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Session

Room: Preikestolen

Paper 1

11 Jun 2025, 14:30

Stavanger Forum

69. Exploring Moral Processing in Cyberbullying

Albara Mishkes

11/06/2025, 14:30

Protective and risk factors for bullying and cyberbullying within individuals and contexts

Oral Paper Presentation

Cyberbullying is a prevalent issue among university students (Abaido, 2020; Faucher et al., 2014; Kokkinos & Antoniadou, 2019), and cyberbullying is a problem that has negatively impacted students’ mental health (Cassidy et al., 2017; Faucher et al., 2014; Martínez-Monteagudo et al., 2020). Thus, it is important to study university cyberbullying, including moral processing. In more detail, the...

113. The “collective we” in mainstream secondary schools in Norway. What do students, teachers and head teachers think about the “collective-we”? What do they do to foster it?

Mrs Nina Grini (University of Stavanger, Norway)

11/06/2025, 14:45

Other

Oral Paper Presentation

In Norway the core curriculum states that students shall learn to respect differences and understand that all students have a place in the class- and school community. All teachers are obliged to work for cohesion and belonging in their class to make a safe and supportive learning environment.
Although the students have a legal right to a safe and secure learning environment, and that the...

310. School-Level Association Between Social and Emotional Learning (SEL) Competencies and Bullying Involvement: A Four-Year Longitudinal Study

Chunyan Yang (University of Maryland, College Park)

11/06/2025, 15:00

Protective and risk factors for bullying and cyberbullying within individuals and contexts

Oral Paper Presentation

Guided by the social-ecological model, this study employed growth mixture models to examine (1) the trajectories of student perceived school-wide bullying, traditional bullying victimization and cyberbullying victimization aggregated at school level; and (2) the longitudinal impact of four domains of social-emotional learning (SEL) competencies, school level, ethnic diversity index, and school...

157. Following-up actions after bulling – a single case study in Norway

Ms Anna Lange Moi (UiS, Centre for Learning Environment)

11/06/2025, 15:15

Reactive strategies, implementation of interventions, and follow-up actions after bulllying or cyberbullying has occured

Oral Paper Presentation

Experiencing bullying during the school years may produce lingering negative effects on peoples’ health, self-worth, and quality of life compared to those who were never bullied. These long-lasting consequences can perpetuate the impact of bullying on the individual. Further, ongoing bullying in a school classroom fosters social and mental dynamics that are likely to persist under the surface...

242. Implementation matters – KiVa Program implementation and results from 2022 to 2024, a three-year cohort-longitudinal study.

Kristiina Treial (Bullying-Free School Foundation)

11/06/2025, 15:30

Proactive strategies and prevention of bullying and cyberbullying

Oral Paper Presentation

Bullying in schools is universal and widespread problem with average of 20% of Estonian students suffering from victimization every year. KiVa Program was introduced in Estonian schools in 2013 as a comprehensive school-based initiative, encompassing KiVa lessons for students in grades 1-9. Additional support options for schools have been created to enhance the implementation quality. Schools...