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Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions.

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Inclusion in education of all the children is necessary for the success, equality and peace among individuals and societies. In this context, special attention needs to be paid to the minorities. These groups might encounter additional difficulties which make them more vulnerable to be involved in bullying and cyberbullying. The current study was conducted with the objective of describing the involvement in bullying and cyberbullying of students from the majority group and also from sexual and ethnic-cultural minorities. The second objective was to explore if the implication is predicted by the interaction with gender, grade and the size of the population where the schools are located. It is an ex post facto transversal descriptive study with a survey on a representative sample of adolescents enrolled in the Compulsory Secondary Education in the south of Spain (Andalusia). The survey was answered by 2139 adolescents (50.9% girls) in 22 schools. These participants were selected through the random multistage cluster sampling with the confidence level of 95% and a sampling error of 2.1%. The results show that the minority groups, especially sexual minorities, are more involved in bullying and cyberbullying. Regression analyses show that being in the majority or a minority group predicts a small but significant percentage of variance of being involved in bullying and cyberbullying. Results are discussed taking into account the social vulnerability of being a part of a minority group and the need of designing educational programs which would prevent this vulnerability thorough the inclusion in education. There is a need for an educational policy that focuses on convivencia and ciberconvivencia which would promote the social and educational development of all the students.

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This paper examines cross-national commonalities and differences in online hate speech content, exposure, and emotional reaction. Using online surveys from 18 to 25 year old respondents in six countries, we find a majority of respondents were exposed to online hate in the preceding three months. Commonalities across countries are the platform where the respondents were exposed and how they arrived at such content. Unique national cultures of hate speech also exist, including the common targets and respondents' emotional reactions. A majority of respondents report feeling angry, sad, or ashamed, but most worrisome may be the substantial numbers who report feelings of hatred or pride after seeing online hate. Given the potential for repeated exposure and the recent increase in hate crimes in the U.S. and Europe, this finding should serve as a reminder of the dangers of online hate and its potential link to offline violence.

Antisocial behaviors in adolescents are present and prevalent around the world and have harmful consequences for individuals and societies. The research focused on antisocial behaviors in young people has been very fruitful, but studies are usually fragmented and focused on specific problem behaviors either in school or outside of school. Although victimoffender overlap was described in many studies, most projects focused either on victims or on offenders. This prospective longitudinal study was conducted to discover patterns of antisocial behavior from a comprehensive perspective, including different problem behaviors in and out of schools, focusing on both victimization and offending. A sample of 450 early adolescents was followed-up during one school year. Latent class and latent transition analyses were performed and identified four groups of students. These groups were: low antisocial, highly antisocial and victimized, high bullying victimization, and high offending outside of school. Transition analyses showed that the low antisocial and offenders outside of school groups were relatively stable over time. Students in the high bullying victimization group transitioned to different groups, and students in the highly antisocial and victimized group either remained in the highly antisocial group or transitioned to high offending outside of school. Findings suggest that single antisocial behaviors are not common and students who display one problem behavior usually display other problem behaviors. Early adolescents who are involved in antisocial behaviors in one time period frequently remain involved one year later. It is therefore possible that the antisocial potential of some adolescents is expressed in different contexts. This has important implications for research and practice that need to adopt a more holistic and comprehensive approach.

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