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Dublin City University and UNESCO established partnership to tacklebullying

Dublin City University and the United Nations have established a “global partnership” to tackle bullying in schools and cyberspace.

UNESCO, the United Nations Educational, Scientific and Cultural Organisation, have agreed to establish a Chair at DCU in a major international research collaboration aimed at tackling the growing phenomenon of bullying in schools and cyberspace.

The UNESCO Chair on Tackling Bullying in Schools and Cyberspace, which will initially run for four years, will involve researchers and academics in Ireland and across the globe working together to document incidents of bullying and violence in schools and the widespread harm associated with cyberspace bullying, particularly among young people.

The work of the new Chair will include measuring the international extent of bullying and the development of a set of measures aimed at preventing bullying and providing teachers, educationalists and parents with guidelines on how to intervene to prevent harmful practices arising in the school environment. It will also deliver a range of reports on bullying and associated recommendations over the four years of the initiative.

This is the latest in a series of initiatives underlining DCU’s commitment to research excellence at an international level.

Announcing the designation, President of Dublin City University, Professor Brian MacCraith said:

“This agreement is a significant development reflecting a concerted global effort to combat the harm caused by bullying in schools and bullying in cyberspace.

The Chair will facilitate high-level collaboration on this issue between internationally recognised researchers and academics from Ireland and across the world, enabling the development of a comprehensive body of research, including interventions, which will have a transformative impact, not only in terms of expanding the knowledge base on this issue but also in the context of providing teachers, educationalists and parents with best practice intervention methods to help combat bullying.

The Chair is very much a reflection of our values to make a transformative impact on lives and societies through research and engagement.”

The agreement to establish this ground-breaking research centre at the university was signed by the Director General of UNESCO, Audrey Azoulay, and the President of Dublin City University, Professor Brian MacCraith.

DCU is already home to a number of internationally-renowned research centres, including the National Anti-Bullying Research and Resource Centre, the Insight Centre for Data Analytics, Vox-Pol, the Institute for International Conflict Resolution and the ADAPT Centre for Digital Content.

Negotiating identities: the experiences and perspectives of Pakistani and Bangladeshi disabled young people living in the u.k
2006
Ali, Zoebia
Coventry University

Employing the sociological concept of reflexivity throughout the research process has led me to argue that there is no one universally successful adult research role, or research tool best suited to gaining young people’s opinions. Any research techniques need to be applied critically. Further reflection on issues which arose from interaction with gatekeepers and respondents throughout fieldwork led to the recognition that emotional involvement and management are also an important aspect of research relationships. In turn this required me to question how my own values and beliefs have influenced the research process and how the research process has influenced the data collected. My research also has two key areas of originality in terms of substantive and theoretical development. On a substantive level, my findings illustrate the complex realities of identity negotiation in the lives of young Bangladeshi and Pakistani disabled people in relation to ethnicity, religion, ‘race’ and gender. This has implications for theory development within the sociology of childhood and disability studies, particularly in the areas of body, identify and self. My findings illustrate how respondents struggle to define selfhood in meaningful and fulfilling ways and show evidence of agency and ingenuity. Respondents’ identities are neither totally imposed nor are they totally chosen or discarded at will. That is, respondents were not simply involved in cultural reproduction characterised by mimicry, but capable of social action. This calls for the development of a social model of disability which is open to the diversity of all disabled young peoples’ experiences. My findings also add to existing debates in policy and practice within the context of these young peoples’ lives. Findings illustrate a need for service providers particularly within educational, health and social service sectors to re-evaluate and adapt existing policies and practice within the areas of combating bullying, communicating health problems, and improving leisure facilities and also suggest that young people would benefit from more guidance and support at school when choosing future career paths and/or academic goals. This thesis and the research on which it is based represent a challenge to previous work by focusing on Pakistani and Bangladeshi disabled young people’s own accounts of their lives.

ABC Consult on the Online Harassment Bill with the Joint Oireachtas Committee

ABC were among the consultant groups to consult with the Joint Oireachtas Committee on the upcoming Online Harassment Bill.

Prof. James O’Higgins Norman, Dr. Tijana Milosevic and Dr. Mairéad Foody drafted a comprehensive recommendations report for the Joint Oireachtas Committee to consider for the advancement of the legislation. The report took an evidence-based approach to identifying potential issues for the implementation of the Bill, and suggested recommended actions based on research undertaken at ABC and from the wider cyberbullying and online safety research community.

