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Lateral violence, a group of behaviours directed towards people of the same group, is considered endemic among Aboriginal people. Behaviours include bullying, gossiping, isolation or exclusion of certain group members, and challenges to one’s Aboriginal identity. Lateral violence impacts all aspects of one’s life. Due to its pervasiveness, this qualitative study investigated strategies employed by Aboriginal people to deal with lateral violence.

Previous research has focused on identifying the association between moral dimension and bullying behavior, with an emphasis on better understanding the complex processes that children and adolescents trigger during decision-making in immoral situations. However, advances in research on morality and bullying have not been paralleled by the design of intervention programs that promote moral competence. The aim of this chapter is to analyze the moral dimension as a key intervention in the design of holistic models for preventing bullying and promoting defending.

Growing up in socioeconomic disadvantage increases risk of peer bullying at school. Both socioeconomic status and involvement in bullying are predictive of a range of adverse developmental outcomes. However, neither (a) the mechanisms whereby disadvantage increases bullying risk nor (b) the developmental outcomes for which bullying may mediate disadvantage are clear. 

This study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time. 

The lack of skills in managing future bullying and particularly cyberbullying incidents reported by pre-service teachers has social and emotional implications for young people

Aussie Optimism Program with teacher training along with coaching may have the potential to positively impact on suicidality and pro-social behavior in the pre-adolescent years

These results highlight the importance of working with both male and female caregivers when addressing children’s bullying behaviour.

The perspectives of professionals involved in bullying and cyberbullying policy construction, across three different Australian states

Researchers conducting program evaluations in other contexts are advised to consider testing for this potential source of bias in their studies

Opinions of employees from the education and legal systems, regarding their perceptions of the role of the law and cyberbullying in Australian schools