The Role of Social, Emotional and Mental Wellbeing on Bullying Victimisation and Perpetration of Secondary School Boarders

2015 ◽  
Vol 25 (2) ◽  
pp. 152-169 ◽  
Author(s):  
Leanne Lester ◽  
David Mander
Keyword(s):  
Secondary School ◽  
Boarding School ◽  
Bullying Prevention ◽  
Mental Wellbeing ◽  
Positive Interactions ◽  
Social Emotional ◽  
Bullying Perpetration ◽  
Whole School ◽  
Whole School Approach ◽  
Bullying Victimisation

This study investigated the social, emotional and mental wellbeing predictors of bullying victimisation and perpetration for boarding students following the transition from primary school to secondary boarding school. Longitudinal data on 76 male and 74 female boarding students in Grades 7, 8 and 9 was used from a larger longitudinal study of 3,462 students. A spike in frequency of bullying perpetration occurred immediately after the transition to secondary school and boarding school, with an increase in bullying perpetration continuing to occur throughout the following 2 years. Those boarding students reporting higher levels of depression, anxiety, and stress symptoms were significantly more at risk of frequent bullying victimisation at the beginning of Grade 8, while boarding students experiencing conduct problems and emotional difficulties were more likely to engage in frequent bullying perpetration. Peer support and feeling safe were found to be factors most likely to decrease frequent bullying victimisation. The sustained nature of bullying behaviour highlights the importance of addressing attitudes towards bullying both prior to and immediately after the commencement of boarding school. It is recommended that boarding schools adopt a targeted and systematic whole school approach to bullying prevention, while promoting positive interactions and relationships with peers.

Prospective associations between personality and bullying among Australian adolescents

2017 ◽  
Vol 52 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Erin V Kelly ◽  
Nicola C Newton ◽  
Lexine A Stapinski ◽  
Maree Teesson
Keyword(s):  
High Risk ◽  
Secondary School ◽  
Mixed Models ◽  
Positive Association ◽  
Bullying Prevention ◽  
School Students ◽  
Personality Dimensions ◽  
Bullying Perpetration ◽  
Bullying Victimisation ◽  
Increased Susceptibility

Objective: This study aimed to examine whether high-risk personality dimensions increased susceptibility to bullying victimisation and perpetration among Australian adolescents. Method: Longitudinal cohort study of 527 secondary school students in Australia (baseline average age = 13 years, 67% female and 93% Australian-born). Bullying was measured using an amended version of the Revised Olweus Bully/Victim Scale. Personality was measured using the Substance Use Risk Profile Scale. The data were analysed using mixed models, examining the association between baseline personality scores and frequency of victimisation/perpetration 12 months later. Results: Baseline hopelessness and baseline impulsivity were positively associated with frequency of victimisation 12 months later. Baseline anxiety sensitivity was negatively associated with victimisation 12 months later for males. There was a positive association between baseline impulsivity and frequency of bullying perpetration 12 months later. Conclusion: High-risk personality dimensions predicted later bullying victimisation and bullying perpetration among Australian adolescents. This indicates that adding a personality-focused intervention for high-risk adolescents to existing universal bullying prevention approaches may be effective in improving the prevention of bullying among adolescents, as well as reducing other associated emotional and behavioural problems.

scholarly journals Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending

2011 ◽  
Vol 14 (8) ◽  
pp. 1394-1402 ◽  
Author(s):  
Anne Matthews ◽  
Michael Nelson ◽  
Asha Kaur ◽  
Mike Rayner ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Secondary School ◽  
School Food ◽  
Whole School ◽  
Inventory Survey ◽  
Whole School Approach ◽  
The Uk ◽  
Almost All ◽  
Government Legislation ◽  
Academic Year

AbstractObjectiveObesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data.DesignA longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006–2007 (pre-legislation), 2007–2008 and 2008–2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation.SettingEnglish secondary schools.SubjectsA representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research.ResultsSchool vending seems to have moved towards compliance with the new standards – now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a ‘whole-school’ approach appeared the most successful in implementing the new standards.ConclusionsGovernment legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.

scholarly journals Bullying prevention in a Swedish municipality: Supported decentralised reasoning

2018 ◽  
Vol 01 (02) ◽  
pp. 69-90
Author(s):  
Paula Larsson
Keyword(s):  
Bullying Prevention ◽  
Research Approach ◽  
National Context ◽  
Contextual Knowledge ◽  
Whole School ◽  
Action Research Approach ◽  
Prevention Model ◽  
Degrading Treatment ◽  
Whole School Approach ◽  
Different Levels

The national context of Sweden is particularly illustrative for international research, in that bullying and degrading treatment have been a central aspect of policy-making for some time. In Sweden, schools and municipalities are obliged to produce detailed action plans to counteract bullying. The aim of this study is to describe and analyse how practitioners in schools, during implementation of the Municipality Bullying Prevention Model (MBPM), change the way they work and apply decentralised reasoning to prevent bullying. This study makes use of an action-research approach. In the project, bullying prevention is addressed by the participating schools. The findings indicate that practitioners introduced various measures in different places and at different levels during implementation of the MBPM. It also became apparent that bullying prevention work needs to build on a school’s contextual knowledge and have a whole-school approach.

scholarly journals Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research

2020 ◽  
Vol 40 (4) ◽  
pp. 362-386
Author(s):  
Frode Restad
Keyword(s):  
Critical Review ◽  
Bullying Prevention ◽  
Pedagogical Knowledge ◽  
Whole School ◽  
Whole School Approach ◽  
Prevention In Schools ◽  
Innovative Approaches ◽  
Bullying In Schools

This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention. Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools. The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.

Current Evidence of Best Practice in Whole-School Bullying Intervention and Its Potential to Inform Cyberbullying Interventions

2011 ◽  
Vol 21 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Natasha Pearce ◽  
Donna Cross ◽  
Helen Monks ◽  
Stacey Waters ◽  
Sarah Falconer
Keyword(s):  
Best Practice ◽  
Bullying Prevention ◽  
School Bullying ◽  
Research Centre ◽  
Current Evidence ◽  
Whole School ◽  
School Based ◽  
Whole School Approach ◽  
Bullying Interventions ◽  
Meta Analyses

AbstractIn 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.

Dance/Movement and Embodied Knowing with Adolescents

2017 ◽  
pp. 458-478
Author(s):  
Nancy Beardall
Keyword(s):  
Secondary School ◽  
Theoretical Models ◽  
Bullying Prevention ◽  
Expressive Arts ◽  
Relationship Building ◽  
Social Emotional ◽  
School Students ◽  
Dance Movement ◽  
Creative Dance ◽  
Supportive Community

This chapter explores the role of dance, dance/movement therapy’s core principles, and creative/expressive arts in the psychoeducational development of students in grades six–twelve. Three secondary-school programmes are highlighted: Creative Dance, Creating a Peaceable School, and Mentors in Violence Prevention. These programmes address major adolescent challenges, such as self-esteem, relationship building, empowerment, and bullying prevention, in addition to the promotion of respect for differences and the creation of a supportive community. Examples from these programmes are explored to illustrate how dance, dance/movement therapy principles, and the creative/expressive arts can be used to support secondary-school students’ physical, cognitive, social, emotional, and relational growth. As students experience an embodied form of learning and knowing, the process leads to a more mindful and integrated understanding of themselves and others. The theoretical models that serve as the foundation for this work are discussed along with the results of the school-based evaluations conducted within each programme.

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