@misc{BallaschkSchulzeReicheltBilzetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig and Wachs, Sebastian}, title = {„Ist das (schon) Hatespeech?" Grenzziehungen von Sch{\"u}ler_innen und schulischem Personal zwischen legitimen {\"A}ußerungen und Hatespeech}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Der Vortrag pr{\"a}sentiert erste Forschungsergebnisse zu Grenzziehungspraktiken in Bezug auf das Begriffsverst{\"a}ndnis von Hatespeech. Daf{\"u}r wurden Sch{\"u}ler*inen (n = 55), Lehrkr{\"a}fte (n = 18) und Sozialp{\"a}dagog_innen (n = 16) leitfadengest{\"u}tzt interviewt. Die Ergebnisse zeigen, dass die Befragten die Grenze zwischen sozial akzeptiertem Verhalten und Hatespeech entlang folgender Fragen verhandeln: Welche Gruppen sind das Ziel von Hatespeech, wie wird Hatespeech ausge{\"u}bt und wo findet sie statt? Die Interviewten ziehen die Grenze zwischen legitimen Meinungs{\"a}ußerungen und Hatespeech sehr verschieden. Bei der Frage, welche Gruppen von Hatespeech betroffen sind, wird deutlich, dass abwertende {\"A}ußerungen gegen behinderte Sch{\"u}ler_innen eher als Hatespeech eingeordnet werden als Abwertungen gegen transgeschlechtliche Sch{\"u}ler_innen. In Bezug auf die Frage, wie Hatespeech ausge{\"u}bt wird, wird die Grenze zu Hatespeech h{\"a}ufig als {\"u}berschritten gesehen, wenn sie im Zusammenhang mit Gewalt und Mobbing auftritt. Hinsichtlich der Frage wo Hatespeech auftritt, gaben die Befragten an, Hatespeech vorrangig als Online-Ph{\"a}nomen wahrzunehmen, wobei auch diverse F{\"a}lle von Hatespeech in der Schule beschrieben werden. Schlussfolgernd l{\"a}sst sich ein Bedarf erkennen, Sch{\"u}ler_innen und p{\"a}dagogisches Schulpersonal f{\"u}r unterschiedliche Zielgruppen, Ausdrucksformen und F{\"a}lle von Hatespeech in der Schule zu sensibilisieren, um Schule als einen diskriminierungskritischen Raum zu gestalten.}, language = {de} } @misc{KansokDuscheWachsBilz, author = {Kansok-Dusche, Julia and Wachs, Sebastian and Bilz, Ludwig}, title = {Systematisches Review zu Hatespeech bei Kindern und Jugendlichen: Definition, Verbreitung und {\"U}berlappung mit verwandten Ph{\"a}nomenen}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Die wissenschaftliche Auseinandersetzung mit der Verbreitung von Hatespeech (HS) bei Heranwachsenden sowie mit den {\"U}berschneidungen z.B. mit Mobbing hat im deutschsprachigen Raum erst begonnen (z.B. Wachs et al., 2021). Der geplante Vortrag pr{\"a}sentiert die Ergebnisse eines systematischen Reviews des internationalen Forschungsstandes. Hierbei waren die folgenden Fragen leitend: 1. Wie wird HS in Studien mit Kindern und Jugendlichen (5-21 Jahre) definiert? 2. Wie stark ist HS in dieser Altersgruppe verbreitet? 3. Wie wird HS von verwandten Formen der Gewalt definitorisch abgegrenzt und wie hoch ist die empirische {\"U}berlappung? Eine String-Suche in sozialwissenschaftlichen Datenbanken erbrachte insgesamt 1.850 Publikationen. Die Einschlusspr{\"u}fung stufte davon 18 Publikationen aus zehn Studien als relevant ein. Zwei Kodiererinnen werteten die Publikationen kriteriengeleitet aus (κ =.80) und ermittelten ihre Qualit{\"a}t. Alle Studien (USA, Europa, Asien) basierten auf Jugendstichproben, keine Studie untersuchte Kinder. Die identifizierten HS-Definitionen, Messinstrumente und Abgrenzungskriterien variierten erheblich. Jugendliche erleben HS am h{\"a}ufigsten aus der Beobachter*innenperspektive (31-69\%), gefolgt von Opfererfahrungen (7\%-23\%) und T{\"a}ter*innenschaft (5\%-11\%). Mobbing und HS korrelieren miteinander (r =.15 - .47). Der Vortrag endet mit praktischen Implikationen f{\"u}r zuk{\"u}nftige Forschungen (z.B. Vorschlag einer breiten HS-Definition).