Associations of extracurricular activity participation with bullying victimization among U.S. middle and high school students: A nationally representative sample

Sheridan, Steven; Clary, Laura K.; Webb, Lindsey; Stuart, Elizabeth A.; Mendelson, Tamar

doi:10.1080/15388220.2022.2114487

Cited by 3 publications

(2 citation statements)

References 38 publications

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“…Students who are frequently bullied often avoid less supervised settings and activities for fear of being victimized. This may prevent bullied students from attending extracurricular activities that offer opportunities to develop non-academic interests (e.g., sports, clubs) [57]. This avoidance represents lost opportunities to develop important social skills, nurture new friendships, and bond with peers, and these social deficits can carry forward to adult relationships.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulation as a Protective Factor against Bullying during Early Adolescence

Williams,

Griffin,

Botvin

et al. 2024

Youth

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Self-regulation has been shown to play a protective role against youth substance abuse, but less is known about its influence on bullying behavior. In the present study, we examined several forms of bullying (physical, social, cyber, and all forms combined) and roles (bullies, victims, and bully-victims). Students (N = 1977, ages 11 to 13) from 27 middle schools throughout the United States (US) completed an online self-reported assessment of bullying and its hypothesized etiologic determinants. Across the outcomes, analyses revealed that social bullying was most prevalent, followed by physical bullying and cyberbullying. For bullying roles, almost two-thirds of students reported bullying victimization, nearly one-quarter reported bullying perpetration, and one in five students reported both. Of those reporting perpetration, 9 of 10 reported being victimized. Multivariate logistic regression models were used to examine the associations between self-regulation, bystander intervention skills, and bullying. For all forms of bullying combined, self-regulation was protective against bullying perpetration (OR 0.51, 95% CI: 0.42, 0.63) and perpetration/victimization (OR 0.55, 95% CI: 0.44, 0.68), while bystander intervention skills were not protective. Similar patterns emerged for physical, social, and cyberbullying. Collectively, these findings indicate that building self-regulation skills may be a critical component of interventions aimed at preventing bullying among school-aged youth.

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Section: Discussionmentioning

confidence: 99%

Self-Regulation as a Protective Factor against Bullying during Early Adolescence

Williams,

Griffin,

Botvin

et al. 2024

Youth

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show abstract

“…Furthermore, it has been observed that violence in high schools mostly occurs during sporting activities, music competitions, and other extracurricular activities (Sheridan et al 2022). These entertainment events are planned ahead of time, prompting the youths to buy huge amounts of alcohol and drugs that would 'keep them active' for that particular day.…”

Section: Introductionmentioning

confidence: 99%

Preventative Strategies to Curb School Violence: A Case Study of Selected Schools in Hhohho District of Eswatini, Mbabane

Sibisi,

Mpofu

2024

Social Sciences

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The violence occurring in schools is a concerning phenomenon with pervasive implications for learners, teachers, and communities. Its impact culminates in fear, stress, and a reduced sense of safety among learners and teachers. Its consequences extend beyond physical harm, thus affecting an individual’s mental well-being. This study provides a precis of the comprehensive nature of school violence and preventative strategies meant to curb this phenomenon. This study employed a case study design located within the interpretative paradigm. A qualitative approach was used to delve into the perceptions of learners and educators on the nature of school violence and measures that could be adopted to prevent it. Thirty (n = 30) participants involving ten learners (n = 10), ten parents (n = 10), and ten educators (n = 10) were purposively sampled. Ten learners participated in focus-group discussions, with five learners representing each school located in Mbabane, Eswatini (Imbabane Central and Mater Dolorosa High Schools). Semi-structured interviews were conducted with 10 teachers and 10 parents (5 parents and 5 teachers from each school). A lack of effective methods of disciplining learners was identified as a cause of bullying and aggressive behaviours among learners. The findings reflect that violence is deeply rooted in harmful social norms, with corporal punishment being widely advocated by the participants. The findings indicate a crucial need for adopting an integrated and collaborative approach to the development and implementation of effective preventative measures.

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Influence and Relationship of Physical Activity before, during and after the School Day on Bullying and Cyberbullying in Young People: A Systematic Review

Rusillo-Magdaleno,

Moral-García,

Brandão-Loureiro

et al. 2024

Education Sciences

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The aim of this systematic review was to analyze the influence of the practice of Physical Activity (PA) before, during and after school hours on bullying and cyberbullying in children and adolescents. Studies were identified in four databases (PubMed, SCOPUS, Web of Science, ERIC) from January 2013 to March 2024. A total of 29 studies met the inclusion criteria. Seventeen studies used a cross-sectional design to explore the association between these variables, and 12 articles had a longitudinal design with PA interventions. The review found that PA is associated with significant improvements in bullying and cyberbullying, reduced depressive symptoms, and strengthened social relationships, responsibility, and self-esteem. PA before the school day may be effective in reducing bullying victimization. During the school day, it promotes affective behaviors related to bullying, such as empathy and respect for others, and optimizes psychological factors such as self-concept and self-esteem. After-school PA reduces bullying and disruptive behaviors in non-educational contexts. It is recommended to implement PA programs that address social, emotional and behavioral aspects throughout the day, with Educational Centers and Physical Education as the central axis. Didactic recommendations for implementing PA programs against bullying/cyberbullying in school and extracurricular contexts are included.

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Associations of extracurricular activity participation with bullying victimization among U.S. middle and high school students: A nationally representative sample

Cited by 3 publications

References 38 publications

Self-Regulation as a Protective Factor against Bullying during Early Adolescence

Self-Regulation as a Protective Factor against Bullying during Early Adolescence

Preventative Strategies to Curb School Violence: A Case Study of Selected Schools in Hhohho District of Eswatini, Mbabane

Influence and Relationship of Physical Activity before, during and after the School Day on Bullying and Cyberbullying in Young People: A Systematic Review

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