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School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Behavior, Chronic Disease and Health Promotion".

Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 42433

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Dr. Antonio Jesús Rodríguez-Hidalgo

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Department of Psychology, Cátedra de Cooperación al Desarrollo, University of Cordoba, Avda. San Alberto Magno S/N, 14071 Córdoba, Spain
Interests: bullying; cyberbullying; social exclusion; discrimination; ethnic-cultural bullying; homophobic bullying
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Dr. Daniel Falla Fernández

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Department of Psychology, University of Cordoba, Avda. San Alberto Magno S/N, 14071 Córdoba, Spain
Interests: bullying; cyberbullying; moral disengagement; social-emotional development; disability
Special Issues, Collections and Topics in MDPI journals

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Dear Colleagues,

Bullying, cyberbullying, discrimination, and social exclusion are serious problems in developing a sustainable school environment, with harmful consequences for the health of those involved. One of the challenges facing the current education system is the question of how to create diversity without generating any type of exclusion or aggression process. Only by building an inclusive education will a global and interconnected world be achieved with ethical and sustainable thinking. Articles on the generic phenomena of bullying or cyberbullying, as well as on the specific phenomena of bullying based on stigma, discrimination and/or social exclusion, are welcomed. Studies into the role of those involved, social dynamics, associated psychosocial variables, their precursor or protective factors, their effects and consequences, the evidence of the effectiveness of prevention strategies, among others, are of interest to this Special Issue.

You may choose our Joint Special Issue in Sustainability.

Dr. Antonio Jesús Rodríguez-Hidalgo
Dr. Daniel Falla Fernández
Guest Editors

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Keywords

Bullying or cyberbullying
Stigma-based bullying
Discrimination in childhood or youth
Ethnic-cultural bullying or racism in schools
Homophobic or transphobic violence in education
Bullying around special educational needs and disabilities
Sexual bullying among peers
Social exclusion among peers
Sustainable school environment

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Published Papers (9 papers)

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Research

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21 pages, 857 KiB

Open AccessArticle

Perpetration and Victimization in Offline and Cyber Contexts: A Variable- and Person-Oriented Examination of Associations and Differences Regarding Domain-Specific Self-Esteem and School Adjustment

by Christoph Burger and Lea Bachmann

Int. J. Environ. Res. Public Health 2021, 18(19), 10429; https://doi.org/10.3390/ijerph181910429 - 3 Oct 2021

Cited by 14 | Viewed by 5874

Abstract

Self-esteem has been identified as a predictor of bullying perpetration and victimization, which, in turn, may lead to school adjustment problems. However, findings regarding the direction and strength of these associations have been inconclusive. This study aimed to resolve this by differentiating between offline and cyber contexts and various self-esteem domains. An online sample of 459 adolescents retrospectively completed measures of self-esteem domains and offline/cyber perpetration and victimization, and a subsample of 194 adolescents also completed measures of loneliness and school adjustment. A mediation analysis of bullying-related variables on the effect of self-esteem domains on school adjustment indicated that offline victimization was the only significant mediator. Positive indirect effects were found for social and emotional self-esteem, and negative indirect effects were found for school performance-related self-esteem. Furthermore, person-oriented analyses examined differences in bullying-related roles regarding self-esteem domains, loneliness, and school adjustment. Victim groups showed lower self-esteem in many domains, but cyber victims showed higher body-related self-esteem. Bullies showed lower school performance-related but higher social self-esteem. Both bullies and victims showed lower school adjustment and more loneliness. Implications for theory and practice are discussed, as the findings are relevant for teachers and could be used to develop and deploy more effective anti-bullying programs. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

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13 pages, 1914 KiB

Open AccessArticle

Relationship between Bullying Victimization and Quality of Life in Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) in Taiwan: Mediation of the Effects of Emotional Problems and ADHD and Oppositional Defiant Symptoms

by Chien-Wen Lin, Kun-Hua Lee, Ray C. Hsiao, Wen-Jiun Chou and Cheng-Fang Yen

Int. J. Environ. Res. Public Health 2021, 18(18), 9470; https://doi.org/10.3390/ijerph18189470 - 8 Sep 2021

