@misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Hate Speech and Bullying Perpetration: Overlaps and Convergent and Divergent Determinants}, series = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum (October 25-27, 2023), North Carolina, U.S.A.}, doi = {10.17605/OSF.IO/GZFAW}, pages = {18}, abstract = {Introduction. Hate speech is a widespread global issue that is also prevalent among children and youth and requires an educational response (United Nations, 2021). Hate speech can be defined as an intentionally harmful and derogatory expression about people (directly or vicariously) based on assigned group characteristics (e.g., ethnicity, sexual orientation, religious affiliation; Kansok-Dusche et al., 2022). For many authors concerned with hate speech among children and adolescents, the extent of the overlap between hate speech and bullying is a debatable question that requires more research (e.g., Bedrosova et al., 2022; Fulantelli et al., 2022). Initial studies showed that online hate speech and cyberbullying perpetration correlate moderately (Kansok-Dusche et al., 2022). However, no studies have investigated the overlap between hate speech and bullying perpetration in on- and offline modes. Concerning the causes, a systematic review identified joint cyberbullying and online hate speech perpetration determinants (Fulantelli et al., 2022). However, the findings of this review are mainly based on studies examining these factors for either cyberbullying or online hate speech. Whether similar or different associations can also be found for offline hate speech/bullying perpetration is unknown. This study aims to investigate similarities and differences between hate speech and bullying from three analytic perspectives: First, using a variable-centered approach, this paper examines how strong the correlations are between bullying and hate speech perpetration by considering both phenomena in the online and offline context (Aim 1). Following a person-centered approach, it will be further investigated how much overlap exists between the respective student groups perpetrating hate speech and/or bullying, separately for online and offline activities (Aim 2). Finally, we are interested in the similarities and differences in the importance of various determinants of perpetration: we consider social perspective-taking, school belonging, social dominance orientation, and classroom climate (Aim 3). Methods. The analyses are based on data from a sample of 3.620 students attending grades 7 to 9 (51\% female, 41.4\% with migration background) from 42 Swiss and German secondary schools. Students voluntarily and anonymously completed self-report surveys (December 2020 to April 2021). The frequency of bullying and hate speech perpetration was assessed with two single items for each phenomenon, one for the online and one for the offline mode (Olweus, 2012; Wachs et al., 2022). Social perspective-taking (Jurkowski \& H{\"a}nze, 2014, 3 Items, α = .72), social dominance orientation (Klocke, 2012, 8 items, α = .80), school belonging (OECD, 2017; 6 items α = .83), and classroom climate (Currie et al., 2014, 3 items, α = .78) were measured with validated scales. To address Aim 1, we will investigate bivariate correlations between hate speech and bullying perpetration in on- and offline modes. Regarding Aim 2, contingency tables and Chi-Square tests will be used to examine overlaps by creating mutually distinctive typologies of perpetration (e.g., pure hate speech perpetration, pure bullying perpetration, combined perpetration). This analysis will be done separately for on- and offline modes. To address Aim 3, we will run four multilevel regression analyses in Mplus with hate speech and bullying perpetration as outcomes (online and offline). At Level 1, social perspective-taking, social dominance orientation, and school belonging will be entered while controlling for gender, grade, socio-economic status, and migration background. At Level 2, we include classroom climate. The model-testing follows a stepwise procedure (1: random intercept model, 2: adding covariates, 3: adding classroom climate on L2, and all other variables on L1). The improvement of model fit will be assessed by relative decreases in indices such as AIC, BIC, and ABIC. These procedures will be performed separately for hate speech and bullying perpetration (online and offline). Regression coefficients and explained variance of the models for hate speech and bullying perpetration will be compared. Preliminary Results. Regarding Aim 1, moderate correlations were found between online hate speech and online bullying perpetration (r = .48 p < .001) as well as between offline hate speech and offline bullying perpetration (r = .42; p <. 