ABC’s recommendations for the legislation were as follows:

  • Banning or vilifying one app or type of technology will not stop another one from appearing and it is not a long-term solution for the problem.
  • Cyberbullying is not merely an online safety issue but can also be a behavioural problem, therefore removing the content may not solve the conflict which can continue on other platforms or offline.
  • Any piece of legislation that only or predominantly focuses on content removal might miss the opportunity to address the problem at a level beyond merely addressing the symptoms.
  • Provided that ethical measures and data protection are adequately safeguarded, independent researchers should be provided with access to data that currently only companies in-house research units have access to, so they can investigate the effects and effectiveness of companies’ tools.
  • Make it a requirement that funding is provided for prevention and intervention measures, as well as educational strategies to help children and young people affected by cyberbullying and children who are vulnerable.
  • These would include, funding for psychological services and helpline services and for the creation of a national standardised cyberbullying prevention and intervention curriculum, which would include online safety instruction and would be deployed to schools, sports clubs, youth clubs, on-line training, advertisements, marketing, parenting, etc. nationwide.

More information in relation to the context of the bill, further information and reasoning behind the recommendations can be found in the report here.

Things your school can do to get involved in Anti-Bullying Week

Anti-Bullying Week 2022 will be taking place from 14 November to 18 November.

Anti-Bullying Week (ABW) is dedicated to raising awareness about bullying and how to prevent it. It was created by the Anti-Bullying Alliance in 2004 and has been supported ever since. The objective of anti-bullying week include;

  • Raising awareness of bullying and the effect it has on the lives of young people.
  • To create an environment where everyone understands that bullying is not acceptable.
  • To ensure adults and young people know how to address bullying.
How can your school get involved?

To mark this week, schools are invited to participate in a lesson activity that the Department of Education developed in collaboration with the DCU Anti-Bullying Centre.

The lesson activity aims to help your school community to take the opportunity to ‘drop everything and reflect’ on the link between your school’s values and how these values can prevent and address bullying. The Minister for Education Norma Foley TD is looking forward to seeing how you display the value statement you create during Anti-Bullying Week 2022.

Lesson Activities

Below are Lesson Activities the Department of Education developed in collaboration with the DCU Anti-Bullying Centre. The lesson activity aims to help your school community to take the opportunity to ‘drop everything and reflect’ on the link between your school’s values and how these values can prevent and address bullying.

How to Enter

To share your statement, please submit images of your poster, WordCloud, video, mural, banner, poem, Value Tree, pledge or display etc. using this link. A selection of the visuals you share will be displayed on the Tackle Bullying website.

Some other ideas your students might like!

Here are five different ways your school can mark Anti-Bullying Week:

Run a poster competition

Have your students brainstorm ideas around the topic of anti-bullying and have them create a poster of how they interpret it. Encourage them to think about how different bullying situations can be resolved. Maybe suggest drawing a new anti-bullying symbol or ask them to draw a scene.

Have a film day

Some of the most famous films out there highlight bullying as a big part of their plot. Host a movie afternoon in your classroom to raise awareness of bullying among your students. Movie ideas on this topic include; Mean Girls, Matilda, and The Karate Kid.

Do a quiz on bullying

In the digital age, young people are quite involved in things on the internet, which is a part of their everyday life. Create a quiz on Kahoot about cyberbullying and play it with your class.

Create a Post-It Wall

Have each child contribute to the message wall with kind and thoughtful anti-bullying doodles or messages. Display the post-its on a board or a wall in the classroom as a reminder for people.

The message of the day

Display a kind message of the day on the board or wall. It can be inspired by the post-it wall. Get the students involved in planning what the message of the day should be. Each day of the week could highlight a different type of bullying.

The Anti-Bullying Alliance has created school packs to share with your class. Click on the links below to access their school packs and get involved in their “Reach Out” Campaign.