}, language = {de} } @misc{KrauseBilzWachs, author = {Krause, Norman and Bilz, Ludwig and Wachs, Sebastian}, title = {Dem Hass entgeg(n)en - Eine qualitative Studie zu Interventionsmaßnahmen von p{\"a}dagogischem Schulpersonal bei Hatespeech in der Schule}, series = {28. DGfE-Kongress "Entgrenzungen"}, journal = {28. DGfE-Kongress "Entgrenzungen"}, address = {Bremen}, abstract = {Hatespeech-Erfahrungen k{\"o}nnen sich negativ auf das Wohlbefinden auswirken (Krause et al., 2021). Als h{\"a}ufig erste Erwachsene, an die sich Sch{\"u}ler*innen hilfesuchend wenden k{\"o}nnen, liegt es in der Verantwortung des p{\"a}dagogischen Schulpersonals, eine Intervention zu initiieren. Bisher wurde jedoch nicht untersucht, welche Interventionsmaßnahmen in Bezug auf Hatespeech in der Schulpraxis durchgef{\"u}hrt werden. Aus diesem Grund werden in dem vorliegenden Beitrag Interviews von Sch{\"u}ler*innen (n=21) und P{\"a}dagog*innen (n=27) zum Interventionshandeln des p{\"a}dagogischen Schulpersonals bei Hatespeech ausgewertet. Die Ergebnisse weisen auf verschiedene Interventionsziele (Aufl{\"o}sen der beobachteten Hatespeech-Situation als kurzfristiges Prim{\"a}rziel sowie verhaltensbezogene und einstellungsbezogene Sekund{\"a}rziele) hin. Weiterhin konnten zwei Interventionsstrategien unterschieden werden: direktiv-disziplinierende Interventionen (z.B. Bestrafungen, Instruktionen) und partizipativ-verhandelnde Interventionen (z.B. kompromissorientierte Mediationen, integrativ-konsensorientierte Verhandlungen). Insgesamt zeigt sich, dass Lehrkr{\"a}fte auf {\"a}hnliche Strategien zur{\"u}ckgreifen wie bei anderen Gewaltph{\"a}nomenen. Bei einstellungsmotivierter Hatespeech st{\"o}ßt eine rein verhaltenskonditionierende Interventionslogik jedoch an ihre Grenzen, woraus sich Forderungen nach Fortbildungsmaßnahmen f{\"u}r das Schulpersonal und Maßnahmen zur St{\"a}rkung einer Werteerziehung f{\"u}r die Sch{\"u}ler*innen ableiten lassen.}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Macht Schule krank?}, series = {14. Jahrestagung der Politischen Kindermedizin}, journal = {14. Jahrestagung der Politischen Kindermedizin}, address = {Salzburg}, language = {de} } @incollection{BilzMelzer, author = {Bilz, Ludwig and Melzer, Wolfgang}, title = {Schulschwierigkeiten}, series = {Fachlexikon der Sozialen Arbeit}, booktitle = {Fachlexikon der Sozialen Arbeit}, edition = {9., vollst{\"a}ndig {\"u}berarbeitete und aktualisierte Auflage}, publisher = {Nomos Verlagsgesellschaft}, address = {Baden-Baden}, isbn = {978-3-8487-7131-8}, pages = {751 -- 752}, language = {de} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A Consequential Partnership. The Association Between Teachers' Well-Being and Students' Well-Being and the Role of Teacher Support as a Mediator}, series = {Zeitschrift f{\"u}r Psychologie}, volume = {230}, journal = {Zeitschrift f{\"u}r Psychologie}, number = {3}, issn = {2151-2604}, doi = {10.1027/2151-2604/a000497}, pages = {264 -- 275}, abstract = {Many studies have focused on the effects of teachers' well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers' well-being and students' well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers' emotional exhaustion and students' subjective health complaints and between teachers' psychological well-being and students' satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers' well-being to their students' socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.}, language = {en} } @misc{KansokDuscheBallaschkKrauseetal., author = {Kansok-Dusche, Julia and Ballaschk, Cindy and Krause, Norman and Zeißig, Anke and Seemann-Herz, Lisanne and Wachs, Sebastian and Bilz, Ludwig}, title = {A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena}, series = {Trauma, Violence, \& Abuse}, volume = {24(2023)}, journal = {Trauma, Violence, \& Abuse}, number = {4}, issn = {1524-8380}, doi = {10.1177/15248380221108070}, pages = {2598 -- 2615}, abstract = {Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research.