This study examined the relationships between social loneliness, emotional loneliness, social anxiety and peer victimisation among 390 seventh- through ninth-grade secondary students. Data were collected in the fall and spring of the school year. Path analyses revealed that feelings of loneliness (both social and emotional) increased adolescents’ peer victimisation experiences, however social loneliness was associated with higher levels of peer victimisation than emotional loneliness in seventh and eighth grade. Early experiences of social anxiety significantly predicted bullying victimisation. Implications for research and intervention programmes are discussed.

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.

Bullying is relatively common and is considered to be a public health problem among adolescents worldwide. The present study examined the risk factors associated with bullying behavior among adolescents in a lower-middle-income country setting. Data on 6235 adolescents aged 11–16 years, derived from the Republic of Ghana’s contribution to the Global School-based Health Survey, were analyzed using bivariate and multinomial logistic regression analysis. A high prevalence of bullying was found among Ghanaian adolescents. Alcohol-related health compromising behaviors (alcohol use, alcohol misuse and getting into trouble as a result of alcohol) increased the risk of being bullied. In addition, substance use, being physically attacked, being seriously injured, hunger and truancy were also found to increase the risk of being bullied. However, having understanding parents and having classmates who were kind and helpful reduced the likelihood of being bullied. These findings suggest that school-based intervention programs aimed at reducing rates of peer victimization should simultaneously target multiple risk behaviors. Teachers can also reduce peer victimization by introducing programs that enhance adolescents’ acceptance of each other in the classroom.

This study examined the role of critical reflection in developing cultural awareness among pre-service teachers via coursework requiring students to act and reflect on issues of diversity on a personal level. The Cultural Diversity Awareness Inventory (CDAI) was used as a pretest and posttest measure of students’ multicultural attitudes, and learning journals, final reflections and focus group interviews were examined to investigate how reflection facilitated development of cultural awareness. The CDAI indicates that pre-service teachers’ multicultural attitudes were improving. Critically reflecting on the issues of culture, power and privileges, fostered pre-service teachers’ cultural awareness and created cognitive dissonance within them, which positively influenced their cultural awareness. Implications of the study for teacher education are discussed.

This study examined awareness of and knowledge of how to address increasing linguistic and cultural diversity among 89 teachers in an ethnically and racially diverse school located in Southwest Finland. The empirical evidence suggests that in a school with many years of experience with a diverse student population the levels of awareness and knowledge among teachers are relatively low and teachers themselves expressed the need for much more information, in particular, strategies for meeting the needs of their students. In addition, teachers showed distinct levels of awareness of diversity which successively predicted their knowledge of strategies for addressing diversity in the classroom. Implications for research and teacher education are discussed.

Physical fighting is an important behavioral concern of public health importance among adolescents worldwide. The present study examines the patterns and correlates of physical fighting among a school-based population in a low-income country setting. Data on 6235 adolescents aged 11–16 years were derived from the Republic of Ghana contributions to the Global School-based Health Survey. Three thresholds of participation in a physical fight during a 12-month recall period were compared against several independent sociodemographic variables. Bivariate analyses were used to screen for statistically significant associations and multinomial logistic regression was used to examine significant relationships while adjusting for covariates. Within the recall period, 32% of adolescents had reported being involved in two or more physical fights. Those involved in a physical fight during three or more days during the recall period were more likely to have been bullied (relative risk ratios (RRR) = 1.86; 99% confidence intervals (CI): 1.38–2.52), have had a troubled experience with alcohol (RRR = 2.202; CI = 1.55–2.64), and miss days of school (RRR = 2.02; CI = 1.39–2.92). When adjusted only for age and sex, having understanding parents was protective (RRR = 0.64; CI = 0.53–0.78) as was having a positive school environment (RRR = 0.73; CI = 0.55–0.97). Our findings suggest that school-based programming which simultaneously targets multiple risk behaviors and conflict resolution may be helpful in interventions to reduce rates of physical fighting.