School violence refers to physical, psychological, and sexual violence that takes place in school, on the way to school, online, and wherever school relationships exist. Some forms of school violence may be explicitly or implicitly gender-based.
This study aims to investigate the association of bullying victimization of primary school students with their happiness in urban and rural areas of Thailand. A nationally representative survey from Thailand Healthy School Data 2017 was employed.
In South Korea, lesbian, gay, bisexual, and transgender (LGBT) students encounter a range of challenges in educational environments. Many LGBT students experience bullying, harassment, and exclusion in school, which can jeopardize their physical safety and mental health.
The Joint Committee on Education, Further and Higher Education, Research met senior academics from the National Anti-Bullying Research and Resource Centre in Dublin City University (DCU) on 5th November 2020 to discuss the impact of School Bullying, including Cyberbullying, during the Covid 19 Pa
This anthology looks at bullying from different perspectives. Research results are interspersed with testimonies from young people on what changed their situation.
This report details the findings from a second nationwide survey of gender and sexuality diverse Australian secondary school students.
In working towards creating inclusive education systems, many countries have failed to address discrimination and exclusion on the basis of sexual orientation, gender identity, gender expression and variations of sex characteristics.
We aimed to investigate the relationship between homophobic bullying, parental psychological control and sensation seeking among adolescents and young adults and to examine the mediating role of sensation seeking.
The aim of these recommendations and the report more broadly is to provide guidance for the education sector in fostering an LGBT+ inclusive culture and reducing the levels of HBT bullying and language in schools in England.
Common definitions of bullying, employed in research and public policy alike, are generally based on adult-imposed categories. To account for students’ needs in school, research should aim to include their voices more often.