Bullying is a serious problem in schools all around the globe, and implementing intervention strategies effective over time is still difficult, despite the consistent literature on the subject. In this study, we tested the efficiency of a 5-day intensive empathy training program in reducing bullying among third graders. The sample included three classes of third graders (N = 64, Mage = 9.45; SDage = 0.50) from a Romanian school. A 3 × 3 mixed experimental design was used where we manipulated the type of intervention (control group-no empathy training, experimental group 1-empathy training with the teacher present, and experimental group 2-empathy training without teacher present) and the time of measurement (pre-test, post-test, and 3 weeks\' follow-up). The results showed that the intervention determined a significant increase in empathy and a significant decrease in verbal bullying but only for the experimental group where the teacher was physically present in the classroom during the intervention. Moreover, the pattern of results showed that the effects of the intervention increased 21 days after it was completed, meaning that the program could have long-term effects. No significant change in physical bullying behaviors was observed.

The Canadian 24-Hour Movement Guidelines for Children and Youth recommends specific guidance in physical activity, screen time, and sleep duration. The current research will further explore potential exposures between healthy movement and being involved in a bullying incident as a bully or a victim in a representative sample of adolescents in China. A total of 67 821 Chinese students (response rate = 98.4%) were included in this study (mean age = 13.04 years). The results showed that meeting sleep recommendation only, meeting screen time recommendation only, and meeting both these two recommendations might be protective factors against being bullied or bullying others. Meeting moderate-to-vigorous physical activity (MVPA) recommendation only reported higher odds of being victims in all forms of bullying while meeting both MVPA and another combination of the guideline would relate to lower odds of being a bully and a bully-victim in all forms of bullying involvement.

To account for the complex relationships and processes that constitute the phenomenon of bullying, it is critical to understand how students and their parents and teachers conceptualize traditional and cyberbullying. Qualitative data were drawn from a mixed methods longitudinal study on cyberbullying. Semi-structured interviews were held with Canadian students in grades 4, 7, and 10 in a large urban school board, and their parents and teachers. To account for the complexity and interactions of different systems of relationships, the purpose of the current article is to examine how students and their matched parents and teachers understand traditional and cyberbullying. Central to participants\' understanding of traditional and cyberbullying was whether they considered bullying to represent harmful relationship dynamics. Three main assumptions emerged as shaping participants\' understanding of bullying and appeared to obscure the deep relationship processes in bullying: (a) assumptions of gender in bullying, (b) type of bullying-comparing traditional and cyberbullying, and (c) physical bullying as disconnected from relationship dynamics. It is essential that assessment, education, and prevention and intervention strategies in traditional and cyberbullying be informed by the inherent relationships in bullying and be implemented at multiple levels of relationships and broader social systems.

BACKGROUND: Bullying is one of the most common expressions of violence in the peer context during school years. This study investigates the prevalence of bullying and the short-term effects on students\' bullying perceptions of a preventive intervention conducted among teachers of first-grade secondary schools in Palermo, Sicily (Italy).
METHODS: Between the 2017/2018 and 2018/2019 school years, a pre-post intervention study was conducted among nine school institutions, sampled and categorized by neighbourhood socioeconomic index. A questionnaire investigating physical, verbal, and indirect bullying, the role of observers, prosociality, and resiliency in bullying was administered before and after intervention with formative cascade training of the teachers of the selected classes. Three different methods (sentinel questions, the five-question method, the \'score of seven\' method) were used to detect the baseline level of bullying.
RESULTS: A total of 402 students participated in the study (72.7% response rate). A decrease in the number of bullying episodes after the intervention was reported by the students in all types of bullying explored (physical, verbal, and indirect bullying, observers, resiliency, and prosociality), with all three methods. In particular, a statistically significant decrease in all the bullying areas investigated (except for resiliency) was reported for students attending schools of an intermediate socioeconomic level.
CONCLUSIONS: Even if many school-based interventions have been implemented to reduce school bullying throughout the world, this is one of the first conducted in Europe and it assesses the effectiveness among students of an anti-bullying intervention tailored for teachers. The encouraging results in reducing the number of bullying episodes together with the low cost in terms of human and economic resources could suggest an extension of this research on a regional/national scale.

OBJECTIVE: The purpose of this study was to identify the Jordanian school adolescents\' experience of being bullied, and to examine its association with selected socio-demographic variables.
METHODS: This cross sectional descriptive study used multi-stages cluster sampling technique to recruit a sample of in-school adolescents in Jordan (N=436). The Personal Experiences Checklist was used to measure the experience of bullying. Descriptive statistics and parametric tests were used in the analysis.
RESULTS: Relational-verbal bullying was the most common form of bullying while cyber bullying was the least common type. Male adolescents experienced bullying more than females. In addition, adolescents belonging to low-income families experienced bullying more than those from moderate-income families. Finally, being bullied was negatively correlated with academic performance of students.
CONCLUSIONS: This study indicated that risk factors for bullying are multifaceted which necessitate the development of prevention and intervention strategies to combat bullying taking into consideration these factors.
CONCLUSIONS: Schools should introduce environmental changes to discourage bullying and establish a policy with specific guidelines of what constitutes bullying behavior and expected disciplinary procedures. Staff training on information about the definition of bullying, current trends, and the effects of bullying is also recommended.