001). The final results for the three research aims will be presented at the conference. Conclusion. These findings support researchers and practitioners in deciding whether hate speech and bullying among young people should be researched and addressed as interlinked or separate forms of aggression. Practical Implications. Although there are some limitations (e.g., use of self-report and cross-sectional data), the findings of this study will be informative for prevention and intervention efforts aimed at protecting children and adolescents from becoming perpetrators and victims of hate speech, bullying, or both.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Bilz, Ludwig}, title = {Hate speech in adolescents. A binational study on prevalence and demographic differences}, series = {Frontiers in Education}, volume = {8}, journal = {Frontiers in Education}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1076249}, abstract = {Hate speech, or intentional derogatory expressions about people based on assigned group characteristics, has been studied primarily in online contexts. Less is known about the occurrence of this phenomenon in schools. As it has negative consequences for victims, perpetrators, and those who witness it, it is crucial to characterize the occurrence of offline (i.e., in the school) and online hate speech to describe similarities and differences between these two socialization contexts. The present study aimed to investigate the prevalence of hate speech witnessing, victimization, and perpetration, in a sample of 3,620 7th to 9th graders (51\% self-identified as female) from 42 schools in Germany and Switzerland. We found that 67\% of the students witnessed hate speech in their school, and 65\% witnessed online hate speech at least once in the past twelve months. Approximately 21\% of the students self-identified as offline perpetrators and 33\% as offline victims, whereas these percentages were lower for online hate speech (13\% and 20\%, respectively). In both settings, skin color and origin were the most common group references for hate speech (50\% offline and 63\% online). Offline hate speech mainly came from classmates (88\%), unknown sources (e.g., graffiti; 19\%), or teachers (12\%), whereas online hate speech mostly came from unknown persons (77\%). The most frequent forms of offline hate speech were offensive jokes (94\%) and the spread of lies and rumors about the members of a specific social group (84\%). Significant differences by country, gender, and migration background were observed. Girls reported more offline victimization experiences, less perpetration, and a greater frequency of witnessing hate speech. This difference was larger in magnitude in the online setting. Students in Switzerland reported being exposed to hate speech more often than students in Germany. Students with a migration background reported higher hate speech victimization based on skin color and origin than students without a migration background. The high prevalence of hate speech highlights the need for school-based prevention programs. Our findings are discussed in terms of the practical implications.}, language = {en} } @misc{KansokDuscheWettsteinCastellanosetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Castellanos, Melisa and Schwab, C{\´e}line and Subramaniam, Abimanju and Wachs, Sebastian and Bilz, Ludwig}, title = {Associations between Social Competence, Perceived Parents' Prosocial Educational Goals and Adolescents' Hate Speech Perpetration in School}, series = {Victims \& Offenders}, volume = {19}, journal = {Victims \& Offenders}, number = {3}, issn = {1556-4991}, doi = {10.1080/15564886.2023.2189191}, pages = {419 -- 446}, abstract = {Hate speech is a global challenge, requiring research on adolescents' hate speech perpetration in schools. We examined whether perceived parents' prosocial educational goals moderate the association between social competencies (social perspective-taking, openness to diversity) and hate speech perpetration in schools. In total, 1,719 adolescents (aged 11-18 years) from 22 Swiss schools completed selfreport questionnaires (December 2020 to April 2021). Social perspective-taking and hate speech perpetration correlated negatively, alongside openness to diversity and hate speech perpetration. Perceived parents' prosocial educational goals strengthened the negative association between openness to diversity and hate speech perpetration in schools but did not moderate the association with social perspective-taking.