Search Results (384)

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

Validated instruments assessing gender stereotype endorsement among adolescents are scarce and often overlook contemporary domains like digital privacy. To address this gap, this study developed and validated the Gender Stereotypes and Roles Adherence Battery for Adolescents (GAB-A) in a sample of 2955 Italian adolescents attending public secondary schools in Rome (56.4% male; mean age 14.3 years). The battery comprises three modules: the Gender Stereotyped Attitude Scale (GSAS), Gender Role Activities Scale (GRAS), and Gendered Traits Inventory (GTI). Psychometric analysis confirmed robust factor structures, notably identifying a distinct “Relational Control” factor within the GSAS that assesses beliefs normalizing partner surveillance. The results revealed a stark pattern of gender differentiation: males endorsed prescriptive attitudes (GSAS, d = 1.07) and roles (GRAS, d = 0.88) substantially more than females, particularly regarding violence myths. Conversely, essentialist trait beliefs (GTI) showed negligible gender differences (d = 0.11). Associations between stereotypes and psychological health were gender-moderated; within-group analyses indicated that endorsement predicted higher distress, hostility, and alexithymia in males, while being unrelated to well-being in females. Finally, gender-stratified normative data and operational cut-offs were established. The GAB-A provides a psychometrically sound tool for identifying elevated endorsement profiles and evaluating violence prevention interventions. Full article

Schoolwide Positive Behavior Interventions and Support (Schoolwide PBIS) has been identified as a framework that supports schools in promoting positive behavior and preventing and managing behavior problems. The Decree-Law no. 54/2018 in Portugal leads schools to implement multitiered support systems for all students, integrating learning, social–emotional, and behavioral dimensions. Schoolwide PBIS aligns with the aims and principles of this legislation. However, to our knowledge, studies have yet to map Schoolwide PBIS practices in Portuguese schools. This study presents the results from a survey that aimed to explore the practice of Schoolwide PBIS features in Portuguese schools from the perspectives of 375 school psychologists and to analyze self-reported knowledge regarding the Schoolwide PBIS framework and its implementation in schools. Results suggest a limited Schoolwide PBIS implementation in Portuguese schools, with a meager percentage of school psychologists reporting a higher level of knowledge about the framework and the majority mentioning knowing little or nothing about Schoolwide PBIS. The results evidence how complex and challenging the adoption and implementation of Schoolwide PBIS can be, although there is strong evidence of its efficacy and relevance in inclusive contexts. Full article

Dating violence (DV) is an increasingly prevalent phenomenon among emerging adults (aged 18–25 years), and the relationship between awareness and behavior remains poorly understood. This study explores emerging adults’ attitudes and beliefs toward DV and summarizes recommendations for designing prevention programs. A qualitative study using three focus groups (n = 16 emerging adults aged 18–25; 56% female) was conducted. Data were collected via semi-structured interviews and analyzed using thematic analysis. Three main themes emerged: (1) gender roles, (2) healthy intimate relationships, and (3) dating violence. Participants demonstrated high awareness of DV types, severity, and prevalence. However, they also exhibited an attitude–behavior inconsistency, reflected in the normalization and excusing of violence, and difficulty recognizing violent situations in their own relationships. Myths of romantic love and cognitive dissonance between general knowledge and personal experience create barriers to recognizing abuse—particularly psychological abuse, which is often confused with concern. Participants suggested integrating prevention strategies into schools and communities, with interventions tailored to their interests and realities (e.g., mobile applications, games and social media awareness campaigns). This study reveals that awareness and knowledge alone are insufficient for prevention. Efforts should shift from a knowledge-focused to a behavior-change approach, promoting emotional regulation, interpersonal skills, and addressing social and gender norms. Relevant implications for practice and preventive intervention design are discussed. Full article

Teen dating violence (TDV) is a relevant threat to adolescent wellbeing, and schools may contribute to prevention by promoting gender equity through both the explicit curriculum (formal content and materials) and the hidden curriculum (everyday norms, interactions, and climate). This convergent mixed-methods study descriptively compared teachers’ and students’ perceptions of gender equity practices in three technical upper secondary schools in Southern Italy. Thirty-five teachers and 82 students completed an online, mirrored questionnaire developed for this study, including Likert-type items across three domains (explicit curriculum, hidden curriculum, and affective relationships/TDV-related education) and brief open-ended prompts. Closed-ended responses were summarized using descriptive frequencies and stacked distributions based on aggregated Likert categories, and open-ended responses were analyzed through reflexive thematic analysis. Across domains, teachers reported higher endorsement of equity-oriented practices than students, whereas students more often indicated limited visibility of gender equity in materials and activities, greater neutrality/uncertainty in everyday practices, and weaker perceptions of school-wide consistency. Qualitative themes aligned with these descriptive patterns, emphasizing variability across contexts and requests for clearer, more consistent practices. These findings should be interpreted as perceptions within a context-specific convenience sample and may inform future school-based research and program development on gender equity and TDV-related education. Full article

