SDT or Behavior Therapy (BT), respectively. Participants filled in a self-report questionnaire before (T1) and after (T2) the PT sessions, and at a six-month follow-up (T3). The survey investigated parental autonomy support, structure, affiliation, behavioral strategies, and children’s digital device-related problem behaviors.Parents and children in the SDT-PT group reported an increase in their perceptions of parental structure and affiliation at T2 and T3, and a decrease in behavioral issues at T2; parents also reported higher values of autonomy support at T2 and T3. Compared with parents attending the BT-PT, those in the SDT-PT group reported higher perceptions of autonomy support, parental structure, and parental affiliation at T3.Despite several methodological limitations, including a small sample and the absence of a no-intervention control group, this study offers valuable insights for planning SDT-based interventions to support digital parenting, and triggers a series of considerations regarding psychological intervention sustainability.Conclusions: In an age where technology is pervasive, parents may find it difficult to educate their children in a healthy use of digital devices.In this preliminary study, we explore the potential value of an online Parent Training (PT) based on Self-Determination Theory (SDT) in fostering parents’ ability to regulate their children’s use of digital devices. We also investigate whether the expected improvements can be ascribed to the specific PT provided or may be linked to other forms of training.Thirty-three parents and their 29 children participated in this study. Parents attended one of two PT, based on SDT or Behavior Therapy (BT), respectively. Participants filled in a self-report questionnaire before (T1) and after (T2) the PT sessions, and at a six-month follow-up (T3). The survey investigated parental autonomy support, structure, affiliation, behavioral strategies, and children’s digital device-related problem behaviors.Parents and children in the SDT-PT group reported an increase in their perceptions of parental structure and affiliation at T2 and T3, and a decrease in behavioral issues at T2; parents also reported higher values of autonomy support at T2 and T3. Compared with parents attending the BT-PT, those in the SDT-PT group reported higher perceptions of autonomy support, parental structure, and parental affiliation at T3.Despite several methodological limitations, including a small sample and the absence of a no-intervention control group, this study offers valuable insights for planning SDT-based interventions to support digital parenting, and triggers a series of considerations regarding psychological intervention sustainability. [ABSTRACT FROM AUTHOR]

Burnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers' personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers' working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers' effectiveness and, therefore, pupils' well-being, resulting in positive educational outcomes. [ABSTRACT FROM AUTHOR]

In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage =.53). Five adolescents' profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed. [ABSTRACT FROM AUTHOR]

• Student agency is a unitary construct including aligned and resistant actions. • Agency manifests in many ways depending on how student–teacher interactions unfold. • Students act agentically especially when facing with teachers perceived as unjust. • Students' subjective experiences of agency differ. In this discursive article, we provide theoretical and empirical reflections on student agency with the aim of improving the understanding of this construct and pave the way for future research and practice. In particular, based on international literature and empirical studies, we elaborate on four controversial issues, namely student agency definition, theoretical framework, meaning and individual experience. This paper yields an articulated view of student agency, conceived as a multi-faceted construct, contextual and interactive in nature, whose meaning varies depending on learners' perceptions of interpersonal justice, and which is experienced differently by students with different profiles. In the conclusion, these issues are discussed to track possible future research paths and in terms of their implications for teacher practice. [ABSTRACT FROM AUTHOR]

Background: Notwithstanding the emphasis on the idea that students should be actively and accountably engaged in their educational pathways, little research has investigated learners' agentic behaviours that take the form of student resistance to adult authority. Aims: This paper presents an experimental study aimed to assess whether, and to what extent, student Self and Other resistant agency depends on perceptions of teacher justice and student achievement. Methods: Participants were asked to read one of four scenarios concerning a generic student asking for the possibility to retake a test she/he had previously failed, with an experimental design including two levels of teacher justice × 2 levels of academic achievement. Then, they answered two items regarding the likelihood of protest on the part of the student depicted in the scenario and enforced by themselves in having to deal with a similar situation. Results: The multilevel analysis indicated a principal effect of justice and target, with resistant agency rated as more likely in the unjust condition and for the Other. The justice effect was further qualified by an interaction with the achievement level, with resistant agency higher in the unjust and low achievement condition. Finally, a three‐way interaction appeared, with Self resistant agency higher in the just and high achievement condition. Conclusions: These results are discussed in terms of their implications for teacher practices, as they emphasize the importance just learning environments have in allowing students to express their opinions as well as dissent. [ABSTRACT FROM AUTHOR]

