Evidence suggests that cyberbullying among school-age children is related to problem behaviors and other adverse school performance constructs. As a result, numerous school-based programs have been developed and implemented to decrease cyberbullying perpetration and victimization. Given the extensive literature and variation in program effectiveness, we conducted a comprehensive systematic review and meta-analysis of programs to decrease cyberbullying perpetration and victimization. Our review included published and unpublished literature, utilized modern, transparent, and reproducible methods, and examined confirmatory and exploratory moderating factors. A total of 50 studies and 320 effect sizes spanning 45,371 participants met the review protocol criteria. Results indicated that programs significantly reduced cyberbullying perpetration (
g
= −0.18,
SE
= 0.05, 95% CI [−0.28, −0.09]) and victimization (
g
= −0.13,
SE
= 0.04, 95% CI [−0.21, −0.05]). Moderator analyses, however, yielded only a few statistically significant findings. We interpret these findings and provide implications for future cyberbullying prevention policy and practice.
Supplementary Information
The online version contains supplementary material available at 10.1007/s11121-021-01259-y.
The 2020–2021 academic year brought numerous challenges to teachers across the country as they worked to educate students amidst the COVID-19 pandemic. The current study is a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learning curriculum implemented during the 2020–2021 academic year. The lived experiences of teachers (
N
= 52) across 11 elementary schools in the Great Plains region were captured through open-ended questions as the teachers transitioned from in-person to remote learning. A phenomenological approach was utilized to analyze the challenges expressed by teachers as they faced instability and additional professional demands. Given that stress and other factors that strain mental health exist within multiple layers of an individual's social ecology, a modified social-ecological framework was used to organize the results and themes. Findings suggest that during the academic year, teachers experienced stressors related to their personal and professional roles, concerns for students’ well-being which extended beyond academics, and frustrations with administration and other institutional entities around COVID safety measures. Without adequate support and inclusion of teacher perspectives, job-related stress may lead to teacher shortages, deterioration of teacher mental health, and ultimately worse outcomes for students. Implications for policy, research, and practice are discussed.
Supplementary Information
The online version contains supplementary material available at 10.1007/s12310-022-09533-2.
The current study, grounded in a social learning theoretical framework, examined attitudes and behaviors associated with verbal and physical teen dating violence (TDV) victimization. Because TDV varies by gender in both frequency and severity, these associations were examined first within the overall sample, and then by gender to further investigate these differences. A total of 1,884 adolescents (49.2% boys; 50.8% girls; average age 14.79 years; SD = .58) who reported ever dating someone were included in the analysis. Specifically, peers’ justification of TDV, attitudes supporting gender inequality, sexual activity, and peer victimization were included to determine their cross-sectional association with verbal and physical TDV victimization. Data were analyzed separately for boys and girls. Results indicated that peers’ justification of TDV, peer victimization, sexual activity, and attitudes supporting gender inequality were each associated with higher physical and verbal TDV victimization for girls and boys. Most of these factors remained significant when separated by gender, except for sexual activity and attitudes supporting gender inequality, which were not associated with physical TDV victimization for boys and girls, respectively. Implications for practice and research are discussed.
Homophobic name-calling and sexual violence are prevalent among US high school students and have been associated with a host of negative consequences including anxiety, depression, and substance use disorders, especially among sexual and gender minority youth. Although homophobic name-calling and sexual violence are linked to common risk and protective factors, most prior studies have failed to include gender and sexual minority groups. The present study used path analyses to explore the associations between eight protective factors and the outcomes of homophobic name-calling perpetration, homophobic name-calling victimization, sexual violence perpetration, and sexual violence victimization. The sample included LGB (n = 938), transgender (n = 140), and heterosexual (n = 3,744) high school students in Colorado, USA (N = 4,822). Protective factors included: (1) family support; (2) peer support; (3) friendships with trusted adults; (4) participating in healthy activities;(5) helping others; (6) spirituality; (7) access to counseling; and (8) access to medical services. For homophobic name-calling perpetration and victimization, significant negative associations emerged across different groups for the protective factors of family support, peer support, helping others, spirituality, counseling, and medical access. For sexual violence perpetration and victimization, significant negative associations emerged across different groups for the protective factors family support, peer support, and counseling access. Findings suggest that prevention and intervention efforts to address gender-based harassment should focus on building protective, supportive environments across the schools, families, and communities.
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