}, language = {en} } @misc{BilzFischerHoppeHerfurthetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Hoppe-Herfurth, Anne-Cathrin and John, Nancy}, title = {A consequential partnership. The association between teachers' well-being and students' well-being and the role of teacher support as a mediator}, series = {26th Biennal Meeting of the ISSBD}, journal = {26th Biennal Meeting of the ISSBD}, publisher = {International Society for the Study of Behavioural Development}, address = {Rhodos, Greece}, doi = {10.13140/RG.2.2.35890.48324}, pages = {1}, language = {en} } @misc{SeemannHerzKansokDuscheDixetal., author = {Seemann-Herz, Lisanne and Kansok-Dusche, Julia and Dix, Alexandra and Wachs, Sebastian and Krause, Norman and Ballaschk, Cindy and Schulze-Reichelt, Friederike and Bilz, Ludwig}, title = {Schulbezogene Programme zum Umgang mit Hatespeech - Eine kriteriengeleitete Bestandsaufnahme}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {12}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {3}, issn = {2190-6890}, doi = {10.1007/s35834-022-00348-4}, pages = {597 -- 614}, abstract = {Der vorliegende Beitrag informiert {\"u}ber 14 deutschsprachige Programme zur Pr{\"a}vention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5-12). Inhalte und Durchf{\"u}hrungsmodalit{\"a}ten derProgramme sowie Ergebnisse einer kriteriengeleiteten Qualit{\"a}tseinsch{\"a}tzung anhand von f{\"u}nf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und er{\"o}rtert. Der {\"U}berblick {\"u}ber Schwerpunkte, St{\"a}rken und Entwicklungspotentiale schulbezogener Hatespeech-Programme erm{\"o}glicht Leser*innen eine informierte Entscheidung {\"u}ber den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.}, language = {de} } @misc{CosmaBjereldElgaretal., author = {Cosma, Alina and Bjereld, Ylva and Elgar, Frank J. and Richardson, Clive and Bilz, Ludwig and Craig, Wendy M. and Augustine, Lilly and Molcho, Michal and Malinowska-Cieślik, Marta and Walsh, Sophie D.}, title = {Gender Differences in Bullying Reflect Societal Gender Inequality: A Multilevel Study With Adolescents in 46 Countries}, series = {Journal of Adolescent Health}, volume = {71}, journal = {Journal of Adolescent Health}, number = {5}, issn = {1054-139X}, doi = {10.1016/j.jadohealth.2022.05.015}, pages = {601 -- 608}, abstract = {Purpose. Social patterns in bullying show consistent gender differences in adolescent perpetration and victimization with large cross-national variations. Previous research shows associations between societal gender inequality and gender differences in some violent behaviors in adolescents. Therefore, there is a need to go beyond individual associations and use a more social ecological perspective when examining gender differences in bullying behaviors. The aim of the present study was twofold: (1) to explore cross-national gender differences in bullying behaviors and (2) to examine whether national-level gender inequality relates to gender differences in adolescent bullying behaviors. Methods. Traditional bullying and cyberbullying were measured in 11-year-olds to 15-year-olds in the 2017/18 Health Behaviour in School-aged Children study (n = 200,423). We linked individual data to national gender inequality (Gender Inequality Index, 2018) in 46 countries and tested their association using mixed-effects (multilevel) logistic regression models. Results. Large cross-national variations were observed in gender differences in bullying. Boys had higher odds of perpetrating both traditional and cyberbullying and victimization by traditional bullying than girls. Greater gender inequality at country level was associated with heightened gender differences in traditional bullying. In contrast, lower gender inequality was associated with larger gender differences for cyber victimization. Discussion. Societal gender inequality relates to adolescents' involvement in bullying and gendered patterns in bullying. Public health policy should target societal factors that have an impact on young people's behavior.