}, language = {en} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Die Reaktionen von Sch{\"u}ler:innen auf Hatespeech in Schulen: Eine experimentelle Vignetten-Studie zu situativen Einfl{\"u}ssen auf das Aus{\"u}ben von Counterspeech}, series = {Symposium "Determinanten von Hate Speech und Reaktionen auf Hate Speech bei Kindern, Jugendlichen und jungen Erwachsenen" Fachgruppentagung Entwicklungs­psychologie 25. Tagung (03. — 05. September 2023, Berlin)}, journal = {Symposium "Determinanten von Hate Speech und Reaktionen auf Hate Speech bei Kindern, Jugendlichen und jungen Erwachsenen" Fachgruppentagung Entwicklungs­psychologie 25. Tagung (03. — 05. September 2023, Berlin)}, pages = {23}, abstract = {Trotz weltweiter Bem{\"u}hungen zur Bek{\"a}mpfung von Diskriminierungen bleibt Hatespeech (dt. Hassrede) in vielen L{\"a}ndern ein wachsendes Problem. Hatespeech wird hier als intentional verletzende {\"A}ußerung {\"u}ber Personen verstanden, die herabw{\"u}rdigend auf zugeschriebene Merkmale sozialer Gruppen Bezug nimmt (Kansok-Dusche et al., 2022). Hatespeech ist unter Jugendlichen weit verbreitet und auch im Schulkontext bedeutsam (Castellanos et al., 2023). Da Hatespeech mit negativen Konsequenzen f{\"u}r Betroffene und die Gesellschaft einhergeht, ist die Schule ein wichtiger Ort zur Hatespeech-Pr{\"a}vention. Forschungsarbeiten zu verwandten Ph{\"a}nomenen wie Mobbing betonen die wichtige Rolle von Zeug:innen. Bei Hatespeech in Schulen besteht diesbez{\"u}glich noch Forschungsbedarf zu Counterspeech (dt. Gegenrede), also Reaktionen von Sch{\"u}ler:innen mit dem Ziel Hatespeech-Vorf{\"a}lle zu stoppen. Die vorliegende Studie m{\"o}chte situative Einfl{\"u}sse auf das Aus{\"u}ben von Counterspeech untersuchen. Mit Bezug auf handlungstheoretische Ans{\"a}tze und Befunde zum Hilfeverhalten wird im On- und Offline-Setting der Einfluss des modellhaften Verhaltens der Lehrkr{\"a}fte und Mitsch{\"u}ler:innen ergr{\"u}ndet. Wir erwarten eine h{\"o}here Bereitschaft zu Counterspeech („Ich w{\"u}rde etwas gegen diese {\"A}ußerung tun oder sagen") bei Sch{\"u}ler:innen, wenn Lehrkr{\"a}fte und andere Mitsch{\"u}ler:innen den Vorfall nicht ignorieren. Die Stichprobe basiert auf Selbsteinsch{\"a}tzungen von 3225 Sch{\"u}ler:innen der Jahrgangsstufen 7 bis 9 aus 36 Schulen in Deutschland und der Schweiz. Zur Untersuchung unserer Forschungsfragen diente eine experimentelle Vignetten-Studie mit fiktionalen Hatespeech-Vorf{\"a}llen. Die Vignetten variierten die Lehrkraft-Reaktion (ja/nein), die Reaktion eines anwesenden Mitsch{\"u}lers (ja/nein) und das Setting (online/offline). Die Ergebnisse der aktuell laufenden Datenanalysen m{\"o}chten wir im Rahmen des Symposiums vorstellen. Wir erhoffen uns neue Erkenntnisse zu den Bedingungen unter denen Sch{\"u}ler:innen bei Hatespeech eingreifen.}, language = {de} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Hatespeech und Mobbing in der Schule: {\"U}berschneidungen und Unterschiede hinsichtlich der Determinanten und der beteiligten Sch{\"u}lerinnen und Sch{\"u}ler}, series = {Symposium Cancel Culture, Hate Speech, Diskriminierung und Verschw{\"o}rungstheorien in der Schule: Jahrestagung AEPF 2023 vom 13.-15.9.2023 in Potsdam}, journal = {Symposium Cancel Culture, Hate Speech, Diskriminierung und Verschw{\"o}rungstheorien in der Schule: Jahrestagung AEPF 2023 vom 13.