@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{ZeissigMoellerFischeretal., author = {Zeißig, Anke and Moeller, Julia and Fischer, Saskia M. and Bilz, Ludwig}, title = {How students' unsatisfied needs in class situations relate to their current boredom : an experience sampling method study}, series = {Preprint}, journal = {Preprint}, publisher = {Research Square}, doi = {10.21203/rs.3.rs-7211748/v1}, abstract = {Boredom in classrooms is attributed to a lack of meaningfulness, over- or under challenging tasks, a lack of mental stimulation or a lack of autonomy. Previous research has mostly studied the effect of these few needs separately of each other, leaving questions about the comparative effects of different psychological needs on boredom unanswered. The present study integrates these predictors and combines them with six others in one joint study, to determine the respective contribution of each individual unsatisfied needs to boredom in the classroom in comparison with the others, differentiating between the situational and personal levels.A pre-registered study was conducted with 111 ninth-grade students at secondary schools. The study used the Experience Sampling Method (ESM), examining students' boredom directly in classroom situations. Unsatisfied needs and boredom were recorded on average 15 times for each student in various teaching situations.Multilevel regression analyses showed that unsatisfied needs, particularly for mental stimulation, but also for competence, autonomy, and meaningfulness, predicted students' boredom in the classroom. The unsatisfied need for relatedness (i.e. sense of belonging or relationship) was not a direct predictor of boredom, but significantly interacted with gender in predicting boredom. Unsatisfied needs for luxury/aesthetics, influence, self-esteem, physical thriving and security had no predictive effect on boredom. Differences in boredom between individuals were partly explained by gender, as boys experienced higher boredom than girls. Within the individuals, there was a difference between school subjects, with higher boredom in language than in science lessons. The study augments the previously few and isolated findings on the association between unsatisfied psychological needs and boredom.}, language = {en} } @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{Bilz, author = {Bilz, Ludwig}, title = {Hatespeech hat Folgen}, series = {G+G Spezial}, volume = {2026}, journal = {G+G Spezial}, number = {1}, publisher = {AOK Medien GmbH}, address = {Remagen}, issn = {1436-1728}, pages = {16 -- 17}, language = {de} } @book{SchuetzBilzMooretal., author = {Sch{\"u}tz, Raphael and Bilz, Ludwig and Moor, Irene and Kaman, Anne and Reiß, Franziska and HBSC Study Group Germany,}, title = {Einsamkeit bei Kindern und Jugendlichen in Deutschland : schulische und gesundheitsbezogene Zusammenh{\"a}nge}, publisher = {Institut f{\"u}r Sozialarbeit und Sozialp{\"a}dagogik e.V. - Kompetenznetz Einsamkeit}, address = {Berlin ; Frankfurt am Main}, isbn = {978-3-88493-301-5}, pages = {80}, abstract = {Hintergrund: Einsamkeit ist bei Kindern und Jugendlichen weit verbreitet und steht mit zahlreichen physischen, psychischen und schulischen Faktoren im Zusammenhang. F{\"u}r Deutschland liegen dazu jedoch erst wenige empirische Erkenntnisse vor. Ziel dieser Expertise ist es daher, einen {\"U}berblick des Forschungsstandes zum Thema zu liefern und mit Hilfe aktueller Daten zu untersuchen, inwieweit Einsamkeit bei Kindern und Jugendlichen mit schulischen Aspekten (Schulform, Schulzufriedenheit, schulischen Belastungen und schulischer Unterst{\"u}tzung) in Verbindung steht. Methodik: Die HBSC-Studie ist eine internationale Forschungskooperation unter Schirmherrschaft der Weltgesundheitsorganisation (WHO) und wird seit {\"u}ber 40 Jahren in einem Vierjahresrhythmus in mittlerweile {\"u}ber 50 L{\"a}ndern durchgef{\"u}hrt. Deutschland ist seit 1993 Partner des internationalen HBSC-Konsortiums und seit 2009 regelm{\"a}ßig mit einer bundesweit repr{\"a}sentativen Stichprobe an den Erhebungen beteiligt. In der aktuellen Befragung in Deutschland wurden erstmals die optionalen Fragen zum Thema Einsamkeit aufgenommen. Somit zielt die vorliegende Expertise darauf ab, aktuelle Daten zur Einsamkeit, zur Gesundheit und zu sozialen Beziehungen sowie soziodemografischen Faktoren von Sch{\"u}lerinnen und Sch{\"u}lern zu analysieren und einem breiten Publikum zur Verf{\"u}gung zu stellen. Ergebnisse: Gemessen mit der UCLA-Skala sind 11,8 \% der Sch{\"u}ler*innen als einsam einzustufen. Hierbei f{\"a}llt auf, dass M{\"a}dchen in h{\"o}herem Maße einsam sind (14,8 \%) als Jungen (7,4 \%). Eine m{\"o}gliche Erkl{\"a}rung f{\"u}r eine st{\"a}rkere Einsamkeit bei M{\"a}dchen kann eine erh{\"o}hte Bereitschaft sein, nicht erf{\"u}llte emotionale Bed{\"u}rfnisse zu kommunizieren. Schlussfolgerung: Einsamkeit in der Kindheit und Jugend spielt auch im schulischen Kontext eine wichtige Rolle. Sch{\"u}ler*innen sollten in ihren emotionalen und sozialen Kompetenzen gest{\"a}rkt werden. Lehrkr{\"a}fte k{\"o}nnen zu einem positiven Schulklima und einer sozialen Unterst{\"u}tzung der Lernenden beitragen und so Einsamkeit begegnen.}, language = {de} } @misc{SchuetzDadaczynskiRathmannetal., author = {Sch{\"u}tz, Raphael and Dadaczynski, Kevin and Rathmann, Katharina and Bilz, Ludwig and HBSC Study Group Germany,}, title = {How, when, and with whom : a study on the moderating aspects of the association between social media use and loneliness among school-aged children}, series = {Journal of technology in behavioral science}, journal = {Journal of technology in behavioral science}, publisher = {Springer Science and Business Media LLC}, address = {Cham}, issn = {2366-5963}, doi = {10.1007/s41347-026-00605-7}, pages = {16}, abstract = {The relationship between social media use and loneliness among adolescents is a growing area of research, with mixed findings on whether social media use is associated with increased (displacement hypothesis) or decreased (stimulation hypothesis) loneliness. So far, the relationship between social media use and loneliness by online interaction partner or age has hardly been investigated. Therefore, this study explores the associations between social media communication with different persons and loneliness. Furthermore, the link between problematic social media use and loneliness, as well as age differences, were analyzed. Data from the representative 2022 German Health Behavior in School-aged Children (HBSC) survey, including 6,475 students aged 11, 13, and 15 years (girls: 50,6\%, Mage = 13,4, SD = 1,7), were used. Loneliness was measured via the University of California-Los Angeles Scale (UCLA). Chi-square tests and regression analyses were conducted. In total, 11.8\% of the children were classified as lonely, with girls and gender-diverse individuals showing higher levels of loneliness than boys. High levels of contact with close friends via social media were linked to lower levels of loneliness, whereas interaction with internet friends was associated with greater levels of loneliness. A total of 11.1\% of students reported problematic social media use, which was associated with a higher likelihood of feeling lonely. The relationship was not moderated by age. These findings support both the displacement and stimulation hypotheses, suggesting that the role of social media depends on how and with whom it is used. Interacting with close friends on social media is linked with lower levels of loneliness, whereas problematic use and online-only interactions are associated with higher levels of loneliness, regardless of age. Thus, interventions should focus on promoting healthy social media habits and encouraging meaningful connections with close friends.}, language = {en} }