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校園霸凌對學生身心傷害至鉅，是學校長期面臨的棘手問題。本研究引用日常活動論，對桃竹地區2,171位高中職普通生探討校園霸凌情形，探究普通生霸凌行為的路徑，並驗證霸凌經驗、受凌經驗對霸凌行為的影響。所得結果如下：首先，根據桃竹地區高中職普通生的霸凌行為調查，得到自陳霸凌者8.6%與國內校園霸凌相關調查結果相似。經迴歸分析後發現，普通生的霸凌行為主要受性別、族群、父親教育的影響，只是背景對霸凌行為的解釋力不高；但加入中介變項如學校、身心因素及霸凌經驗、受凌經驗後，整體模型對霸凌行為的解釋力便大幅提升。其次，影響霸凌行為的路徑可分為二：一是男生霸凌較女生高，男生對霸凌有直接正向影響外，還會間接透過同學欺負較高、自信較高對霸凌有正影響。二為漢人學生霸凌較原住民學生低，漢人學生對霸凌有直接負向影響外，還會間接透過中介變項對霸凌行為產生影響；在間接影響上，漢人學生知覺學校因應較低，霸凌會較高，不過，漢人學生的自信較低，霸凌也較低，因此整體而言漢人學生的霸凌行為仍較低。本研究證實普通生的霸凌經驗會提高霸凌他人的行為，受凌經驗也會增加霸凌他人的行為。最後，根據研究結果提出校園霸凌防制的具體建議。 Motivation and Purpose School bullying has adverse effects on students’ physical health and is closely related to criminal behavior in adulthood, which may pose a threat to society. Although bullying behavior peaks in elementary, secondary, and high school, studies focusing on bullying among ordinary students in senior high schools and vocational high schools are limited. Therefore, the present study investigated the prevalence of bullying among ordinary students in senior high schools and vocational high schools and the factors that contribute to their bullying behavior. The study elucidated the landscape of bullying among students in senior high schools and vocational high schools and the pathways leading to bullying behavior in these students. Specifically, the study explored whether experiences of bullying and being bullied increase the likelihood of subsequent bullying behavior. The research deviated from the convention of using qualitative interviews or a consultation-based approach in Taiwanese studies on the topic by employing a quantitative methodology. Moreover, this study investigated the impacts of bullying experiences and victimization experiences on bullying behaviors. The study applied routine activity theory (RAT) to analyze data collected from 2,171 students from senior high schools and vocational high schools to elucidate the pathways and effects associated with bullying behaviors. Literature Review The research findings revealed that demographic variables, such as gender, ethnicity, grade level, family socioeconomic status, and school features, as well as personal experiences of bullying and being bullied had an impact on bullying behavior. Additionally, three factors that contribute to bullying behavior were identified: family-related factors, including parenting style, family atmosphere, and family support; school-related factors, such as classroom atmosphere, teacher-student interactions, peer interactions, school responses to bullying, and academic performance; and physical and psychological factors, such as sports participation, self-identity, and empathy. These family-related factors, school-related factors, and physical and psychological factors were used as mediating variables in an analysis of the pathways leading to bullying among ordinary students. Methodology The mediating variables were measured using a questionnaire that was primarily developed with reference to the scales or studies of other scholars, with the items from several scales being modified and compiled. Before the official questionnaire was administered, a pilot test analysis involving 808 students from high schools and vocational high schools from areas outside the Taoyuan and Hsinchu counties was conducted. Inappropriate items were removed or modified on the basis of the pilot test results to ensure the reliability and validity of the questionnaire. Subsequently, a formal questionnaire survey was conducted with regular high school and vocational high school students in the Taoyuan and Hsinchu counties, with an effective sample size of 2,171 participants. This study aimed to elucidate the prevalence of campus bullying. Percentage and mean analyses and F tests were conducted on the background variables and bullying behaviors. Multiple regression analysis was performed on bullying behaviors to explore the influencing pathways. Additionally, the impact of experiences of bullying and being bullied on bullying behavior was examined. Final Results The study revealed three key findings. First, the regression analysis indicated that the explanatory power of the general students’ bullying behavior with respect to background was not high. However, when mediating variables such as school, physical and psychological factors, and experiences of bullying and being bullied were introduced, the explanatory power of the overall model for bullying behavior was considerably higher. Second, the study identified pathways through which independent variables influenced the dependent variable through mediating variables. For instance, male students exhibited a higher level of bullying than female students did, and the positive impact of gender on bullying among male students was both direct and indirect. The indirect effect was mediated by a higher number of experiences of bullying from classmates and stronger self-identity, with both of these factors contributing positively to bullying behaviors. In addition, the Han Chinese students exhibited lower levels of bullying than the Indigenous students did. The direct negative impact of being Han Chinese on bullying was also indirectly mediated by intermediate variables influencing bullying behavior; the Han Chinese students perceived lower levels of school responsiveness to bullying incidents, leading to higher levels of bullying. However, the Han Chinese students had lower self-identity, which led them to exhibit less bullying behavior than the Indigenous students did. Third, the study confirmed that experiences of bullying or being bullied among regular students increased the likelihood of engaging in bullying behavior. Discussion and Recommendations This study revealed that bullying by peers has a positive effect on subsequent bullying behavior, and a school’s response to bullying has a negative effect on bullying. According to RAT, experiencing more bullying from classmates leads individuals to develop an inclination to engage in bullying in their daily lives. This aligns with the general characteristics of aggressors of possessing both the ability and motivation to bully. In addition, the results revealed that students perceiving their school to effectively respond to bullying indicates inefficient monitoring by the school to curb bullying, that is, indicates a lack of supervision to prevent such incidents. The interplay of these two factors creates an environment that enables aggressors to exploit others. Characteristics such as vulnerability, unattractiveness, unpopularity, past experiences of rejection by peers, and a lack of friends make an individual susceptible to bullying. On the basis of these findings and drawing from the RAT framework, we offer two key recommendations for preventing bullying. First, schools can reduce bullying by implementing long-term, continual, antibullying advocacy activities in the school; strengthening campus safety monitoring systems; and developing comprehensive bullying prevention training programs. Second, opportunities for bullies to engage in such behavior can be reduced through interventions and counseling by experts and teachers, which can reduce the likelihood of bullying incidents. Additionally, victims can participate in social skills training programs organized by teachers.

Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female, M age  = 12.19 years, SD  = 1.03) completed measures of cyber bullying involvement, self-esteem, trust, perceived peer acceptance, and perceptions of the value of learning and the importance of school. For young women, involvement in cyber bullying as a victim, bully, or bully/victim negatively predicted perceptions of learning and school, and perceived peer acceptance mediated this relationship. The results indicated that involvement in cyber bullying negatively predicted perceived peer acceptance which, in turn, positively predicted perceptions of learning and school. For young men, fulfilling the bully/victim role negatively predicted perceptions of learning and school. Consequently, for young women in particular, involvement in cyber bullying spills over to impact perceptions of learning. The findings of the current study highlight how stressors external to the school environment can adversely impact young women’s perceptions of school and also have implications for the development of interventions designed to ameliorate the effects of cyber bullying.

The purpose of this study was to examine the explanatory power of a predictive model of bully/perpetrator behaviour in Romanian athletes, consisting of negative pre-competitive emotions (anxiety, sadness, and anger), perception of male gender normativity, and relationships with coaches and teammates. Additionally, we aimed to explore the mediation effect of bully–victim behaviour on the relationship between athletes’ connections with their coaches and bully/perpetrator behaviour. The current research involved a nonexperimental, cross-sectional design exploring the presence of bully/perpetrator behaviour in Romanian male and female athletes. The quantitative methodology was used to collect and analyse the data obtained. Researchers translated, adapted and pretested the questionnaire set to the Romanian cultural background (SEQ, MAMS, CART-Q, In-group Ties Scale, BSQ) before distributing it to 448 participants. 58.7% were male participants, and 41.3% were female participants. The mean age was 21.15 (SDage = 2.37, range = 18–32). The research was conducted in the first half of 2023. SPSS (V. 20) and Hayes’s PROCESS tool were used to investigate the data. The findings demonstrated that in the case of Romanian male athletes, perception of male gender normativity, anger, and weaker connections with coaches are the most important psychological factors in predicting bully/perpetrator behaviour. In contrast, in the case of Romanian female athletes, only weaker connections with coaches and perception of male gender normativity play an essential role in explaining bully/perpetrator behaviour. Additionally, the study demonstrated that bully–victim behaviour mediates the relationship between athletes’ weaker connections with their coaches and bully/perpetrator behaviour. Athletes’ weaker connections with their coaches lead to experiencing a high level of bully/perpetrator behaviour by stressing bully–victim behaviour, which also contributes to achieving a high level of bully/perpetrator behaviour.

Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48–59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77], p = 0.000), to be less motivated (k = 7) (OR = 0.82, 95% CI [0.69, 0.97], p = 0.021), to have lower self-esteem (k = 1) (OR = 0.12, 95% CI [0.07, 0.20], p = 0.000) and lower academic achievement (k = 14) (OR = 0.62, 95% CI [0.49, 0.79], p = 0.000). Bullying involvement was also significantly related to overall cognitive-motivational factors (k = 17, OR = 0.67, 95% CI [0.59, 0.76], p = 0.000). Cognitive-motivational factors, taken together, mediated the association between bullying victimisation and academic achievement (k = 8, OR = 0.74, 95% CI (0.72, 0.77), p = 0.000). Bullying victimisation was negatively related to cognitive-motivational factors, which, in turn, was associated with poorer academic achievement. These findings were moderated by the design of the studies, assessment methods for the bullying reports, mediators and outcomes, country, age of children in the sample and/or types of bullying. The findings are of relevance for practitioners, parents, and schools, and can be used to guide bullying interventions. Interventions should focus on improving internal and external motivational factors including components of positive reinforcement, encouragement, and programs for enhancing academic engagement and achievement amongst children and adolescents.

Suicide remains the second most common cause of death in young people aged 10–24 years and is a growing concern globally. The literature reports a vast number of factors that can predispose an adolescent to suicidality at an individual, relational, community, or societal level. There is limited high-level research identifying and understanding these risk and protective factors of adolescent suicidality. The present study used an umbrella review and meta-analysis to synthesize evidence from the review literature in the past 20 years on risk and protective factors of self-harm and suicidality (behavior and ideation) in adolescents. The umbrella review included 33 quantitative reviews with 1149 individual studies on suicidality and self-harm. Based on the data synthesis, it compared the public health impact of exposure on the population of the identified exposure. Bullying victimization was the most attributed environmental exposure for suicidality. The other identified significant school and individual factors were sleeping disturbance, school absenteeism, and exposure to antidepressants. Several significant vulnerable young populations were identified with significantly higher prevalence of suicidality, including lesbian, gay, bisexual, transgender, queer (or questioning) youth and those with mental health disorders, problem behaviors, previous suicidality, self-harm, and gender (female). A person-centered approach emphasizing connectedness and bully-free school environments should be a priority focus for schools, health professionals, and public health policymakers.

Aims: To investigate associations between self-injury and involvement in cyberbullying as a bully, victim or bully-victim among mentally distressed adolescents. Methods: Data from the public health survey of children and adolescents in Scania, Sweden 2016 were used. A questionnaire was answered anonymously in school by 9143 students in 9th grade compulsory school (response rate 77%) and 7949 students in 2nd grade of upper secondary school (response rate 73%). Students with past year (broadly defined) mental distress at least 2 weeks in a row (33% of boys and 63% of girls) were asked if they had performed self-injury (i.e. cut, superficially cut or otherwise injured themselves) past year, and those with data on self-injury and cyberbullying were included in the present study (n=6841). Associations between self-injury and cyberbullying were investigated by multiadjusted logistic regression analysis. Results: Among mentally distressed students, self-injury was reported by 11.7% of boys and 25.9% of girls. Age-adjusted analysis showed increasingly higher odds of self-injury among cyberbullies, cybervictims and cyberbully-victims, using non-involved as reference group (OR boys: 1.8, 2.3, 3.0; girls: 2.1, 3.2, 4.8). Associations weakened after adjustment for several potential confounders but remained significant for all cyberbullying groups except male cyberbullies, among whom significance was lost after adjustment for smoking, alcohol and narcotics. Conclusions: Peer victimization in cyber space is associated with self-injury, especially among victims and bully-victims. Decreasing peer victimization is a priority, and school and health professionals need to be aware of the associations between cyberbullying and self-injury among mentally distressed adolescents.

The vast majority of adolescents recognize that bullying is morally wrong, yet bullying remains a problem in secondary schools, indicating young people may disengage from their moral values to engage in bullying. But it is unclear whether the same mechanisms enabling moral disengagement are active for bully/victims (who both bully and are bullied) as for pure bullies (who are not targets of bullying). This study tested the hypotheses that mechanisms of moral disengagement, including blaming the victim and minimizing the impact of bullying, may operate differently in bully/victims compared to pure bullies. From a sample of 1895 students from grades 7–9 (50.6% female; 83.4% from English speaking homes), 1870 provided self-reports on bullying involvement and mechanisms of moral disengagement associated with bullying. Two cut-offs were compared for bullying involvement (as perpetrator and as target of bullying) during the previous school term: a conservative cut-off (every few weeks or more often) and a liberal cut-off (once-or-twice). Using the conservative cut-off, both pure bullies and bully/victims enlisted moral disengagement mechanisms to justify bullying more than did uninvolved students and pure victims, with no significant difference in scores on any of the moral disengagement scales between pure bullies and bully/victims. For the liberal cut-off, bully/victims reported lower overall moral disengagement scores than did pure bullies, and specifically less distortion of consequences, diffusion of responsibility, and euphemistic labeling. This study advances bullying research by extending the role of moral disengagement in bullying episodes beyond pure bullies to victims, both pure victims and bully/victims. Examination of specific moral disengagement mechanisms and the extent of involvement in bullying enabled a more nuanced differentiation between the bullying groups. These results will inform future interventions aimed at reducing the use of moral disengagement mechanisms that sustain bullying and victimization. Targeted interventions are needed to challenge specific moral disengagement mechanisms from the perspectives of pure bullies and bully/victims.