Primary School Pack

Secondary School Pack

Adolescent bullying and intrasexual competition: body concerns and self-promotion tactics amongst bullies, victims and bully-victims
2017
Lee, Kirsty
University of Warwick

Bullying is ubiquitous and a major cause of psychological distress and disease. While most bullying research investigating the predisposing, precipitating and perpetuating factors has focused on victims, important gaps remain regarding the theoretical drivers of bullying perpetration. Using sexual selection and intrasexual competition as a theoretical framework, researchers have argued that bullying is an evolved behaviour that enables bullies to obtain or maintain a strong position in the social hierarchy and have greater access to resources, including sexual and romantic experiences. Intrasexual competition comprises two key features: competitor derogation and self-promotion. Bullying could be considered as a type of repeated competitor derogation, but the extent to which bullies engage in self-promotion tactics is unknown. As body shape and size are of central importance to males and females in the context of intrasexual competition, the aims of this thesis were: to determine whether body weight or body image independently or jointly predict bullying role; and to examine the extent to which bullies, victims and bully-victims are preoccupied with self-promotion through body alteration, and whether this is related to psychological functioning. A large school-based study (The Bullying, Appearance, Social Information Processing and Emotions Study; The BASE study) of adolescents in the UK was conducted. Study 1 investigated whether body weight or body image (i.e., actual or perceived underweight or overweight) was independently associated with bullying role (bully, victim or bully-victim), and whether body weight and body image interacted to predict bullying role amongst adolescent boys and girls. Study 2 examined whether bullies, victims and bully-victims were at increased risk of weight loss preoccupation compared to adolescents uninvolved in bullying, whether psychological functioning mediated the relationship between bullying role and weight loss preoccupation, and whether sex was a key moderator. Study 3 examined whether bullies, victims and bully-victims had a higher desire for cosmetic surgery compared to adolescents uninvolved in bullying, whether the relationship between bullying role and desire for cosmetic surgery was direct or mediated by psychological functioning, and whether any effects were sex-specific. The findings offer several new contributions to knowledge. Firstly, it was revealed that body image, rather than actual body weight, is associated with being a victim and bully-victim. Bullies were of average weight and were more likely to be at an advanced pubertal status (girls only). Secondly, being a male or female bully was directly associated with increased desire for cosmetic surgery and weight loss preoccupation (boys only). The relationship between being victimised (as a victim or bully-victim) and cosmetic surgery desire and weight loss preoccupation was mostly mediated by reduced psychological functioning. Overall, victims had the highest desire for cosmetic surgery, whilst bully-victims had the highest weight loss preoccupation; there were no significant differences between male and female victims or bully-victims. In conclusion, the findings that male and female adolescent bullies are engaging in or cognizing about self-promotion strategies to improve physical appearance, which was unrelated to psychological functioning, are consistent with the theory of bullying as a form of intrasexual competition. Bullies are thus multi-strategic in their attempt to obtain or maintain social dominance. Bullied adolescents are similarly concerned about their appearance, but this is mostly because of reduced self-esteem, body-esteem and emotional problems as a result of being bullied. Thus, adolescents involved in bullying are at increased likelihood of attempting to alter their physical appearance, albeit via different pathways and with likely different outcomes. The research advances theoretical understanding about bullies and has practical implications for understanding the body concerns and self-promotion tactics of bullies, victims and bully-victims.

Sinead McNally
ABC Researchers Present at OECD Peer-Learning Discussion on School Attendance Problems

On Friday, 7th February, Dr Audrey Bryan, Associate Professor in Sociology at DCU Institute of Education and Senior Research Fellow at the DCU Anti-Bullying Centre, along with MSCA Doctoral Candidate Isabel Machado Da Silva, participated in an OECD peer-learning discussion on Policy Responses to School Attendance Problems. The event, held in Croke Park, Dublin, gathered representatives from Norway, the Slovak Republic, the Republic of Ireland, Northern Ireland, England, and the Netherlands, as well as researchers and practitioners.

Audrey and Isabel’s presentation examined the intersections of (cyber)bullying, school safety, and attendance. Audrey presented national data on bullying, school climate, and attendance trends, shedding light on key patterns. They also discussed theoretical and methodological tensions in existing research, which often overlook the complexity and diversity of young people’s experiences both in school and in digital spaces. The presentation called for new conceptual frameworks that consider broader contextual influences, such as structural racism and economic insecurity, in shaping students’ school experiences and social interactions.

As part of the discussion, Isabel introduced the newly defined UNESCO conceptualisation of bullying, which shifts the perspective from an individual issue to a systemic social process. The updated definition frames bullying as “a damaging social process characterised by an imbalance of power driven by social and institutional norms” (UNESCO, 2024).

Isabel also shared preliminary findings from her ethnographic research in Irish schools as part of the MSCA PARTICIPATE network. Her work highlights the multiple political, social, economic, and structural tensions affecting students’ relationships and school attendance.

