Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the Prev@cib bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The Prev@cib program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the Prev@cib program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program’s effectiveness.

The present study aimed to examine the factors associated with different forms of independent mobility (IM) to school (IM one way and IM both ways) according to their parents’ opinions. To do so, several variables were evaluated: how parents assess their children’s autonomy, the difficulty they perceive for IM to school, reasons for IM/no IM to school, parents’ willingness for IM to school, frequency of children’s IM for leisure activities, children having house keys and dangers perceived in the neighborhood. Family-related socio-demographic variables were also assessed: number of children, position occupied by them in the family, family composition, living with both parents or just one, and each parent’s nationality, level of education and job status. This study examined the data collected from 1450 parents (mothers and fathers) with children studying Primary Education years 4, 5 and 6 (M age = 10.53, SD = 0.90). The results showed that 42.3% of the schoolchildren did not practice IM to school, 18.1% practiced IM one way (they went to or from school alone), and 39.5% practiced IM both way (they went to/from school alone). These findings underline the importance of parents’ willingness for IM to school, and how the balance between how they perceive their children’s autonomy and difficulty for IM is relevant for greater IM to school.

The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

The aim was to investigate the factors associated with the diverse bullying forms suffered by a victim (relational, aggressive and cyberbullying) by considering the mediating role of the quality of coexistence in school: social integration and perception about relationships among peers. We evaluated data about 42 schools (79.5% public) in a sample of 3,407 students (47.6% boys and 52.4% girls) from the Primary Education. The mediational analyses indicated that, to predict all the bullying forms, a greater sense of social integration and a perception of low negative relationships were mediators, and social integration was the factor that most strongly correlated with bullying, especially relational bullying. We found that the number of good friends and negative relationships together predicted social integration, and the school type predicted negative relationships and number of good friends. The implications for education programs and policy are discussed.

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