}, language = {en} } @misc{FischerDadaczynskiSudecketal., author = {Fischer, Saskia M. and Dadaczynski, Kevin and Sudeck, Gorden and Rathmann, Katharina and Paakkari, Olli and Paakkari, Leena and Bilz, Ludwig}, title = {Measuring Health Literacy in Childhood and Adolescence with the Scale Health Literacy in School-Aged Children - German Version}, series = {Diagnostica}, volume = {68}, journal = {Diagnostica}, number = {4}, issn = {0012-1924}, doi = {10.1026/0012-1924/a000296}, pages = {184 -- 196}, abstract = {Health literacy can help explain health inequalities in childhood and adolescence. However, suitable instruments for assessing health literacy in this age group are rare, especially in the German-speaking countries. One economical measure is the 10-item Health Literacy in School-Aged Children (HLSAC) scale, developed and reviewed as part of the WHO Child and Adolescent Health Study (HBSC, Health Behavior in School-Aged Children). In the present study, we tested dimensionality, measurement invariance, and associations with health-related measures of the German version of the scale (HLSAC-German), using data from the 2018 national German HBSC study (N = 4,347 students aged 11, 13, and 15 years). We also tested HLSAC-German with 11-year-olds, representing an expansion of the original scale. Exploratory and confirmatory factor analyses consistently demonstrated the unidimensionality of the scale (α = .88). Complete scalar measurement invariance was found for sex and partial scalar measurement invariance for age groups and school type, allowing for the comparison of means. Associations with indicators of health and health behavior further demonstrate the construct validity of the scale. The analyses show that the scale is suitable for the economic measurement of a general factor of health literacy in 11- as well as in 13- and 15-year-olds.}, language = {en} } @misc{WachsCastellanosWettsteinetal., author = {Wachs, Sebastian and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and G{\´a}mez-Guadix, Manuel}, title = {Associations Between Classroom Climate, Empathy, Self-Efficacy, and Countering Hate Speech Among Adolescents: A Multilevel Mediation Analysis}, series = {Journal of Interpersonal Violence}, volume = {38}, journal = {Journal of Interpersonal Violence}, number = {5-6}, issn = {0886-2605}, doi = {10.1177/08862605221120905}, pages = {5067 -- 5091}, abstract = {Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio- ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e.,empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7\% self- identified as female) from 36 schools in Germany and Switzerland. Self- report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it.}, language = {en} } @misc{FischerDadaczynskiSudecketal., author = {Fischer, Saskia M. and Dadaczynski, Kevin and Sudeck, Gorden and Rathmann, Katharina and Bilz, Ludwig}, title = {„Health Literacy in School-Aged Children-German": Vorstellung eines Messinstruments zur Erhebung der Gesundheitskompetenz im Kindes- und Jugendalter}, series = {52. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie. Programm.}, journal = {52. Kongress der Deutschen Gesellschaft f{\"u}r Psychologie. Programm.}, address = {Hildesheim}, pages = {51}, abstract = {Gesundheitskompetenz ist ein international relevanter Forschungsgegenstand, der bereits im Kindes- und Jugendalter mit dem Gesundheitszustand, der Aus{\"u}bung gesundheitsbezogenen Risikoverhaltens und gesundheitlicher Ungleichheit zusammenh{\"a}ngt. Dennoch steht die Erforschung der Gesundheitskompetenz in Deutschland insbesondere im Kindes- und Jugendalter im internationalen Vergleich noch weitgehend am Anfang. Ein {\"o}konomisches Instrument zur Erhebung der Gesundheitskompetenz Heranwachsender stellt die 10-Item-Skala „Health Literarcy in School-Aged Children-German" (HLSAC-German) dar. Dabei handelt es sich um die deutsche Version der Skala HLSAC, welche in der international durchgef{\"u}hrten HBSC-Studie eingesetzt wird. In diesem Beitrag werden die Skala selbst sowie Befunde zur Dimensionalit{\"a}t, zur Messinvarianz in Bezug auf Geschlecht, Alter