Additionally, the presentation addressed the Cineáltas Action Plan on Bullying, raising critical questions about how responsibility for (cyber)bullying is currently framed. The discussion emphasised that schools and families are often expected to bear the primary responsibility for tackling bullying without acknowledging the power imbalances between them. This is particularly relevant in the context of recent school phone bans, which could reshape how responsibility for cyberbullying is understood and influence family-school relationships.

The session concluded with a Q&A, where OECD policy analysts and country representatives engaged in further discussion. Key questions centred on the impact of online gender-based violence on school climate and peer dynamics. In response, Audrey and Isabel stressed the importance of:

  1. Uncovering the ‘banter’ and seemingly ‘innocent’ everyday interactions that enable bullying and violence to take root.
  2. Expanding the concept of bystanders to include the role of Big Tech companies in facilitating and profiting from online violence.

Their insights contributed to a broader discussion on the need for systemic policy responses that address both in-school and digital challenges impacting student attendance.

An investigation into whether the ‘Iceberg’ system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children
2001
Stacey-Cremin, Hilary
University of Leicester

This thesis evaluates the effectiveness of peer mediation programmes in 3 primary schools in Birmingham. It investigates whether the ‘Iceberg’ system of peer mediation training, and the setting up of a peer mediation service, can reduce bullying, and have an effect on the self-concept of Year 5 pupils. The literature review section of the study reviews existing literature concerning peer mediation, humanism in education (humanistic values underpin the mediation process) behaviour management in schools and bullying. These are all areas that are revisited as part of the empirical research. The empirical research has a quasi-experimental research design which uses both quantitative and qualitative analysis. The experiment was set up to answer the main research questions as objectively as possible, given the author’s existing wider involvement in this area of work. Pre test and post-test measures include pupil questionnaires and interviews with teachers and headteachers. The positivist framework of the main experiment, however, proved to be somewhat restrictive in answering some interesting new questions which emerged as a result of the programme not being implemented as planned in 2 of the experimental schools. The findings suggest that peer mediation can be used as a strategy to reduce bullying and improve pupil feelings of empowerment and self-esteem provided it forms part of a wider strategy to empower pupils and improve their personal and social skills. The difficulties of carrying out an experiment in a school setting, however, make the results inconclusive and more research is recommended in order to understand the links between peer mediation, humanistic practices in the classroom, and the apparently central role of the headteacher.

A study of school anti-bullying policy in Taiwan
2017
Chung, Ming-Lun
University of Sheffield

This thesis explores the scale of bullying in Taiwanese schools and the impact of school anti-bullying policies. Critical realism is used in this policy-related research to argue against current empirical bullying research mainstream and how it may be possible to conduct scientific policy research in Taiwan. The thesis is divided into two parts, covering the literature review and methodology (four chapters in part one) and analysis of the case study in Taiwan (three chapters in part two). This research endeavours to link critical realism with empirical research to deepen our understanding of the school anti-bullying policy structure in Taiwan. The thesis begins with the exploration of the conceptualisation and development of bullying research in Chapter 2 whose main purpose is to capture the definition of bullying and the prevalence of school bullying in different countries and then illustrate the main research areas and the international trend of bullying research. Following Chapter 2, bullying-related theories and approaches to bullying research are highlighted in Chapter 3 and policy process theories and school anti-bullying policies are touched on in Chapter 4 in term of policy agenda setting, policy formulation and policy implementation consideration. A crucial role is played by Chapter 5 which focuses on the philosophical discussion of critical social research (ontology, epistemology and methodology) with reference to the appropriate use of practical methods and related ethical issues. This chapter sets out to explain how critical realism could function in this research to bridge the gap between the literature review and the case study research. In part two, three chapters discuss the formation of school anti-bullying policy in Taiwan. Chapter 6, which is an historical inquiry, illuminates the trajectory of school regulation policies with regard to the democratic transformation of a political system since 1945 in Taiwan. After the historical discussion, light is shed on empirical inquiry into school anti-bullying policy in Chapter 7, which analyses different debates over school anti-bullying policy and power struggles between four different policy stakeholders. Most importantly, Chapter 8 attempts to theorise the ‘generative mechanism’ behind the policy making process and the inferential logic of knowledge production is also considered at the end of this chapter. In addition, reflection on the generative mechanism and collective agency of community and professional groups in policy making are also involved. The concluding chapter reflects on the use of theories, methodology and the research findings in answer to the research questions and elaborates on the compatibility of critical realism, the critical qualitative case study and school anti-bullying policy research in Taiwan. To be reflexive this chapter finishes by looking at further research directions for policy making and practice between political governance, policy research and school practice.