Background: The literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests. Aims: In this study, we explore whether good experiences at school – here conceptualized as the general level of basic needs fulfilment and interpersonal justice – impact on student agency and responsibility, which in turn are considered as possible mediators between a good educational experience and two outcome measures, that is, academic achievement and career decision‐making self‐efficacy. Participants: The study was held on a sample of 911 high school students equally distributed between males and females. Method: Data were collected through the use of a questionnaire comprising six measures assessing students' basic psychological need fulfilment, interpersonal justice, agentic engagement, responsibility for learning, academic achievement, and career decision‐making self‐efficacy. Results and conclusions: Structural equation modelling indicated that basic needs fulfilment positively predicts agency, responsibility, academic achievement, and career decision‐making self‐efficacy. Interpersonal justice positively predicts responsibility. The indirect effect from basic psychological needs on career decision‐making self‐efficacy through the mediating effects of student agentic engagement and student responsibility was significant. The indirect effect from interpersonal justice on career decision‐making self‐efficacy through the mediating effect of student responsibility for learning was significant. These results are commented at the light of their implications for teacher practices, as they emphasize the importance of good experiences at school for promoting in students an active civic sense and a greater accountability. [ABSTRACT FROM AUTHOR]

Notwithstanding the large consensus on the idea that justice should be favoured in school contexts to promote student well-being, there is still a lack of research that has investigated how the experience of justice at school spreads impact on global adolescent psychological health. The aim of this study is to investigate the degree to which the experience of teacher (in)justice is possibly related to some of the indicators of adolescent global psychological health, namely individual and social functioning, psychological problems, and somatic symptoms. We also test the role of two components of school-specific well-being, i.e., emotional engagement and classroom connectedness, here considered as potential mediators between teacher justice and psychological health. Structural equation modelling indicated that teacher justice is positively associated with emotional engagement, classroom connectedness and individual functioning, and negatively related to psychological problems. The relation from teacher justice to individual functioning was partially mediated by emotional engagement and classroom connectedness. The relation from teacher justice to social functioning and somatic symptoms was fully mediated by classroom connectedness, while a partial mediation was found between teacher justice and psychological problems via classroom connectedness. These results are commented at the light of their implications for teacher practices. [ABSTRACT FROM AUTHOR]

Student engagement has traditionally been defined as a metaconstruct made up of three aspects: emotional, behavioral and cognitive. Recently, however, a fourth component has been proposed, namely the agentic one. Notwithstanding the widely recognized importance of investigating student engagement, in Italy a validated scale suitable for this purpose does not exist. The present work represents a first contribution to the validation in Italy of a questionnaire designed to measure student engagement in high school. By combining two separate questionnaires (i.e., the Student Engagement Scale and the Agentic Engagement Scale) within a single instrument, this study focuses on the psychometric properties of a four-dimensional student engagement scale on 1,210 Italian secondary school students. Results confirm the robustness of the four-dimensional structure of the student engagement scale. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to analyse the role played by teaching interactive practices (measured through a self-report Likert scale) in predicting teacher burnout, after controlling for school grade (primary vs. secondary school) and teaching experience. Participants were 282 Italian teachers equally distributed between primary and secondary schools. Teaching interactive practices were investigated through a purpose-built questionnaire concerning teacher- versus student-centred practices. Burnout was studied using the Maslach Burnout Inventory in its three-dimensional-Emotional Exhaustion, Low Personal Accomplishment and Depersonalization-Italian version. An explorative factor analysis on the questionnaire displayed three dimensions of teaching practices, namely student-centred practices focused on flexibility, student-centred practices focused on participation and teacher-centred practices. The main results showed that, irrespective of school grade and teaching experience, the adoption of interactive practices favouring students' participation negatively predicted burnout; on the contrary, teacher-centred practices and flexibility positively predicted it. The result implications for educational processes and teacher training are discussed in the conclusion. [ABSTRACT FROM AUTHOR]