Cited by 2 | Viewed by 3258

Abstract

This cross-sectional study investigated the mediating effects of emotional problems including depression, anxiety, attention-deficit/hyperactivity disorder (ADHD), and oppositional defiant disorder (ODD) symptoms on the association between bullying victimization and quality of life (QoL) among adolescents with ADHD in Taiwan. A total of 171 adolescents diagnosed as having ADHD participated in this study. Adolescents completed the School Bullying Experience Questionnaire, the Taiwanese Quality of Life Questionnaire for Adolescents, the Taiwanese version of the Children’s Depression Inventory and the Multidimensional Anxiety Scale for Children. Caregivers completed the Chinese version of the Swanson, Nolan, and Pelham Version IV Scale. Structural equation modeling (SEM) was used to examine the relationships among the variables. The results of SEM revealed that bullying victimization indirectly correlated with QoL through the mediation of emotional problems in adolescents with ADHD, whereas ADHD and ODD symptoms did not mediate the association between bullying victimization and QoL. Bullying victimization should be actively prevented and intervened on to ensure better QoL in adolescents with ADHD. Moreover, emotional problems should be alleviated among adolescents with ADHD with bullying victimization experience to maintain their QoL. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

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12 pages, 611 KiB

Open AccessFeature PaperArticle

An Analysis of Differences in the Role of Friendships and the School Class in Children’s Perceptions of Bullying in England and Ijime in Japan: A Translation and Expansion of Kanetsuna (2009)

by Tomoyuki Kanetsuna and Peter K. Smith

Int. J. Environ. Res. Public Health 2021, 18(15), 8234; https://doi.org/10.3390/ijerph18158234 - 3 Aug 2021

Cited by 3 | Viewed by 3197

Abstract

This is an English translation with some expansion of the article originally published in Japanese as a university bulletin in 2009. Previous research has found both differences and similarities between ijime in Japan and bullying in England. Bullying is often by pupils in different classes or higher year groups whom the victim does not know very well; ijime is often by victims’ classmates whom the victim knows very well. However, it has not been shown whether these differences are found for all types of bullying, or how they relate to friendships generally and the impact of differing school systems. We aimed to see whether previously found differences between ijime and bullying could be replicated, and, if so, whether they held for six different types of victimization, and whether friendship characteristics were consistent with explaining why they occur. To investigate the role of friendships and their location, 1036 Japanese and 931 English secondary school pupils participated in a comparative study of perceptions of bullying and ijime. The previous differences were confirmed and found to hold irrespective of type of bullying. Japanese pupils mainly formed friendships on a class basis, English pupils on a broader basis including pupils in different years. In school, English pupils spent much time in the playground with their friends and saw this as a likely venue for bullying, whereas Japanese pupils spent more time in the classroom and saw this as a likely venue for ijime. The difference in friendship formation, together with differences in the organization of class-based teaching in the two countries, are hypothesized to play a significant role in explaining some differences between bullying and ijime. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

14 pages, 1409 KiB

Open AccessArticle

Development of Structural Model on Suicidal Ideation in Adolescents’ Exposure to Violence

by Jeoung Mi Kim

Int. J. Environ. Res. Public Health 2021, 18(6), 3215; https://doi.org/10.3390/ijerph18063215 - 19 Mar 2021

Cited by 11 | Viewed by 3439

Abstract

Purpose: This study developed and examined a structural model and influencing factors of suicidal ideation by path analysis of family violence exposure, school violence exposure, anger, aggression, depression, hopelessness, and ego resilience among adolescents. Methods: A hypothetical model was constructed on the basis of general strain theory developed by Agnew, as well as a review of studies in the literature related to suicidal ideation in adolescents in terms of violence exposure. The subjects were 1150 middle school students located in P city and K province. The model included 8 concepts and 24 paths. Data were collected using self-report questionnaires from September 2 to 20, 2013, and analyzed using the IBM SPSS and AMOS 21.0 programs. Results: Family violence exposure, school violence exposure, anger, depression, hopelessness, and ego resilience showed a direct effect, while aggression showed an indirect effect on suicidal ideation in adolescents. These factors accounted for 45% of the variance of suicidal ideation in middle school students in terms of violence exposure. Conclusions: The results suggest that suicidal ideation of adolescents who are exposed to violence could be decreased by increasing ego resilience and reducing family violence exposure. It is necessary to develop an intervention strategy to prevent suicidal ideation. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