-15.9.2023 in Potsdam}, pages = {10}, abstract = {Hintergrund. Hatespeech (dt. Hassrede) ist weltweit ein Problem, das auch unter Jugendlichen verbreitet ist und p{\"a}dagogisch ausgerichtete Pr{\"a}ventions- und Interventionsans{\"a}tze erfordert (Castellanos et al., 2023; United Nations, 2021). Hatespeech wird hier als intentional herabw{\"u}rdigende {\"A}ußerung {\"u}ber Personen verstanden, die auf zugeschriebene Merkmale sozialer Gruppen Bezug nimmt (Kansok-Dusche et al., 2022). Da Hatespeech mit negativen Konsequenzen f{\"u}r Betroffene und die Gesellschaft einhergeht, ist die Schule ein wichtiger Ort zur Hatespeech-Pr{\"a}vention. Forscher:innen thematisieren mit Blick auf Hatespeech bei Kindern und Jugendlichen die {\"U}berlappung von Hatespeech und Mobbing und fordern mehr Studien dazu (z.B. Bedrosova et al., 2022; Fulantelli et al., 2022). Eine {\"U}bersichtsarbeit verweist auf moderate Korrelationen zwischen dem Aus{\"u}ben von Online-Hatespeech und Cyberbullying (Kansok-Dusche et al., 2022). Studien zur {\"U}berlappung der Ph{\"a}nomene im Offline-Modus gibt es bisher nicht. Eine weitere {\"U}bersichtsarbeit zeigt, dass das Aus{\"u}ben von Cyberbullying und Online-Hatespeech durch {\"a}hnliche Faktoren determiniert ist (Fulantelli et al., 2022). Allerdings basiert diese Erkenntnis haupts{\"a}chlich auf Studien, die diese Faktoren entweder f{\"u}r Cyberbullying oder f{\"u}r Online-Hatespeech untersuchten. Zur Divergenz bzw. Konvergenz von Determinanten beider Ph{\"a}nomene im Offline-Modus gibt es bisher keine Studien. Fragestellung und Ziele. Die Forschungsfrage der Studie richtet sich auf {\"A}hnlichkeiten und Unterschiede zwischen Hatespeech und Mobbing. Sie nutzt drei analytische Perspektiven: Zun{\"a}chst untersuchen wir variablenorientiert die Korrelationen zwischen dem Aus{\"u}ben von Mobbing und Hatespeech im Online- und Offline-Modus (Ziel 1). Dann folgen wir einer personenzentrierten Perspektive und ermitteln, inwieweit es {\"U}berschneidungen bei den involvierten Sch{\"u}lergruppen gibt (Ziel 2). Schließlich interessieren uns Gemeinsamkeiten und Unterschiede in der Relevanz verschiedener Determinanten: wir betrachten die soziale Perspektiven{\"u}bernahme, das schulische Zugeh{\"o}rigkeitsempfinden, die Soziale Dominanzorientierung und das Klassenklima (Ziel 3). Methoden. Die Analysen basieren auf Selbsteinsch{\"a}tzungen von 3.260 Sch{\"u}ler:innen der Jahrgangsstufen 7 bis 9 aus 42 Schulen in Deutschland und der Schweiz (51\% weiblich, 41.4\% mit Migrationsstatus). Die Sch{\"u}ler:innen beantworteten freiwillig und anonym einen Fragebogen (12/2020 - 04/2021). Mit Einzelitems wurden die H{\"a}ufigkeiten f{\"u}r das Aus{\"u}ben von Mobbing und Hatespeech, separat f{\"u}r den On- und Offline-Modus erfasst. Weitere Skalen dienten der Erfassung der sozialen Perspektiven{\"u}bernahme (Jurkowski \& H{\"a}nze, 2014, 3 Items, α = .72), der sozialen Dominanzorientierung (Klocke, 2012, 8 Items, α = .80), des schulischen Zugeh{\"o}rigkeitsempfindens (OECD, 2017; 6 Items α = .83), und des Klassenklimas (Currie et al., 2014, 3 Items, α = .78). Die Analysen erfolgen separat f{\"u}r den On- und Offline-Modus mittels Korrelationsanalysen (Ziel 1), Kontingenztabellen (Ziel 2) und regressionsanalytische Mehrebenenmodelle (Ziel 3). Ergebnisse und Diskussion. Die Analysen werden gerade durchgef{\"u}hrt und sollen auf der Konferenz vorgestellt werden. Die Ergebnisse k{\"o}nnen Forscher:innen und PraktikerIinnen bei der Entscheidung unterst{\"u}tzen, ob Hatespeech und Mobbing unter Jugendlichen als miteinander verkn{\"u}pfte oder getrennte Formen der Aggression erforscht und adressiert werden sollten. Trotz Limitationen (z.B. Selbsteinsch{\"a}tzungen, Querschnittsdaten) k{\"o}nnen die Ergebnisse Ausgangspunkt f{\"u}r Pr{\"a}ventions- und Interventionsmaßnahmen sein, die Kinder und Jugendliche davor sch{\"u}tzen, T{\"a}ter:in und/oder Opfer von Hatespeech, Mobbing oder beidem zu werden.}, language = {de} } @misc{SeemannHerzKansokDuscheBartholomaeusetal., author = {Seemann-Herz, Lisanne and Kansok-Dusche, Julia and Bartholom{\"a}us, Peter and Bilz, Ludwig}, title = {Hate speech intervention and prevention in schools: Study design of a systematic review}, series = {4TH CULTURAL DIVERSITY, MIGRATION, AND EDUCATION CONFERENCE. Awareness, Reflection, Action - Challenging Structural Inequities}, journal = {4TH CULTURAL DIVERSITY, MIGRATION, AND EDUCATION CONFERENCE. Awareness, Reflection, Action - Challenging Structural Inequities}, publisher = {Martin-Luther-Universit{\"a}t Halle-Wittenberg}, address = {Halle/Saale}, pages = {103}, abstract = {Hate speech is a growing social problem with a wide range of negative consequences. The term "hate speech" describes derogatory expressions about people that refer to group characteristics (e.g., skin color, gender, religion). It is directed at people (directly or vicariously) with the intention of harming them and is potentially harmful at multiple different levels (e.g., individually, socially) (Kansok-Dusche et al., 2022). Inhumane statements against certain groups of people are not new phenomena. However, this form of expression of group- related misanthropy has become much more widespread in recent years (Hawdon et al., 2017). For example, evidence shows that young adolescents in particular increasingly observe hate material on the Internet (Smahel et al., 2020). After the Internet, school is a place where hate speech occurs and where children and adolescents witness but also become victims of hate speech (Castellanos et al., 2022; Kansok-Dusche et al., 2022). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is little evidence on the availability of school-based anti-hate speech programs and their quality. An initial review in the German-speaking countries found 14 of these programs. However, very few of them have been evaluated, and their interventions have not been derived from a theoretical model (Seemann-Herz et al., 2022). This project is funded by the German Federal Ministry for Family Affairs, Senior Citizens, Women and Youth. The aim of the project is to compile a catalogue of internationally available anti-hate speech programs, that are targeted particularly at children and youth and that can be used to deal with hate speech in schools. Furthermore, their quality and utility are to be evaluated on a criteria-driven basis by two independent reviewers. In addition to assessing whether the programs are preventive and/or interventive in nature, the analysis focuses on the programs' understanding of the term "hate speech," the theoretical basis of the programs, the intended target group, and the availability of evaluation results. Further quality criteria will be generated in a preliminary study through a qualitative survey of 12 teachers and 12 students in Brandenburg. Here, the focus is primarily on the user-oriented characteristics of the programs and the needs of teachers and students. Finally, the results of the systematic review will be used to derive recommendations for school practitioners. Recommendations for program developers will also be derived, with advice for further development, transfer, and adaptation of the programs. The poster will present and discuss the study design and preliminary results.}, language = {en} } @misc{BilzKansokDuscheWachsetal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander}, title = {Students' Reactions to Hate Speech in Schools: An Experimental Vignette Study on Situational Influences on the Use of Counterspeech}, series = {Aggression and bullying in different cultural contexts, Workshop on Aggression, 2023}, journal = {Aggression and bullying in different cultural contexts, Workshop on Aggression, 2023}, doi = {10.13140/RG.2.2.15124.48001}, pages = {18}, language = {en} } @misc{BilzFischerKansokDuscheetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander}, title = {Teachers' intervention strategies for handling hate-speech incidents in schools}, series = {https://gestioneventos.us.es/wcvs2023/programa-detallado}, journal = {https://gestioneventos.us.es/wcvs2023/programa-detallado}, publisher = {Universidad de Sevilla}, address = {Seville}, doi = {10.13140/RG.2.2.23545.85608}, language = {en} } @book{FischerKansokDuscheBartholomaeusetal., author = {Fischer, Saskia M. and Kansok-Dusche, Julia and Bartholom{\"a}us, Peter and Bilz, Ludwig}, title = {Schule ohne Hass : praxisbezogene Ergebnisse einer Untersuchung zur Qualit{\"a}t von Anti-Hatespeech-Programmen}, edition = {1}, publisher = {Brandenburgische Technische Universit{\"a}t Cottbus-Senftenberg, Institut f{\"u}r Gesundheit}, address = {Cottbus}, isbn = {978-3-940471-81-9}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:co1-opus4-69497}, pages = {54}, abstract = {Junge Menschen werden online, aber auch im Schulalltag zunehmend Zeug:innen, Ziel und mitunter auch Aus{\"u}bende von Hatespeech. Hatespeech ist eine Form menschenfeindlicher {\"A}ußerungen und stellt Schulen, zu deren Aufgaben auch Demokratiebildung geh{\"o}rt, vor besondere Herausforderungen. Um Sch{\"u}ler:innen f{\"u}r Hatespeech zu sensibilisieren, sie beim Umgang mit Hatespeech-Situationen zu unterst{\"u}tzen und ihnen erfolgreiche Strategien gegen Hatespeech zu vermitteln, steht eine Vielzahl an Anti-Hatespeech-Programmen zur Verf{\"u}gung, deren Zielsetzungen, Umfang und Qualit{\"a}t sich stark voneinander unterscheiden. In einer