This phenomenologically informed qualitative study gives voice to the experience of a teacher, a special educator, and co-art therapists in art therapy workshops given to first-generation immigrant adolescents in a welcome classroom in Quebec, Canada. This study uses a constructivist–interpretive paradigm, allowing the exploration of individual and interactional dynamics in artmaking. The objective was to explore the experiences and perceptions of a teacher, a special educator, and two art therapists who participated in art-based workshops in a welcome classroom for adolescents, and to understand the meaning these workshops hold for them as well as their perception of the meaning it holds for the young people. Grounded in the Expressive Therapies Continuum (ETC), 17 first-generation immigrant adolescents, their teacher, the special educator, and two art therapists participated in nine art therapy workshops and an art exhibition to foster creativity, openness, and reciprocity. The adolescents had experienced trauma, including wars, violence, and separation, as well as uprooting, and acculturation in the host country. Given the limited research on school-based art therapy workshops in high schools, this study seeks to address that gap by examining how students in a welcome class emerge, unfold, and express themselves through the perspectives of the supporting adults. Reflexive thematic analyses revealed that the art workshops were an emancipatory experience, an existential path to crossing barriers, and a lived space for self-expression. These findings highlight the ETC’s potential in helping immigrant adolescents and their classroom community share their stories and they emphasize art therapy’s transcultural value. Full article

Background/Objectives: Domestic violence against women is a widespread global health issue profoundly affecting victims, their families, and society. This study aimed to assess the prevalence, patterns, risk factors, and health sequelae of domestic violence among females during reproductive age in Sharkia governorate, Egypt. Methods: A cross-sectional descriptive study was conducted from April to December 2024. A total of 379 females of reproductive age (15–49 years) were recruited using simple random sampling from secondary schools and Maternal and Child Health centers affiliated with the Ministry of Health. Data were collected using a structured interview questionnaire covering sociodemographic characteristics, violence exposure (physical, psychological, economic, and sexual), risk factors, causes, severity, perpetrators, and consequences. Results: The overall prevalence of domestic violence was 88%. Psychological violence was the most common form (78%), followed by physical violence (63%), and economic violence (43%). Insults were the predominant form of verbal abuse, while slapping and beating were the most common manifestations of physical violence. Husbands were identified as the primary perpetrators across all violence types. Major risk factors included cigarette use by the abuser (47%), alcohol and drug use (14%), and psychological problems (11%). The most frequently reported consequences were anxiety, fear, and depression (82%), followed by insomnia (55%) and seeking separation (49%). Conclusions: Domestic violence against women of reproductive age is highly prevalent in the study setting, with significant physical and psychological consequences. Comprehensive interventions, including awareness campaigns, legal enforcement, women empowerment programs, and healthcare provider training, are urgently needed to address this critical public health issue. Full article

Several immediate and distal social environmental factors work directly and indirectly with one another to contribute to multiple forms of peer victimization. Bullying is the most prevalent form of peer victimization during adolescence; however, peer victimization typically takes the form of indirect aggression during young adulthood. Therefore, we examined how perceptions of school and neighborhood income inequality worked through perceptions of school climate, neighborhood violence, and neighborhood distrust to predict retrospective adolescent bullying victimization and current young adulthood indirect peer victimization. In a cross-sectional sample of 460 young adults (M_age = 20.2, SD_age = 2.18; 59.6% women; 40.4% men; 51.6% White), path analyses revealed that higher school income inequality indirectly predicted higher levels of bullying and indirect peer victimization through lower school climate. Higher neighborhood income inequality also indirectly predicted higher levels indirect peer victimization through higher neighborhood violence. Our findings highlight the importance of targeting adverse environmental risk factors to prevent and intervene in multiple forms of peer victimization across development. Full article

Bullying and school violence contribute directly to mental health difficulties among youth in the United States. Background/Objectives: This study describes the development and initial evaluation of a technology-enabled, multi-component school safety framework designed to support bullying prevention in middle and high schools. Methods: Students (n = 46), school personnel (n = 79), and parents/caregivers (n = 28) participated in three waves of usability and feasibility testing focused on a mobile application (Speak Out with Advocatr), companion classroom instructional materials, and guidelines for a school-wide safety campaign. Quantitative data were summarized using descriptive statistics and benchmark comparisons, and group differences across respondent roles were examined using analysis of variance with post hoc pairwise tests. Given small and unequal sample sizes, bootstrap resampling with 1000 resamples was used to obtain robust estimates of group means and confidence intervals. Qualitative responses were analyzed using content analysis. Results: Across waves, mean ratings generally met or exceeded predefined usability benchmarks, indicating favorable perceptions of the system. Findings indicated strong student acceptance and engagement with the framework. Adult participants expressed particular interest in restorative approaches to addressing student conflict, as well as concerns about preventing the recurrence of bullying behaviors. Conclusions: Findings provide initial support for the usability and feasibility of a multi-component, technology-enabled approach to school-based bullying prevention. Results also highlight the value of role-specific feedback for refining integrated mental health and safety interventions within school settings. Full article