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15 pages, 350 KiB

Open AccessArticle

Moral Reasoning about Aggressive Behavior in Relation to Type of Aggression, Age and Gender in South Korean Pupils

by Seung-Ha Lee, Peter K. Smith and Claire P. Monks

Int. J. Environ. Res. Public Health 2021, 18(5), 2288; https://doi.org/10.3390/ijerph18052288 - 25 Feb 2021

Cited by 4 | Viewed by 3260

Abstract

Studies of moral reasoning in relation to aggressive behaviors have paid limited attention to different types of aggression, and have mainly been conducted in Western societies. We describe findings from a study of 157 children, aged 6 or 11 years, from two schools in South Korea. Using a cartoon scenario methodology, we assessed moral reasoning about eight types of aggression: verbal, physical individual, physical group, social exclusion, rumor spreading, breaking one’s belongings, sending a nasty text via mobile phone, and sending a nasty message/email via computer. Four aspects of moral reasoning were assessed: moral judgment, harmfulness, reason for judgment, and causal responsibility. Many significant differences by type of aggression were found, especially for social exclusion (seen as less wrong and harmful, and more the victim’s responsibility), physical group aggression (seen as more wrong or harmful, and a matter of fairness, especially in older children and boys), and cyber aggression (seen more as the aggressor’s responsibility). Older children gave more reasons based on welfare, and fewer “don’t know” responses for reasons and attributions. Gender differences were relatively few, but girls did make more use of welfare in the moral reasoning domain. Findings are discussed in relation to previous research and the cultural context in South Korea. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

12 pages, 387 KiB

Open AccessArticle

Relationship between Amount, Type, Enjoyment of Physical Activity and Physical Education Performance with Cyberbullying in Adolescents

by Juan de D. Benítez-Sillero, José M. Armada Crespo, Esther Ruiz Córdoba and Javier Raya-González

Int. J. Environ. Res. Public Health 2021, 18(4), 2038; https://doi.org/10.3390/ijerph18042038 - 19 Feb 2021

Cited by 24 | Viewed by 4251

Abstract

(1) Background: Cyberbullying is a social concern in adolescents. The practice of physical activity is a key factor in protection against cyberbullying related to the multiple psychological benefits. Therefore, the study sets out to analyse the relationship between amount, types, enjoyment of physical activity and performance in physical education with cyberbullying. (2) Methods: A sample of 867 adolescents between 12 and 19 years of age from two schools in Andalusia (Spain) was studied. A computer-based questionnaire given in the classroom was used, with two questions about the type of physical activity, one on physical education performance, the Scale of Enjoyment of Physical Activity (PACES) and the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ). (3) Results: Clear relationships were found between the practice of physical activity and cybervictimisation. However, less involvement has been observed among girls who practice physical activity in cyberaggression. (4) Conclusions: In relation to the types of physical activity, it seems that practising physical activities that involve competition can help to develop defence mechanisms against cyberaggression, as well as improve values to be less involved in cyberaggression. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

12 pages, 1064 KiB

Open AccessArticle

Parental Supervision: Predictive Variables of Positive Involvement in Cyberbullying Prevention

by Jose M. Martín-Criado, Jose A. Casas and Rosario Ortega-Ruiz

Int. J. Environ. Res. Public Health 2021, 18(4), 1562; https://doi.org/10.3390/ijerph18041562 - 7 Feb 2021

