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Even in the safety of their home, there are many risky places a child or teenager can visit online. This can be due to the content they see, who they come into contact with, and personal information they share.

Bullying is now regarded as a health problem and not just a disciplinary problem. Increasing evidence shows both traditional bullying (e.g. hitting, teasing) and cyberbullying have lasting effects on young people (both those who bully and those who are bullied), including damage to self-esteem, academic results and mental health.

Infographics to easily learn more about bullying and what actions to take should bullying be an issue in your school or community.

Bullying behaviour often increases in late childhood and peaks in early adolescence. While interventions to address bullying behaviour typically encourage students to report bullying incidents to school staff, students are often reluctant to report incidents for fear it will worsen their situation or because they lack confidence in a staff members’ ability to intervene effectively. This study explores school staff responses to student reports of bullying behaviour.

We discuss the implications of addressing Revenge and Recreation, as well as Reward and Rage aggression motives, for bullying prevention and intervention strategies

We provide a narrative review of Motivational Interviewing and map its core features onto the extant literature on self‐reported motivations for bullying

The complexity of an issue such as school bullying and how this is best addressed as part of a systematic whole-school approach

The current findings showed that involvement in any bullying behaviour was associated with increased risk of concurrent mental health problems

Overweight and obese children reported greater psychosocial distress than healthy weight children, and these differences were more pronounced for girls than boys.

The aim of this study was to add to the emerging knowledge about the role of bystanders in cyberbullying.