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Maltreated children are at high risk for low educational achievement, however few studies have accounted for confounding risk factors that commonly co-occur (including child, family and neighbourhood risk factors) and results have been mixed, particularly for adolescents.
To prevent persistent victimization, schools and teachers need to be better equipped to respond effectively when a student first becomes a target of bullying
The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school.
To prevent and manage students' cyberbullying, school staff must be aware of this behavior, be able to recognize it, and respond appropriately and skilfully.
The study of moral disengagement has greatly informed research on aggression and bullying.
This article addresses Systems Theory as it applies to school-age children's bullying behavior.
Few longitudinal studies have investigated how cyberbullying interacts with traditional bullying among young people, who are increasingly using online...
Professor Donna Cross and her team at The Kids Research Institute Australia have challenged and overturned damaging attitudes that saw bullying tolerated in childhood.
This article is a review of developmental processes that combine social, health, and learning pathways, and the mechanisms through which these pathways may...
Teacher-child conflict in kindergarten predicted subsequent increases in victimization, reactive aggression, and hyperactivity