und Schulform und zu Zusammenh{\"a}ngen zu Indikatoren der Gesundheit und des Gesundheitsverhaltens vorgestellt. Die {\"U}berpr{\"u}fung der Skala erfolgt anhand der Daten der deutschen HBSC-Studie 2018 (N = 4 347 Sch{\"u}lerinnen und Sch{\"u}ler im Alter von 11, 13 und 15 Jahren). Die {\"U}berpr{\"u}fung in der Gruppe der 11-J{\"a}hrigen stellt dabei eine Erweiterung des Einsatzbereiches der Skala im internationalen Vergleich dar. Explorative und konfirmatorische Faktorenanalysen belegen die Eindimensionalit{\"a}t der Skala. Konfirmatorische Faktorenanalysen in multiplen Gruppen zeigen vollst{\"a}ndige skalare Messinvarianz bez{\"u}glich des Geschlechts und partielle skalare Messinvarianz bez{\"u}glich Altersgruppen und Schulform. Erwartungsgem{\"a}ß zeigen sich negative Zusammenh{\"a}nge zu subjektiv eingesch{\"a}tzten psychischen Gesundheitsproblemen und positive Zusammenh{\"a}nge zur k{\"o}rperlichen Aktivit{\"a}t. Die Ergebnisse weisen insgesamt auf eine eindimensionale Skala hin, mit welcher Mittelwertsvergleiche zul{\"a}ssig sind. Der Einsatz der Skala in der Gruppe der 11-j{\"a}hrigen ist m{\"o}glich, wobei punktuelle Schwierigkeiten bei der Beantwortung der Items und eine h{\"o}here Non-Response-Quote in dieser Altersgruppe erwartet werden m{\"u}ssen.}, language = {de} } @misc{WolgastFischerBilz, author = {Wolgast, Anett and Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers' Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention}, series = {Journal of School Violence}, volume = {21}, journal = {Journal of School Violence}, number = {4}, issn = {1538-8220}, doi = {10.1080/15388220.2022.2114488}, pages = {491 -- 503}, abstract = {Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers' intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers' empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4\% female, Mage = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.}, language = {en} } @misc{Bilz, author = {Bilz, Ludwig}, title = {The Association Between Teachers' Well-Being and Students' Well-Being and the Role of Teacher Support as a Mediator}, series = {EARA 2022 Conference "Diverse \& Digital" Dublin August 24-27}, journal = {EARA 2022 Conference "Diverse \& Digital" Dublin August 24-27}, publisher = {University College Dublin}, address = {Dublin}, language = {en} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Der Zusammenhang zwischen {\"U}berzeugungen von Lehrpersonen und ihrer Wahrnehmung von Hatespeech unter Sch{\"u}ler:innen}, series = {52. DGPs-Kongress in Hildesheim}, journal = {52. DGPs-Kongress in Hildesheim}, publisher = {Universit{\"a}t Hildesheim}, address = {Hildesheim}, pages = {86}, language = {de} } @misc{FischerMacaulayBilz, author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Bilz, Ludwig}, title = {Broadening the contextual perspective on bullying: Direct and cross-level interaction effects between staff communication climate, classroom climate, and students' bullying experiences}, series = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, journal = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, pages = {1}, abstract = {Research on the development of bullying is often based upon Bronfenbrenner's socioecological model (Swearer \& Hymel, 2015). Thus, various relevant contextual variables have been identified, including classroom climate and school climate (Thornberg et al., 2018; Zych et al., 2019). School climate has been defined in different ways, mostly including relationships between people in the school environment (Wang et al., 2016). Empirically, only the relationships between students (also summarised within the class as classroom climate) and between teachers and pupils are usually considered. However, teachers have been identified as particularly significant in the bullying process and as role models for students (Colpin et al., 2021). Because of this, it is assumed that relationships among teachers can also be significant risk