Whilst traditionally, participation in bullying was understood to refer to being a victim, a bully or a bystander, studies have shown that the prevalence of learners who are both a bully and a victim known as bully-victims is also prevalent both locally and internationally. The aim of the study was to explore and explain reasons why some learners assume the dual roles of victim and perpetrator. A cross-sectional explanatory mixed-method design was used for the study. In the first phase, the Illinois Bully Scale was used to screen for bullying behaviour on a sample of 460 learners, aged 11 to 20 years, with a mean age of 15 years, who attended high schools in a Tshwane District township, Gauteng Province. The learners were categorised as bullying perpetrators, victims, both, or not involved in bullying, based on the scores from the Illinois Bully Scale. A phenomenological hermeneutical method was then used to collect and analyse data from 25 of those with high scores in any of the three categories, namely perpetrators, victims or both as determined using the Illinois Bully Scale. NVivo 14 software was used to conduct a thematic analysis of the data. The focus of this paper is on the perpetrator-victim category, a category of learners that screened positively for being both the perpetrators and victims of bullying. The study found that bullying victims tend to bully those whom they perceive to be weaker than them. Being both a perpetrator and a victim of bullying was found to be as a result of a belief that being a victim of bullying makes one less respectable and bullying others brings back the lost respect. Victims also feel the need to make others suffer the pain of being bullied that they are going through so as not to suffer alone. Victims also bully others as a form of self-protection and defence against being bullied. Furthermore, victims bully those who are weaker than them to get some relief from ethe emotions of anger and frustration that build up as a result of being bullied by a stronger bully against whom they cannot defend themselves. Bullying creates a perpetual cycle of violence as victims view bullying others as justified as it is “paying forward the pain” that they themselves have been subjected to. Early identification and interventions to prevent and manage bullying in schools are required to break the victim-perpetrator cycles.

It has been suggested that those who both bully and are victims of bullying (bully/victims) are at the highest risk of adverse mental health outcomes. However, unknown is whether most bully/victims were bullies or victims first and whether being a bully/victim is more detrimental to mental health than being a victim. A total of 4101 children were prospectively studied from birth, and structured interviews and questionnaires were used to assess bullying involvement at 10 years (elementary school) and 13 years of age (secondary school). Mental health (anxiety, depression, psychotic experiences) was assessed at 18 years. Most bully/victims at age 13 ( n  = 233) had already been victims at primary school (pure victims: n  = 97, 41.6 % or bully/victims: n  = 47, 20.2 %). Very few of the bully/victims at 13 years had been pure bullies previously ( n  = 7, 3 %). After adjusting for a wide range of confounders, both bully/victims and pure victims, whether stable or not from primary to secondary school, were at increased risk of mental health problems at 18 years of age. In conclusion, children who are bully/victims at secondary school were most likely to have been already bully/victims or victims at primary school. Children who are involved in bullying behaviour as either bully/victims or victims at either primary or secondary school are at increased risk of mental health problems in late adolescence regardless of the stability of victimization. Clinicians should consider any victimization as a risk factor for mental health problems.

In the current study, we tested the relations between cyberbullying roles and several psychological well-being outcomes, as well as the potential mediation effect of perceived social support from family, friends, and teachers in school. This was investigated in a cross-sectional sample of 1707 young adolescents (47.5% girls, aged 10–13 years, self-reporting via a web questionnaire) attending community and private schools in a mid-sized municipality in Sweden. We concluded from our results that the Cyberbully-victim group has the highest levels of depressive symptoms, and the lowest of subjective well-being and family support. We also observed higher levels of anxiety symptoms in both the Cyber-victims and the Cyberbully-victims. Moreover, we conclude that some types of social support seem protective in the way that it mediates the relationship between cyberbullying and psychological well-being. More specifically, perceived social support from family and from teachers reduce the probability of depressive and anxiety symptoms, and higher levels of social support from the family increase the probability of higher levels of subjective well-being among youths being a victim of cyberbullying (i.e., cyber-victim) and being both a perpetrator and a victim of cyber bullying (i.e., cyberbully-victim). Potential implications for prevention strategies are discussed.