Background: Suicide-related behaviors increasingly contribute to behavioral health crises in the United States (U.S.) and worldwide. The problem was worsened during the COVID-19 pandemic, especially for youth and young adults. Existing research suggests suicide-related behaviors are a consequence of bullying, while hopelessness is a more distal consequence. This study examines the association of in-school and electronic bullying with suicide-related behavior and feelings of despair among adolescents, adjusted for sociodemographic characteristics, abuse experience, risk-taking behaviors, and physical appearance/lifestyles. Method: Using Chi-square, logistic regression, and multinomial logistic regression, we analyzed the US 2019 Youth Risk Behavior Surveillance System (YRBSS) national component. The YRBSS includes federal, state, territorial, and freely associated state, tribal government, and local school-based surveys of representative sample middle and high school students in the US. The 2019 YRBSS participants comprised 13,605 students aged 12 to 18 years and roughly equal proportions of males and females (50.63% and 49.37%, respectively). Results: We observed a significant association (p < 0.05) between being bullied and depressive symptoms, and the association was more vital for youth bullied at school and electronically. Being bullied either at school or electronically was associated with suicidality, with a stronger association for youth who experienced being bullied in both settings. Conclusion: Our findings shed light on assessing early signs of depression to prevent the formation of suicidality among bullied youth.

Internships are a great opportunity for university students to engage in job-relevant activities and enhance their chances of employability. The purpose of thecurrent study was to explore the relationship betweenthe perceived value of internships and the employability skills of the students. The target population for this quantitative study comprisedgraduate level students fromthe government universities of Lahore, Pakistan. This study used a cross-sectional survey design. Its sample was based on 291 students selected through convenience sampling from fouruniversities in Lahore. The data wascollected through a self-administered andclosed-ended questionnaire.Descriptive and inferential statistics were computed using the Pearson correlation coefficient, independent sample t-test,and one-way ANOVA test. The results of the correlation betweenthe perceived value of internship and employability skills showeda significant positive correlation between them (p<0.001).The independent sample t-testshowed that the students with higher CGPA performed better in the workplace as compared to the students with lower CGPA.The results of One-wayANOVA test indicated that the students of Human Resource Management (HRM) and Information Technology(IT) performed better in terms of acquiring employability skills as compared to the banking, finance, and marketing students.These skills are essential for job employment.It is recommended that future research studies should be conducted in other areas of experiential learning. These studieswould help to emphasizethe importance of internshipsin relationto employability skills that are directly linked to the students'job opportunities.

Background: Bullying is a global public health problem with severe adverse effects on behavioral health. Understanding the predictors of victimization by bullying is essential for public policy initiatives to respond to the problem effectively. In addition to traditional in-person bullying, electronic bullying has become more prevalent due to increasing social interaction and identity formation in virtual communities. This study aims to determine the predictors of in-school and electronic bullying. Methods: We employed multivariable logistic regression to analyze a nationally representative sample of 17,232 high school students in the United States, the 2021 Youth Risk Behavior Surveillance System national component. The survey was conducted during the COVID-19 pandemic, from September through December 2021. The factors examined included sociodemographic characteristics (age, gender, race), appearance (obesity), physically active lifestyles (being physically active, spending a long time on digital games), and risk-taking behavior (using marijuana). Results: Our results indicated that sociodemographic characteristics were strong predictors of being bullied in school and electronically. Being obese is more likely to result in bullying in school (AOR = 1.32, p = 0.003) and electronically (AOR = 1.30, p = 0.004). Adolescent students showing marijuana use had higher odds of being bullied in school (AOR = 2.15, p < 0.001) and electronically (AOR = 1.81, p < 0.001). While spending a long time on digital devices raises the risk of being electronically bullied (AOR = 1.25, p = 0.014), being physically active is not associated with being bullied. Neither of the two lifestyle factors was associated with in-school bullying. Conclusions: Interventions addressing violence among adolescents can benefit from empirical evidence of risk factors for bullying victimization in high school.

Self-harm is a growing public health concern, particularly among university students facing academic anxiety. This study explored the underlying factors driving suicide planning and attempts in this population. Using a qualitative design, we conducted thematic analysis of interviews with eight counselors and eight students from five public and private universities. Analysis via NVivo Software revealed six core themes: (1) current mental health support and coping strategies, (2) triggers of suicidal ideation linked to family and psychological stressors, (3) perceptions of campus mental health services, (4) cultural and societal misconceptions surrounding suicide, (5) institutional barriers to accessing mental health care, and (6) student-driven recommendations for prevention and support. These findings highlight the complex interplay between academic pressure, emotional distress, and limited institutional support. The study emphasizes the need for universities to enhance access to mental health services, reduce stigma through open dialogue and peer support, and engage families through targeted workshops. Tailored interventions addressing academic, emotional, and familial challenges—such as flexible deadlines and improved counseling access—can significantly reduce suicidal ideation and promote student well-being.

Job satisfaction is a favourable feeling toward one’s job. However, job dissatisfaction is a negative feeling about a job. The purpose of the current study was to investigate and analyze the levels of job satisfaction of female and male teachers in private and public secondary schools in Lahore, Pakistan. The targeted population selected for this cross-sectional quantitative study was teachers of the private and public schools of Lahore, Pakistan. The study sample was selected through a convenience sampling design. The final sample comprised 500 male and female secondary school teachers. The survey was self-administered, based on a structured questionnaire consisting of 36 items. For data analyses, descriptive statistics and inferential statistics were used to analyze the gathered data. One-way ANOVA and an independent sample t-test were used to find the difference in job satisfactions by categorizing them according to their, experience, qualification, age, gender, and type of institution (public vs. private). The results indicated that female teachers were more satisfied than the male teachers. A significant difference was found between the job satisfactions in terms of salaries (F =2.610, p < 0.075), supervision (F = 3.534, p < 0.030), fringe benefits (F =5.761, p < 0.003), promotion (F =2.396, p < 0.092), and nature of work (F =4.400, p < 0.013). Furthermore, public secondary schools have more facilities and benefits as compared to private schools. It is suggested that the Executive District Officers (EDO) must include some strategies and teachers’ welfare packages for public or private secondary school teachers. However, future studies can indicate their research towards other factors, which might be considered as a prime predictor for teachers' job satisfaction.