Comparing children's experiences of schools-based bullying across countries

Bradshaw, Jonathan; Crous, Gemma; Rees, Gwyther; Turner, Nick

doi:10.1016/j.childyouth.2017.06.060

Cited by 90 publications

(44 citation statements)

References 29 publications

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“…School bullying is one of the serious issues faced by adolescents in educational settings. Existing research has revealed that bullied adolescents are at increased risk of poor physical [5][6][7] and mental health problems (such as anxiety, depression, psychiatric disorder), with immediate to long term health impacts [8][9][10]. Bullying can even lead victims to self-harm thoughts and suicidal behavior [11,12].…”

Section: Introductionmentioning

confidence: 99%

Correlates of bullying victimization among school adolescents in Nepal: Findings from 2015 Global School-Based Student Health Survey Nepal

Neupane

Pandey

Bista

et al. 2020

Preprint

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Background : Bullying is an emerging risk factor for poor mental health outcomes adversely affecting children and adolescents. However, it has rarely caught the attention of the health and education sector due to lack of evidence in many countries including Nepal. The aim of this study was to assess the prevalence and factors associated with bullying behavior among adolescent students in Nepal.Methods : We used nationally representative data from the Nepal Global School-Based Student Health Survey that involved two-stage cluster sampling design with the use of a standard set of self-administered questionnaires. Complex sample analysis was done to determine the prevalence and correlates of bullying among 6529 students of 68 schools studying in grade 7 to 11 using descriptive analysis and multivariable logistic regression.Results : The overall prevalence of bullying among Nepalese school adolescents was 51% (55.7% in male and 46.1% in female). Bullied adolescents more commonly reported mental health problems with higher risk of loneliness (aOR 1.39, 95% CI: 1.14, 1.69), anxiety (aOR 1.97, 95% CI: 1.57, 2.47), suicide attempt (aOR 1.99, 95% CI: 1.48, 2.67), school absenteeism due to fear (aOR 1.72, 95% CI: 1.36, 2.19) and school truancy (aOR 1.43, 95% CI: 1.14, 1.79). A significant association was seen between bullying victimization and negative health behaviors like involvement in physical fights (aOR 3.70, 95% CI: 3.00, 4.56) and tobacco use (aOR 1.99, 95% CI: 1.09, 3.61).Conclusion: School bullying is significantly associated with mental health factors like loneliness, anxiety, suicide attempt, school absenteeism and risky behavioral factors like smokeless tobacco use and involvement in physical fight. The insights provided by these findings have important implications for planning anti-bullying strategies in school settings in the Nepalese context.

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Section: Introductionmentioning

confidence: 99%

Correlates of bullying victimization among school adolescents in Nepal: Findings from 2015 Global School-Based Student Health Survey Nepal

Neupane

Pandey

Bista

et al. 2020

Preprint

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“…(Knies 2011;Rees et al 2011). Currently, studies have revealed that children's perceptions of material deprivation are related with subjective well-being (Bradshaw et al 2017;Bárcena-Martín et al 2017;Main 2018), suggesting that the child-centric method is more effective than the adult-centric method in predicting subjective well-being of children.…”

Section: Introductionmentioning

confidence: 99%

Social Relationships, Child Poverty, and Children’s Life Satisfaction

2019

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Child subjective well-being is determined by various personal, social, and contextual factors. Few studies have found reliable differences in the prediction power of these factors; however, the results vary especially when it comes to sociodemographic factors, such as the effect of child’s socioeconomic background on life satisfaction. This paper examines how poverty and social relationships affect the perceived life satisfaction of Finnish schoolchildren. Drawing on survey data of Finnish schoolchildren, from grades 5, 7, and 9 (n = 1793), linear regression was used to test how life satisfaction would be associated with socio-demographic variables, poverty, and child–parent and peer relationships. The results emphasize the complex nature of the determinants of children’s life satisfaction. The greatest unique contribution for change of life satisfaction was made by the time spent with mother (β(p) = 0.189). Overall, the model showed a good fit (R2 19.9). These findings have important implications for family policies and services that promote good parenting and positive parent–child relationships. Furthermore, this study highlights relational well-being as a key determinant of children’s life satisfaction.

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“…Bullying is a phenomenon that affects individuals across the lifespan, across multiple contexts (Bradshaw et al 2017;Craig et al 2009;Due et al 2005;Monks et al 2009) and impacts at least 10-11% of school-age children throughout the world (Jimerson et al 2010;Menesini and Salmivalli 2017;Smith and Shu 2000;Smith 2014). Bullying can involve verbal or physical attacks as well as relational manipulation (e.g., social exclusion, rumor spreading) (Olweus 1993).…”

mentioning

confidence: 99%

An Evaluation of the KiVa Anti-bullying Program in New Zealand

Green

Woods

Wegerhoff

et al. 2019

Int Journal of Bullying Prevention

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This paper describes the introduction of the KiVa anti-bullying program in New Zealand. KiVa is a whole-school program developed in Finland that includes both indicated and universal actions for children aged 7 to 15 years. The program focuses on the group context and seeks to alter the peer group culture by motivating bystanders to take action. There is a growing body of evidence that suggests it is successful in reducing bullying and victimization in a range of countries outside its country of origin. However, its impact in countries with a particularly heterogenous population such as New Zealand is yet to be determined. This paper presents data after one year of implementation in 7 New Zealand schools. The sample included 1175 students from Years 2-6 (~6 to 10 years). The students completed an anonymous online survey prior to the implementation of the program and again after one year. Significant reductions were reported after KiVa implementation in self-reported rates of bullying and victimization as well as a reduction in experiences of being bullied via the internet. These reductions however varied by gender and year level in that KiVa had a more significant effect on most girls and young boys. In addition, there was a significant increase in the number of children feeling safer at school. Given the heterogeneity of the sample, these early results are promising, but the gender differences also highlight the need for further evaluations and investigations regarding the implementation of KiVa in New Zealand.

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Comparing children's experiences of schools-based bullying across countries

Cited by 90 publications

References 29 publications

Correlates of bullying victimization among school adolescents in Nepal: Findings from 2015 Global School-Based Student Health Survey Nepal

Correlates of bullying victimization among school adolescents in Nepal: Findings from 2015 Global School-Based Student Health Survey Nepal

Social Relationships, Child Poverty, and Children’s Life Satisfaction

An Evaluation of the KiVa Anti-bullying Program in New Zealand

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