School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.

In recent decades there has been a progressive increase in concern and research into the problems of peer aggression, both in the educational setting and more recently, online. The present study sought to explore sex differences in traditional bullying and cyberbullying, since current literature has not reached a consensus in how bullying involvement could be moderated by sex. The sample consisted of 3,174 adolescents aged 12-17 years old who completed a paper survey which included the European Bullying Intervention Project Questionnaire and the European Cyberbullying Intervention Project Questionnaire. The main results found no differences in cyberbullying rates for boys and girls. In the case of bullying, there were more bully-victims among the boys, but no differences were found in the pure victims or pure perpetrators. When analysing the specific bullying behaviours suffered or perpetrated, several differences were found. However, said differences were discrete and it seems that there are not distinctly differentiated bullying patterns, which discourages the use of clearly differentiated preventive strategies for boys and girls. En las últimas décadas ha ido creciendo la preocupación por las agresiones entre iguales y su investigación, tanto en el propio entorno escolar como, más recientemente, a través de la red. El presente estudio se planteó con el objetivo de explorar las diferencias de sexo tanto en el acoso tradicional como en el ciberacoso, pues la bibliografía existente no llega a un consenso sobre la forma en que la implicación en el acoso puede estar siendo moderada por el sexo o el género. La muestra constó de 3,174 adolescentes de 12 a 17 años que cumplimentaron por escrito una encuesta que incluía el ,European Bullying Intervention Project Questionnaire, y el ,European Cyberbullying Intervention Project Questionnaire,. Los principales resultados no mostraron diferencias en las tasas de ciberacoso de chicas y chicos. Respecto al acoso tradicional, aunque se han hallado más víctimas-agresoras en los chicos, no se han encontrado diferencias en la tasa de víctimas y agresores puros. Al analizar las conductas específicas sufridas o perpetradas, se encontraron varias diferencias entre chicas y chicos. Sin embargo, esas diferencias eran pequeñas y no parece que haya un patrón de acoso claramente diferenciado, lo que desaconseja emplear estrategias preventivas claramente diferenciadas para chicas y para chicos.

The spread of the internet and Information and Communications Technologies (ICT) have completely changed society in the last few decades. The transfer of traditional face-to-face bullying to the virtual environment is one of the risks adolescents face in this new reality. The present study sought to explore the relationship between involvement in cyberbullying and behaviours such as internet and mobile usage and other risky online behaviours. The sample consisted of 3,188 adolescents aged 12-17 years old (Mean= 14.44; SD= 1.67). The application of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) found that 5.2% were victims, 4.5% perpetrators and 4.3% bully-victims. Results also showed that cyberbullying seems to be associated with both Problematic Internet Use and behaviours such as sexting, gambling and contacting strangers, which suggests a need for a comprehensive approach for preventing all these issues. Moreover, parental monitoring could serve as a modulating factor, which should also be taken into account in the development of appropriate prevention strategies.

School bullying continues to be one of the main challenges for the education community. Current research indicates that Lesbian, Gay, Bisexual, Transgender, Transsexual, and other LGBT+ people suffer the highest rates of bullying, while other studies suggest that this bullying does not occur based on the victim’s actual sexual orientation or gender identity, but because they do not fit into the traditional gender roles. The aim of the present study was to carry out a meta-analytical study on the prevalence of gender-based bullying against LGBT+ schoolchildren and adolescents in Spain. Methods: The review was carried out following the recommendations of the PRISMA group and allowing us to identify a total of 24 studies. All of these studies were published since 2008, and most of them conducted cross-sectional survey-type research. It was also found that the instrument used to assess bullying varied greatly among studies, resulting in an enormous heterogeneity of research on this topic. Different meta-analyses were carried out according to the profile of involvement in bullying: victimisation, perpetration, and observation. In addition, three target populations were detected in the victimisation research: the general population, pre-identified bullying victims reporting the reasons behind the victimisation, and LGBT+ people. Results: The meta-analyses conducted with R have estimated the prevalence of observation of gender-based school bullying in Spain at 77.3%, perpetration at 13.3%, and victimisation at 8.6% among the general population. When the research focuses on previously identified victims, the rate was 3.6%, while if LGBT+ people are approached directly, the percentage increases to 51%. Conclusions: These rates reveal the need to develop specific preventive strategies in schools. Greater awareness of affective-sexual diversity and respect for those who do not conform to traditional gender roles should be promoted.

Bullying is a significant problem for young people nowadays, regardless of their identity, culture, or background. Although the scientific evidence warns of a greater impact of bullying on vulnerable groups such as cochlear implant (CI) users, few specific studies have been carried out in this regard. As such, the fundamental objective of this study was to estimate the prevalence of both traditional bullying and cyberbullying among Spanish adolescents and young people with CI. Parents with children CI users were also invited to participate to explore their perspective concerning the victimization of their children. The information was collected using one survey for students aged 11–23 year (n = 102) and another for parents (n = 127). Beyond the frequency and types of bullying suffered or the methods used for coping with victimization, results also show lower rates of bullying when students were asked specifically with a single-item question than when applying multi-item questionnaires. The results are discussed in terms of the broader international bullying and victimization literature.