Homophobia is a persisting and changing phenomenon globally affecting the educational system. Data clearly shows that school is not perceived as a safe environment for sexual and gender minority youth (SGMY). This work aims to systematically review the intervention and prevention programs designed to specifically address bullying behaviors at school towards SGMY, providing an analysis of the socio-emotional learning (SEL) components included in the interventions, to understand which socio-emotional skills can enhance students’ capabilities to prevent homophobic behaviors and promote safe environments for all students. The literature research was completed in February 2023 on NCBI PubMed, Web of Science, Scopus, and PsycINFO databases according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist and diagram. A total of 408 studies were evaluated. 24 studies were selected as eligible for the final review. Each study was coded according to the targeted population: students, teachers, or to a whole school; moreover, the SEL model components were used as further classification criteria. The majority of interventions were targeted to students and to enhance social awareness. The literature review reported the lack of whole-school approaches, and most programs were not explicitly designed according to a SEL taxonomy despite the importance of socio-emotional skills in preventing prejudicial bullying. The review highlights the relevance of a socio-ecological approach to universal and targeted interventions.

Nonconsensual distribution of intimate images (NCII), also known as revenge porn, has become a significant social issue in recent years, with severe consequences for victims. The present study aimed to investigate the prevalence and predictors of NCII victimization among young Italian adults, focusing on the role of sexting, intimate partner violence (IPV), impulsivity, and self-disclosure. An online survey was conducted among a sample of 2047 Italian young adults (F = 29.3 %, M = 53.4 %, Not Indicated=16.9 %; mean age = 24.4, SD = 4.4) using a convenience sample recruited through internet. The survey included questions on NCII victimization, sexting behavior, sextortion, and IPV. Our findings showed that 33.9 % of respondents reported engaging in sexting behavior, with females being three times more likely to engage in sexting than males. Furthermore, 3.3 % of participants reported being victims of NCII, with over one-third of victims experiencing three or more types of NCII victimization. Multiple regression analysis revealed that sexting and IPV were significant predictors of NCII victimization, and the interaction effect between self-disclosure and impulsivity was also a significant predictor. This study contributes to the understanding of NCII in Italy and highlights the need for interventions and prevention strategies to address both NCII and IPV, given their strong continuity. The results also suggest that the relationship between self-disclosure, impulsivity, IPV, and NCII victimization is complex and requires further investigation, suggesting a scenario where the climate of violence may impair the victim's decision-making.

Introduction: The impact of cyberbullying victimization on youth development, encompassing mental health, academic performance, and socioemotional well‐being, has been widely documented. Research highlights the heightened vulnerability of sexual and gender minoritized youth, along with other youth from marginalized groups, to cybervictimization. However, there is a gap in understanding how intersecting marginalized social identities affect experiences of cyberbullying.Methods: This study employs an intersectionality framework to examine cybervictimization among youth. The sample consists of 444,224 students in grades 9–12 from the 2017–2019 California Healthy Kids Survey. Using exhaustive chi‐square automatic interaction detection (ECHAID), the analysis identifies the prevalence of cybervictimization across multiple intersecting social identities, including sex assigned at birth, gender modality (cisgender 97.6%), sexual orientation, race/ethnicity, grade level, and socioeconomic status.Results: Cybervictimization was reported by 22.7% of youth in the sample. Rates were two to three times higher among youth with multiple marginalized identities. Youth at the intersection of bisexual sexual orientation, transgender gender modality, and racial/ethnic minoritized identities faced a particularly high risk of cybervictimization.Conclusions: There is an urgent need for future research in cyberbullying and youth development. Such research should focus on identifying and understanding the intersectional nature of discrimination and victimization, both in‐person and online, to develop evidence‐based prevention programs that effectively address the complexities of minoritized identities and discrimination in the digital world.

Homophobic cyberbullying and other forms of anti‐LGBTQ+ bias among adolescents are an emerging and concerning form of online bias‐based aggression. However, little research has explored its prevalence and correlates. This study aims to address this gap by investigating homophobic cyberbullying through the theoretical lens of a socioecological stigma framework. Specifically, it examines the association between individual factors (socio‐emotional competencies), contextual factors (homophobic social norms), and homophobic cyberbullying. Additionally, it explores the moderating effect of socio‐emotional competencies on the relationship between homophobic social norms and social dominance orientation on homophobic cyberbullying. Parallel (in‐school and online) survey samples ( N = 3807) were collected among Italian youth ( M _age = 16.69; SD = 1.97). A series of multiple linear regression models with two‐way and three‐way interaction effects were tested. Descriptive results indicated that heterosexual boys reported higher rates of homophobic cyberbullying. The regression analysis demonstrated that socio‐emotional competencies were negatively associated with homophobic cyberbullying, whereas homophobic social norms were positively related to it. Furthermore, socio‐emotional competencies mitigated the impact of homophobic social norms on the relationship between social dominance orientation and homophobic cyberbullying. The study underscores the urgent need for evidence‐based interventions that challenge and reshape gendered and heteronormative beliefs perpetuating homophobic cyberbullying, particularly among adolescent heterosexual boys, by encouraging critical reflection on masculinity and sexuality within educational settings and peer networks.

Background: Adolescence, acknowledged as a transformative developmental phase marked by socio-emotional challenges, introduces an elevated susceptibility to loneliness. As adolescents are exposed to loneliness, they concurrently navigate the dynamic landscape of problematic videogame use, characterised by deleterious gaming patterns with consequential impacts across various life domains. Empirical evidence indicates a significant correlation between experiences of cyberbullying victimisation and heightened feelings of loneliness, particularly within the context of peer relationships during this developmental epoch.Objectives: This study examined the critical relationships among loneliness, cyberbullying victimisation, and problematic videogame use, considering loneliness as a potential precursor to adverse developmental outcomes. Further, it assesses sex differences in these associations, seeking to elucidate the pathways through which these variables exert influence on the psychological well-being of adolescents.Methods: This study included 438 adolescents from Central Italy (50% boys), aged 11 to 16 (mean = 12.7 years, SD = 1.4 years). Participants completed a self-reported questionnaire during school hours.Results: Overall, 10.5% of participants reported experiencing cyberbullying victimisation, with no significant sex differences. Structural Equation Modelling revealed a significant association between loneliness with peers and well-being, mediated by cyberbullying victimisation and problematic videogame use. A significant interaction effect was found between sex and nervousness during gameplay, showing that nervousness was more strongly associated with problematic videogame use in boys compared to girls.Conclusions: These findings underscore the importance of targeted interventions to reduce peer-related loneliness in adolescence. Future research should explore the longitudinal, bidirectional effects of loneliness in adolescence on both problematic behaviours and well-being.