Trends in Social Inequality in Exposure to Bullying at School 1994-2018

Due, Pernille; Damsgaard, Mogens Trab; Rasmussen, Mette

doi:10.9734/jesbs/2019/v32i130160

Cited by 9 publications

(10 citation statements)

References 25 publications

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“…In general, the finding of a decreasing frequency of bullying is in line with other national and international findings [ 26 , 30 , 31 ]. In recent years, however, a decrease was recorded not only for active bullying but also for victims of bullying [ 26 ].…”

Section: Discussionsupporting

confidence: 91%

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Traditional bullying and cyberbullying among children and adolescents in Germany – Cross-sectional results of the 2017/18 HBSC study and trends

Fischer¹,

John²,

Melzer³

et al. 2020

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Bullying is a specific form of violence that can potentially lead to numerous and long-term negative health implications. Despite consistent coverage in the media, particularly on cyberbullying, as of yet there are only few representative findings on the frequency of (cyber)bullying in Germany. This article analyses how widespread bullying and cyberbullying were at schools in Germany in 2018, what differences exist between girls and boys, age groups and various types of schools, and changes in bullying trends between 2002 and 2018. Our findings are based on an analysis of the data provided by the 2017/18 cycle (N=4,347 students, 53.0% female) and previous cycles of the German Health Behaviour in School-aged Children (HBSC) study. In the 2018 cycle, boys reported having bullied other children more frequently than girls, but were bullied just as often. 15-year-olds reported having bullied other children more frequently than 11- to- 13-year-olds but reported being bullied less frequently. Students at grammar schools (Gymnasium) least frequently reported any involvement in bullying. Only few children and adolescents reported cases of cyberbullying. Compared to all previous survey years, 2018 saw the lowest number of children that reported having bullied others. However, reports of having been bullied have remained almost stable. The findings highlight the need for evidence-based prevention and intervention anti-bullying programmes and measures across all types of general education schools and age groups.

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Section: Discussionsupporting

confidence: 91%

“…Recent years have seen a considerable drop in bullying both internationally and in Germany [ 26 , 30 , 31 ]. In studies from Germany, the number of girls and boys that report having bullied other children is decreasing [ 26 , 30 ].…”

Section: Introductionmentioning

confidence: 99%

Traditional bullying and cyberbullying among children and adolescents in Germany – Cross-sectional results of the 2017/18 HBSC study and trends

Fischer¹,

John²,

Melzer³

et al. 2020

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“…On a global scale, the prevalence of school bullying varies considerably. Although some studies have found a decreasing tendency in the prevalence of exposure to bullying, from 24.4% in 1994 to 4.9% in 2018 in a case from Denmark (Due et al, 2019), the phenomenon and its prevention still calls for more research.…”

Section: Prevalence Of School Bullying In Lithuania and Norwaymentioning

confidence: 99%

“…In terms of the macrosystem, it is possible to compare a number of socioeconomic factors that could create a favourable climate for school bullying or, conversely, minimise the probability of school bullying in Lithuania and Norway. A study on social inequality and exposure to school bullying, conducted by Due et al (2019), reveals that school bullying is most prevalent among pupils from lower socioeconomic groups. Moreover, a previous study, conducted by Due et al (2009), indicates that adolescents who attend schools and live in countries where socioeconomic differences are larger are at higher risk of being bullied.…”

Section: Lithuania and Norway Within A Macrosystem Contextmentioning

confidence: 99%

Teacher Practices Aimed at Preventing School Bullying: A Comparative Analysis of Lithuania and Norway

Baraldsnes

2022

nse

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This study investigates similarities and differences in Lithuanian and Norwegian teacher practices aimed at preventing school bullying by applying a whole-school approach anti-bullying programme. The quantitative data was collected from 1576 teachers from 99 schools in Lithuania, and 82 teachers from 13 schools in Norway that have implemented the Olweus Bullying Prevention Programme (OBPP). The comparative analysis of the study results indicates that Norwegian teachers are slightly more active in working with the OBPP on the school and individual levels, as well as in working with the programme in general. The study reveals that female teachers are more active than male teachers on the classroom and individual levels of the OBPP as well as the whole programme, and that primary education teachers are more active than lower secondary education teachers on the classroom level of the OBPP. The implications of teacher practices aimed at preventing bullying by applying the OBPP are discussed, and limitations of the current study emphasised.

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“…Overall, current studies have documented declining tendencies in bullying experiences (Cosma et al, 2020; Due et al, 2019; Jadambaa et al, 2019; Niproschke et al, 2016). Nevertheless, about every seventh student in Germany is involved (Fischer et al, 2020).…”

Section: Bullying In School and Cyberbullyingmentioning

confidence: 85%

Bullying in school and cyberbullying among adolescents without and with special educational needs in emotional–social development and in learning in Germany

Schütz

Bäker

Koglin

2022

Psychology in the Schools

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Bullying in school and cyberbullying are highly relevant issues. Students with special educational needs in emotional–social development and learning show individual characteristics that could be risk factors for bullying perpetration and victimization (e.g., externalizing behavior problems or poor social skills). Therefore, the present study was carried out to explore differences in school bullying and cyberbullying between adolescents without and with the aforementioned special educational needs. A cross‐sectional questionnaire study was carried out with N = 649 (Mage = 13.66, SD = 2.17, 61% boys and 39% girls) participants from Lower Saxony (Germany). Analyses of covariance only revealed differences regarding school bullying. Adolescents with special educational needs in emotional–social development were significantly more often bullying perpetrators. For the victim role, there are no differences between the groups without and with special educational needs in emotional–social development and in learning. The externalizing behavior problems of adolescents were considered to be the main predictor of bullying behavior and victim experiences. To imply targeted bullying interventions and preventions further research is needed focusing on characteristics, risk, and protective factors of special educational needs in emotional–social development.

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Trends in Social Inequality in Exposure to Bullying at School 1994-2018

Cited by 9 publications

References 25 publications

Traditional bullying and cyberbullying among children and adolescents in Germany – Cross-sectional results of the 2017/18 HBSC study and trends

Traditional bullying and cyberbullying among children and adolescents in Germany – Cross-sectional results of the 2017/18 HBSC study and trends

Teacher Practices Aimed at Preventing School Bullying: A Comparative Analysis of Lithuania and Norway

Bullying in school and cyberbullying among adolescents without and with special educational needs in emotional–social development and in learning in Germany

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