Social inclusion of ethno-cultural minorities is a global concern which an acknowledged backlash against multiculturalism challenges. In Australia, some politicians and sections of the media have fuelled this backlash against refugee and minority culture young people by portraying them as involved in public violence. This article explores intersectional youth engagement and social change action. A school-based intercultural understanding initiative in a regional Northern NSW government primary school demonstrates how building intersectional connections and engaging in social change action can address ethno-cultural prejudice and discrimination within the school and wider community. The case study highlights a social change initiative where Indigenous Australian and Yazidi primary school students, their families, and school staff go out On Country together to progress intersectional intercultural understanding, networking, reciprocity, and solidarity. This initiative aimed to promote intersectional social inclusiveness while respecting and supporting diversity. The Together For Humanity Foundation, a non-profit provider of holistic schools-based intercultural understanding programmes, provided the resources to support the school’s partnership initiative. Drawing on Lundy and Cuevas-Parra’s intersectional framework, this article analyses the outcomes of the project from the perspectives of students and teachers. Full article

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

Gun violence in U.S. schools not only causes loss of life and physical injury but also leaves enduring psychological trauma, damages property, and results in significant economic losses. One way to reduce this loss is to detect the gun early, notify the police as soon as possible, and implement lockdown procedures immediately. In this project, a novel gun detector Internet of Things (IoT) system is developed that automatically detects the presence of a gun either from images or from gunshot sounds, and sends notifications with exact location information to the first responder’s smartphones using the Internet within a second. The device also sends wireless commands using Message Queuing Telemetry Transport (MQTT) protocol to close the smart door locks in classrooms and announce to act using public address (PA) system automatically. The proposed system will remove the burden of manually calling the police and implementing the lockdown procedure during such traumatic situations. Police will arrive sooner, and thus it will help to stop the shooter early, the injured people can be taken to the hospital quickly, and more lives can be saved. Two custom deep learning AI models are used: (a) to detect guns from image data having an accuracy of 94.6%, and (b) the gunshot sounds from audio data having an accuracy of 99%. No single gun detector device is available in the literature that can detect guns from both image and audio data, implement lockdown and make PA announcement automatically. A prototype of the proposed gunshot detector IoT system, and a smartphone app is developed, and tested with gun replicas and blank guns in real-time. Full article

Background: Dialogic Feminist Gatherings (DFGs) fostered gender violence prevention among adolescents and young women in diverse educational settings. However, little was known about their impact on adult and older women without higher education, particularly regarding their contributions to broader social change through family and community relationships. This study addressed that gap by analyzing a DFG held in an adult education school in Barcelona with women from diverse backgrounds, as part of the R + D + i ALL WOMEN research project, aligned with Sustainable Development Goal 5. Methods: Using a qualitative case study with communicative methodology, the research drew on communicative observations, life stories, and a focus group. Results: Findings revealed that DFGs empowered participants individually and had a ripple effect in their communities. Through intergenerational dialogues with children, grandchildren, nieces, and nephews, participants began to challenge and transform socialization patterns linked to gender violence risk factors. Conclusions: The study highlights the transformative potential of DFGs beyond formal education. It underscores the value of integrating dialogic and community-based approaches into adult education to promote gender equality and prevent violence across generations. Full article

From an interbehavioral and contingential perspective, family dialogues about sexuality are understood as patterns of verbal interaction regulated by social, gender, and caregiving contingencies rather than as individual attitudes or intentions. Background: This study analyzes the functional conditions under which family dialogues about sexuality occur between mothers and their adolescent sons and daughters, considering caregiving roles and gender norms that regulate these interactions. The research aimed to identify the functional relations between communicative practices and the social contingencies that maintain or inhibit them. Methods: A qualitative approach grounded in interbehavioral psychology was employed, using semistructured interviews with 40 mothers of students from a public middle school in Puebla, Mexico. Data were analyzed through contingency analysis, distinguishing micro- and macrocontingential systems related to family sexual education. Results: Results show that, although patterns of avoidance and discourse displacement toward schools or peers persist, families exhibit increasing openness toward comprehensive sexuality education and recognize its preventive value against violence, adolescent pregnancy, and misinformation. Functional delegation and adolescent mediation of dialogue were identified, along with emerging inclusive macrocontingencies linked to the acceptance of diverse families and LGBTIQ+ themes. Conclusions: It is concluded that households function as self-regulated interbehavioral systems in which historical and gender contingencies restrict sexual dialogue, yet gradual functional changes toward respect, inclusion, and shared educational responsibility are observed. Full article

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