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If it’s about me, why do it without me? Genuine student engagement in school cyberbullying education

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8...

Bullying behaviour following students’ transition to a secondary boarding school context

This study investigated the prevalence and types of bullying behaviour that boarding students experienced during the transition to a secondary boarding school.

Cyberbullying among children and youth:Characteristics and prevention strategies

This book discusses cyberbullying among children; specifically explaining the prevalence of cyberbullying, the difficulties in detection & prevention, the...

Bridging the gap of school change: Pre-service teachers’ knowledge and understanding of cyberbullying

The beliefs, attitudes and understandings of pre-service teachers towards bullying and more recently, cyberbullying remains unclear.

Protecting and Promoting Young People’s Social and Emotional Health in Online and Offline Contexts

Young people's use of mobile phones and access to the Internet have increased dramatically in the last decade, especially among those aged 9-15 years.

Bullying Prevalence Across Contexts: A Meta-analysis Measuring Cyber and Traditional Bullying

Bullying involvement in any form can have lasting physical and emotional consequences for adolescents.

Impact of the Friendly Schools whole-school intervention on transition to secondary school and adolescent bullying behaviour

These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students

If it's about me, why do it without me? Genuine student engagement in school cyberbullying education

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project, aimed to reduce cyberbullying among grade 8 students

A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying

Whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying

Beyond the reactive-proactive dichotomy: Rage, revenge, reward, and recreational aggression predict early high school bully and bully/victim status

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