The goal of the current paper is to provide a critical analysis of barriers to social inclusion in schools and propose inclusive educational practices that help connect and unite diverse students.Diversity is defined broadly as overall heterogeneity. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, etc. We argue that to be able to facilitate peer acceptance and cross-group friendships,

This study investigated the "healthy context paradox": the potentially adverse effects of school anti-bullying norms on victims' psychological (depression, social anxiety, and self-esteem) and school adjustment. Based on the person-group (dis) similarity model, social comparison theory, similarity attraction in friendship formation, and attributional theory, it was hypothesized that the emotional plight of victims is intensified in intervention schools with a visible, school-wide antibullying program, as compared with victims in control schools with "a care as usual" approach. Longitudinal multilevel regression analyses were conducted on Randomized Controlled Trial data from the Dutch implementation of the KiVa antibullying program (baseline and 1-year follow-up data on 4356 students from 245 classrooms in 99 schools, 68% intervention students, 49% boys, 9-10 years-old). The findings revealed that-despite the overall success of the intervention-those who remained or became victimized in intervention schools had more depressive symptoms and lower self-esteem after being targeted by the intervention for 1 year, compared to those who remained or became victimized in control schools. These effects were not found for social anxiety and school well-being. The findings underscore the importance of individual × environment interactions in understanding the consequences of victimization and emphasize the need for adults and classmates to provide continuing support for remaining or new victims who are victimized in schools that implement antibullying interventions.

Objective The study considered the emotional consequences of weight stigmatization in early adolescence by examining the effects of weight-based peer discrimination across middle school. Method Sampled across 26 urban middle schools, 5,128 youth (52% girls) with complete BMI data at 6th or 7th grade were included: 12% African-American/Black, 14% East/Southeast Asian, 30% Latino, 21% White, 14% Multiethnic, and 9% from other specific ethnic groups. Results About one third of the sample reported at least one weight-discrimination incident at 7th grade. Controlling for 6th grade adjustment, perceptions of weight-based peer discrimination at 7th grade were stronger predictors of body dissatisfaction, social anxiety, loneliness (and somatic symptoms for girls, but not boys) at 8th grade than 7th grade BMI. Moreover, heavier body stature during the first year in middle school was associated with increased body dissatisfaction and social anxiety by the end of middle school in part due to weight-related disrespectful, exclusionary, and demeaning treatment by peers. Conclusion Weight-based peer discrimination helps us understand one of the stigmatizing mechanisms underlying the relation between heavy body stature and the progression of emotional problems in early adolescence.

Given that friends serve as one of the most important sources of emotional support during stress, the current study examines whether connecting electronically with friends can help alleviate loneliness and emotional distress during the social isolation mandates of the COVID-19 pandemic. Relying on a cross-sectional electronic survey conducted with a sample of 18–70-year-old adults (n = 295), information about the frequency of and satisfaction with electronic friend contact methods were obtained. Participants of all ages reported greater than typical reliance on, and satisfaction with, video calls during the imposed isolation, although they (especially the younger generations) used texting and connecting via social media the most. More frequent overall use of communication technologies was associated with greater anxiety but unrelated to loneliness and depression. In contrast, greater overall satisfaction with electronic contact with friends was associated with lower levels of loneliness, anxiety and depressive symptoms, as hypothesized. Satisfaction was most protective among those living alone. The findings highlight the potential psychological benefits of connecting electronically with close others and suggest that connecting with friends offers a way to cope with imposed isolation as long as individuals are satisfied with their exchanges.

Objective: This study examines the role of characterological self-blame as a unique risk factor associated with other known risk factors (depression and its behavioral and social correlates) for continued victimization across the first year of middle school. Method: Relying on a large, ethnically diverse sample of 1698 young adolescents (Mage=11.57, SD=.39; 55% female), self-report assessments in the fall and spring included perceptions of victim status, depressive symptoms, friendships, aggression, and responses to a hypothetical victimization vignette assessing both appraisals (characterological self-blame) and behavioral reactions (helpless responding). Results: In addition to depression, characterological self-blame emerged as the most consistent unique risk factor for subsequent victimization. Mediation analysis suggested that the continuity of victimization between fall and spring could be partially explained by increases in characterological self-blame and depressive symptoms. Additionally, cross-lagged panel analyses indicated reciprocal relations between peer victimization and characterological self-blame, suggesting cyclical processes. Conclusions: The study findings suggest that attribution-retraining in the beginning of middle school might help prevent escalating risk for continued peer victimization.