Cited by 23 | Viewed by 7126

Abstract

From an increasingly early age, parents face the challenge of educating their sons and daughters to act in the world of offline and online relationships. If for professional educators it is not proving easy, the involvement and guidance of parents in their children′s use of the internet seems to be a complex and unexplored challenge. This work aims to analyse the variables that influence digital education and determine a predictive model of positive parental involvement. This study was done with a representative sample consisting of five hundred and ninety-six families (596), representing the parents of children from schools with similar socio-cultural indexes. To do this, and using self-report instruments convertible into independent scales, four predictor variables were analysed: (1) parental knowledge of cyberbullying; (2) perception of parental competence in this regard; (3) parental perception of online risks; and (4) the attribution of parental responsibility in digital education. A structural equations model (SEM) examined the predictive value of these variables with respect to positive parental involvement. The structural equations model confirmed direct and mediated relationships between the independent and mediating variables on the dependent variable: parental supervision. The results indicate that positive parental involvement can be predicted from higher scores in parental knowledge of cyberbullying, perception of parental competence, risk adjustment, and attribution of parental responsibility. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

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12 pages, 796 KiB

Open AccessArticle

Mechanisms of Moral Disengagement in the Transition from Cybergossip to Cyberaggression: A Longitudinal Study

by Daniel Falla, Rosario Ortega-Ruiz and Eva M. Romera

Int. J. Environ. Res. Public Health 2021, 18(3), 1000; https://doi.org/10.3390/ijerph18031000 - 23 Jan 2021

Cited by 19 | Viewed by 4889

Abstract

The internet is an area where young people establish relationships and develop socially, emotionally and morally, but it also gives rise to certain forms of online behaviour, such as cybergossip, which are associated with cyberaggression and other risky behaviour. The aims of this study were to verify whether a longitudinal association exists between cybergossip and cyberaggression, and to discover which mechanisms of moral disengagement may mediate this relationship. The final sample consisted of 1392 students (50% girls; M_age = 13.47; SD = 0.77), who were surveyed in a three-wave longitudinal study at six-month intervals. The results obtained confirmed a direct, positive relationship between cybergossip, subsequent cyberaggression and the mediation exerted by cognitive restructuring in this transition. We discuss the importance of recognizing and detecting the fine distinction between online gossip and cyberaggression with the intention of doing harm, and focus on the justifications used by young people to normalize online bullying. To sum up, there is a clear need to encourage ethical, responsible behaviour in online interactions in order to achieve well-balanced, more sustainable relationships in classrooms. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

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Review

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13 pages, 3351 KiB

Open AccessReview

A Meta-Analytical Review of Gender-Based School Bullying in Spain

by Sandra Feijóo and Raquel Rodríguez-Fernández

Int. J. Environ. Res. Public Health 2021, 18(23), 12687; https://doi.org/10.3390/ijerph182312687 - 1 Dec 2021

Cited by 19 | Viewed by 5707

Abstract

School bullying continues to be one of the main challenges for the education community. Current research indicates that Lesbian, Gay, Bisexual, Transgender, Transsexual, and other LGBT+ people suffer the highest rates of bullying, while other studies suggest that this bullying does not occur based on the victim’s actual sexual orientation or gender identity, but because they do not fit into the traditional gender roles. The aim of the present study was to carry out a meta-analytical study on the prevalence of gender-based bullying against LGBT+ schoolchildren and adolescents in Spain. Methods: The review was carried out following the recommendations of the PRISMA group and allowing us to identify a total of 24 studies. All of these studies were published since 2008, and most of them conducted cross-sectional survey-type research. It was also found that the instrument used to assess bullying varied greatly among studies, resulting in an enormous heterogeneity of research on this topic. Different meta-analyses were carried out according to the profile of involvement in bullying: victimisation, perpetration, and observation. In addition, three target populations were detected in the victimisation research: the general population, pre-identified bullying victims reporting the reasons behind the victimisation, and LGBT+ people. Results: The meta-analyses conducted with R have estimated the prevalence of observation of gender-based school bullying in Spain at 77.3%, perpetration at 13.3%, and victimisation at 8.6% among the general population. When the research focuses on previously identified victims, the rate was 3.6%, while if LGBT+ people are approached directly, the percentage increases to 51%. Conclusions: These rates reveal the need to develop specific preventive strategies in schools. Greater awareness of affective-sexual diversity and respect for those who do not conform to traditional gender roles should be promoted. Full article

(This article belongs to the Special Issue School Violence, Diversity and Psychosocial Environment: Bullying, Cyberbullying, Discrimination and Social Exclusion)

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