durch das Bundesministerium f{\"u}r Familie, Senioren, Frauen und Jugend im Rahmen des Bundesprogramms „Demokratie leben!" gef{\"o}rderten Studie wurden national und international verf{\"u}gbare Anti-Hatespeech-Programme ermittelt und einer systematischen Qualit{\"a}tsanalyse unterzogen. Dabei wurden 16 Qualit{\"a}tskriterien einbezogen, die sowohl aus wissenschaftlicher als auch aus praxisbezogener Perspektive ermittelt wurden. Insgesamt wurden 27 Anti-Hatespeech-Programme eingesch{\"a}tzt. In dieser Publikation werden die zentralen Ergebnisse zu den 27 Programmen praxisnah vorgestellt, sodass Praktiker:innen an Schulen eine fundierte Auswahl treffen k{\"o}nnen. Dazu werden die zentralen Inhalte, Zielgruppen und Kontextbedingungen wie z. B. Dauer, Format und Kosten, aber auch die Ergebnisse der Qualit{\"a}tseinsch{\"a}tzung f{\"u}r jedes der 27 Programme vorgestellt. F{\"u}r ausgew{\"a}hlte Situationen und Zielstellungen werden einzelne Programme exemplarisch n{\"a}her beschrieben. Generelle Empfehlungen f{\"u}r die Auswahl von Programmen inklusive einer Checkliste runden die Publikation f{\"u}r Praktiker:innen ab.}, language = {de} } @misc{KansokDuscheBilzFischeretal., author = {Kansok-Dusche, Julia and Bilz, Ludwig and Fischer, Saskia M. and Bartholom{\"a}us, Peter}, title = {What works in hate speech prevention and intervention in schools? : results of a systematic review of school-based programs to deal with hate speech}, series = {World Anti-Bullying Forum, June 11 - 13, 2025, Stavanger, Norway}, journal = {World Anti-Bullying Forum, June 11 - 13, 2025, Stavanger, Norway}, doi = {https://doi.org/10.17605/OSF.IO/MQWGJ}, pages = {1 -- 17}, abstract = {Hate speech (HS) is a global issue. The intentional expression of group-related derogation has become more widespread in recent years and potentially bears negative consequences for individuals, communities, and societies (Kansok-Dusche et al., 2023). After the internet, the school is a context where children and adolescents perpetrate and witness HS or become victims of it (Castellanos et al., 2023). However, schools also represent a suitable location to address HS incidents and to prevent future HS. To date, there is limited evidence on the availability, quality, and effectiveness of school-based programs to deal with HS. This systematic review aims to compile a catalog of available school-based programs on HS that particularly target children and adolescents. Two independent reviewers evaluated the programs' quality on a criteria-driven basis. The quality criteria combine perspectives from science (e.g., Nation et al., 2003) and secondary school teachers, and from students. The perspectives of the school practitioners were collected in qualitative interviews and focus group discussions. Two coders extracted the quality criteria using grounded theory methods. Of the 27 programs identified, 25 originate from Europe. The presentation will provide an overview of the programs and their quality results. Recommendations will be given for program implementation in schools and for further program improvement.}, language = {de} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Associations between teachers' latent competency profiles and their hate speech interventions in school : a multilevel person-centered approach}, series = {27th Workshop on Aggression (November 26-28, 2025)}, journal = {27th Workshop on Aggression (November 26-28, 2025)}, doi = {10.17605/OSF.IO/ZD79H}, pages = {1 -- 21}, language = {en} } @misc{KansokDusche, author = {Kansok-Dusche, Julia}, title = {Schulbezogene Programme zum Umgang mit Hatespeech : empirische Erkenntnisse und praxisnahe Ans{\"a}tze f{\"u}r Programmentwickelnde [Vortrag vom 5.12.2025]}, editor = {Gesellschaft f{\"u}r Medienp{\"a}dagogik und Kommunikationskultur e.V. (GMK),}, abstract = {Im ersten Teil des Vortrags werden die wichtigsten Ergebnisse der systematischen Qualit{\"a}tseinsch{\"a}tzung von 27 Anti-Hatespeech-Programmen kurz und praxisnah zusammengefasst. Der zweite Teil beinhaltet die Vorstellung empirischer Ergebnisse zu Einflussfaktoren auf Lehrkr{\"a}fte-Interventionen im Umgang mit Hatespeech-Vorf{\"a}llen, die durch Befragungen von Lehrkr{\"a}ften im Sekundarschulbereich ermittelt wurden. Potenziale zur Integration und Weiterentwicklung dieser Erkenntnisse in schulbezogenen Anti-Hatespeech-Programmen werden aufgezeigt.}, language = {de} }