@misc{FischerPaljakkaDemol, author = {Fischer, Saskia M. and Paljakka, Antonia and Demol, Karlien}, title = {European Young Researchers Network on Teachers' Role in School Bullying: Where Do We Stand and Where Do We Go?}, series = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, pages = {60}, abstract = {The European Young Researchers Network on Teachers' Role in School Bullying has been founded in 2020 by young researchers from Germany, the Netherlands, and Austria. The aim is to take into account the growing research interest in the role of teachers in the bullying process (e.g., Colpin et al., 2021; De Luca et al., 2019; Eldrige \& Jenkins, 2020; Yoon \& Bauman, 2014) and, in particular, to network young researchers working on this topic and to help them maintain an overview of the body of literature on this topic. To this end, newsletters are sent out at regular intervals informing members about new relevant publications, conferences, and calls for papers. In addition, researchers can contribute to the next newsletter by sending topics and concerns. This includes cooperation requests for symposia or research projects and topic-specific questions. The network has about 50 members from 16 different countries. It was presented in 2020 at the Bullying Research Symposium in Vienna (held online) and in 2021 at the WABF in Stockholm, where it met lively interest, received a lot of positive feedback from members, and attracted new members. However, like any network, it faces the challenge of evolving. Requests from members and sharing publications within the network have been decreasing. The aim is to facilitate the exchange between members and to continue to provide an information platform via the newsletter, which benefits from the shared knowledge of the members. However, the active participation of the members is necessary for this. In the presentation, the wishes and needs of the current and future members of the network will be discussed. Concrete questions concerning the future of the network include whether the European focus and the focus on young scientists should be maintained. Selected References Colpin, H., Bauman, S. \& Menesini, E. (2021). Teachers' responses to bullying: Unravelling their consequences and antecedents: Introduction to the Special Issue. European Journal of Developmental Psychology, 18(6), 781-797. https://doi.org/10.1080/17405629.2021.1954903 De Luca, L., Nocentini, A. \& Menesini, E. (2019). The teacher's role in preventing bullying. Frontiers in Psychology, 10, 1830. https://doi.org/10.3389/fpsyg.2019.01830 Eldridge, M. A. \& Jenkins, L. N. (2020). The Bystander Intervention Model: Teacher intervention in traditional and cyber bullying. International Journal of Bullying Prevention, 2, 253-263. https://doi.org/10.1007/s42380-019-00033-7 Yoon, J. \& Bauman, S. (2014). Teachers: A critical but overlooked component of bullying prevention and intervention. Theory Into Practice, 53(4), 308-314. https://doi.org/10.1080/00405841.2014.947226}, language = {en} }