This study aimed to investigate whether social network analysis (SNA) is a useful method for identifying different discursive patterns in everyday classroom activities. The material analysed came from 20 teacher-led lessons that were video-recorded in small-size classes in Italian public primary schools. SNA was used to measure classroom relations in terms ofties(in and out connections among individuals) anddialogues(duration of messages sent and received). The results highlighted two discursive patterns, which we called dominant and distributed. The dominant pattern was observed in lessons in which teachers limited pupils’ participation and governed discourse in a dyadic way. The distributed pattern of discourse offered children more opportunities to participate in the dialogues, to be connected with others and to engage in multiple interactions. Moreover, it exhibited adaptability with respect to children’s different attainment levels, within the constraint of the lesson’s subject. In conclusion, SNA enabled rigorous and original investigation of interactive processes in real classroom situations. [ABSTRACT FROM PUBLISHER]

In this paper, we argue the importance of conceptualizing educational quality as located in everyday talk, and to search for it in the unfolding of classroom discourse and interactions. More specifically, we argue that for the discursive classroom process to be qualitatively effective it should be open and accessible by a series of microtransitions, corresponding to local transformations producing a re-directing of the unfolding of interactions. In this perspective, a classroom system may undertake instructional and relational tasks by grasping, through discursive moves, the emergent occasions that allow teacher and pupils to reciprocally adapt in terms of purposes, needs and requests. The corpus of data comprises a series of lessons that were video-recorded in Italian primary schools. The unit of analysis is the thematic interactive sequence, coded in terms of goals and orientation. A detailed analysis of three lessons, chosen as representatives of recitative, open and flexible lessons, respectively, is presented. The article concludes that a good indicator of educational quality corresponds to the participants’ capacity to engage in microtransitions fostering teaching-and-learning as intertwined processes. [ABSTRACT FROM PUBLISHER]

Highlights: [•] We provide evidence of discourse quality in primary school teaching. [•] The discourse process unfolds in various ways, depending on its goal and orientation. [•] Classroom engagement in multiple party interactions is a learning opportunity. [•] Flexible lessons can be adapted to the classroom needs and requirements. [•] By means of microtransitions, the demands of the classroom system may be met and fulfilled. [Copyright &y& Elsevier]

Background. A sequential analysis of classroom discourse is needed to investigate the conditions under which the triadic initiation-response-feedback (IRF) pattern may host different teaching orientations. Aim. The purpose of the study is twofold: first, to describe the characteristics of classroom discourse and, second, to identify and explore the different interactive sequences that can be captured with a sequential statistical analysis. Method. Twelve whole-class activities were video recorded in three Italian primary schools. We observed classroom interaction as it occurs naturally on an everyday basis. In total, we collected 587 min of video recordings. Subsequently, 828 triadic IRF patterns were extracted from this material and analysed with the programme Generalized Sequential Query (GSEQ). Results. The results indicate that classroom discourse may unfold in different ways. In particular, we identified and described four types of sequences. Dialogic sequences were triggered by authentic questions, and continued through further relaunches. Monologic sequences were directed to fulfil the teachers' pre-determined didactic purposes. Co-constructive sequences fostered deduction, reasoning, and thinking. Scaffolding sequences helped and sustained children with difficulties. Conclusions. The application of sequential analyses allowed us to show that interactive sequences may account for a variety of meanings, thus making a significant contribution to the literature and research practice in classroom discourse. [ABSTRACT FROM AUTHOR]

The aim of the present work was to identify latent profiles of adolescents characterized by unique patterns of student agency, enjoyment and anger, and to investigate whether students belonging to different profiles differ in respect to academic achievement and intention to dropout. Data were collected on a sample of 542 9th grade students at the middle (T1) and at the end (T2) of a school year with a self-report questionnaire measuring student agency, enjoyment and anger at T1, academic achievement and intention to dropout at T2. Five students' profiles emerged, which we labelled Lukewarm , Annoyed , Lethargic , Restive and Enthusiastic. The groups differed in their academic achievement and intention to dropout, with Enthusiastic students scoring significantly higher in academic achievement and lower in intention to dropout as compared with all the other profiles. The study results are discussed in terms of their implications for teacher practice. [ABSTRACT FROM AUTHOR]

Based on a qualitative analysis of classroom discourse in Italian primary schools, this paper analyses the micro-processes that are emergent moment-by-moment in the unfolding interactions between teacher and pupils. More in particular, our purpose is to identify the conditions under which the interactive orientation of a sequence changes. We argue that unpredictable emergent contributions function as turning points, re-directing and changing the sequence’s orientation. The results show that the turning points introduce changes in the sequences as far as three discourse characteristics are concerned: (a) communicative pattern; (b) lesson objective; and (c) role of primary knower. The discussion points out the importance of these results for the teachers’ work and training. [ABSTRACT FROM AUTHOR]

The emotion of boredom is commonly experienced by students. Nevertheless, hardly any research has focused on the evolution of this emotion over time by also considering individual differences. The aim of this study was to identify groups of students with different trajectories of boredom over a school year, and compare these profiles on academic achievement, motivation and intention to drop out. Participants were 546 students (55% male, 94% born in Italy, M age = 14.24, SD age = 0.53). We found four trajectories of boredom: starting not bored and (a) increasing, or (b) rearing up; starting bored and (c) decreasing, or (d) maintaining. Trajectories of boredom were related to academic outcomes both at the beginning and at the end of the school year, with students showing a steep increase reporting the most detrimental outcomes. The results are discussed in terms of their educational and practical implications, as they emphasize the need to pay attention to an emotion that is often overlooked in the school context. • Four groups of students with different trajectories of boredom were identified. • Students showing different trajectories differed in academic outcomes. • A steep increase in boredom is accompanied by negative academic outcomes. [ABSTRACT FROM AUTHOR]

This original paper, based on data from the Erasmus+Blurred Lives Project, presents a new multi-dimensional categorisation model to describe negative online experiences, including forms of cyberbullying, based on a study of internet usage among over N = 2,500 adolescents with lower socio-economic status (SES) backgrounds across five European countries. The paper first sets out the rationale for the development of a new coding system, before describing the current study and nature of the survey data collected. There follows a description of the development of the new system and the series of reliability checks undertaken by the research team (N= 11, from 5 countries) and of the refinements made to the categories and codes. The resulting coding system is presented with consideration of the strengths and limitations, and description of two early pilot studies which have successfully adopted the new system. [ABSTRACT FROM AUTHOR]

• International examination of student agency. • Validation of student agency survey across select sites. • Cross-cultural comparisons of student agency. • Exploration of "agency" across contexts. This study examines the multidimensional construct of student agency across four countries, Ireland, Italy, Norway, and the United States. Elementary students across contexts (n = 1,229) completed the Student Agency Profile (StAP) to assess their agency in the classroom with respect to literacy. Confirmatory factor analyses largely aligned with the hypothesized dimensions of agency across sites. Findings from a multigroup confirmatory factor analysis revealed invariance across the four countries suggesting that scores generated by the StAP are able to assess student agency. Discussion highlights the importance of cross-cultural explorations of agency to shed light on how students have a voice in their decision-making when it comes to literacy. [ABSTRACT FROM AUTHOR]

School dropout is a serious issue with high individual and societal costs. Although numerous risk factors have been studied, those related to the proximal learning environment have mostly been neglected. In this study we tested whether a feature of the learning environment, i.e., students' perception of being treated fairly by teachers, could reduce their intention to drop out. 547 9th grade students (56% male, 94% born in Italy, M age = 13.92). Participants answered a questionnaire on teacher justice and intentions to drop out at the beginning (T1), middle (T2) and end (T3) of the school year. A latent growth model indicated that intentions to dropout increased over time and perceptions of teacher justice had a negative association with the increase both at T2 and T3, even after controlling for gender, nationality, motivation, and perceived learning difficulty. These findings suggest that teacher justice can play a relevant protective role against early school leaving. • 9th grade students' intentions to dropout increased over a school year. • Students' perceptions of teacher justice had a decreasing effect on dropout. • Teacher justice's effect was significant after controlling for relevant variables. [ABSTRACT FROM AUTHOR]

Adolescents are reluctant to seek help, especially those at psychopathological risk. School may represent the ideal setting to intercept teens in trouble by reducing some barriers to help-seeking behavior; despite this, some obstacles remain difficult to overcome. The present study, involving a large sample (N = 2235) of secondary school students, aims to investigate the effectiveness of a counseling service as part of a multifaceted school-based prevention program. The counseling service is assessed by comparing students who asked for help with their peers in terms of their psychosocial characteristics, risk profiles and perceptions of the strategies that professionals adopt in order to reduce the barriers to individual counseling. Our findings reveal the capacity of individual counseling to serve the most vulnerable adolescents, with the exception of students who might be at risk of school drop-out. The effectiveness of the program implementation theory and the strength of particular strategies used to reduce barriers are discussed. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the role of body dissatisfaction (BD) - conceived here as predicting, predicted and mediating variable - in relation to media influence, body mass index (BMI) and body modification strategies among adolescents, with particular attention to gender differences. Specifically, we investigate, through a multivariated model, the direct and mediated effect of internalization and pressure to conform to aesthetic ideals and BMI on engagement in body modification behaviours, namely eating problems, attitudes toward cosmetic surgery, body art and physical activity. A questionnaire designed to assess all these dimensions was administered to 843 Italian adolescents aged between 15 and 18 years. The findings confirm the available evidence on BD as predicted by a number of sociocultural and personal variables, and as predictive of adolescents' bodily attitudes and behaviours. Gendered differences in behaviours considered as 'ways out' from discomforting feelings about physical appearance are discussed. [ABSTRACT FROM AUTHOR]

Digital communication technologies play an important role in the social development of young people, but can create vulnerabilities to cyberbullying and other negative online experiences. The Blurred Lives project aimed to tackle cyberbullying innovatively using a co-participatory approach, collaborating with 14–16-year olds living in areas of socio-economic disadvantage in five European countries. In phase one, 2,658 teenagers were surveyed on their internet use and any unpleasant online experiences. This data informed the second phase where the participating countries worked together with 237 adolescents across 10 schools with adult facilitators to create original anti-cyberbullying resources for teachers, parents/carers, peers, and social media providers using the Quality Circle approach. This methodology adopts an ethos of working together to solve a problem in small, peer-led groups. Each group was tasked with creating a resource for one of the target audience groups. The final resources comprise a rich variety of different formats including videos, comic strips, a board game, leaflets, posters, and newsletters. The pupil feedback highlights, for most but not all participants, an increased knowledge of cyberbullying and e-safety skills, as well as enhanced problem-solving skills, levels of confidence, and group work skills. Several operational challenges are also discussed, including the importance of school-level support, planning, staffing, and finding an appropriate balance between facilitator support and pupil agency. [ABSTRACT FROM AUTHOR]