factors for student bullying. In this study, we investigate communication climate among teachers as part of the school climate and its associations to student bullying. In addition, we follow Bronfenbrenner's idea of interactions among contextual levels by considering both school climate and classroom climate and investigating moderation effects. Data was collected from more than 550 teachers and 2,000 students in 114 classes at 24 schools in Germany. The analyses involved three-level hierarchical binary regression analyses and cross-level interaction models. Findings suggest that staff communication climate is not associated directly with students' experiences with bullying, but that the worse staff communication climate, the more students bully others in classrooms with high rates of rivalry (cross-level moderation). The associations will further be analysed under consideration of relevant control variables. Final results will be presented at the conference. The study broadens the contextual perspective on bullying by including more than one level at once and supports the importance of a whole-school perspective on bullying.}, language = {en} } @misc{DadaczynskiRathmannSchrickeretal., author = {Dadaczynski, Kevin and Rathmann, Katharina and Schricker, Julia and Bilz, Ludwig and Sudeck, Gorden and Fischer, Saskia M. and Janiczek, Oliver and Quilling, Eike}, title = {Digital health literacy and health behaviors of eighth and ninth graders from Germany}, series = {European Journal of Public Health}, volume = {32}, journal = {European Journal of Public Health}, number = {Supplement 3}, issn = {1101-1262}, doi = {10.1093/eurpub/ckac129.322}, pages = {1}, abstract = {Background: Due to the high availability and use of digital media, health- related information is increasingly shifting into the digital space. While there are increasing empirical findings on general health literacy (HL), there is a lack of evidence on digital HL in adolescence and its association with health behavior. Methods: A cross-sectional study of 490 secondary school students (grades eight and nine) from the federal state of Hesse was conducted from October 2019 to February 2020. Digital HL was assessed using five subscales of the Digital Health Literacy Instrument (DHLI), while consumption of fruits, vegetables, soft drinks, and weekly physical activity were used as indicators of health behavior. In addition to gender and grade level, subjective social status (SSS) was used as a social characteristic. Univariate, bivariate, and multivariate analyses were performed, with binary-logistic regression adjusted for gender and SSS. Results: Across all items, the percentage of adolescents reporting difficulties in acquiring and dealing with digital health information ranges from 15.3 \% to 37.5 \%. Stratified by social characteristics, gender and socioeconomic differences were found with girls and respondents reporting a lower SSS more often showing a limited digital HL. Adolescents with moderate and low digital HL report higher levels of low physical activity, non-daily fruit and daily soft drink consumption. Depending on the health behavior, different relationship patterns can be observed for the dimensions of digital HL. Conclusions: The findings suggest a need for interventions to promote digital HL among adolescents, particularly for those of low SSS. In this context, the differential relationship patterns with health behaviors provide an avenue for the development of specific interventions.}, language = {en} } @misc{KansokDuscheWettsteinBilzetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Bilz, Ludwig and Wachs, Sebastian and Castellanos, Melisa}, title = {Associations between Social Competence, Perceived Parents' Prosocial Educational Goals and Adolescents' Hate Speech Perpetration in School}, series = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, journal = {The Nature and Prevention of Political Violence : 26th Workshop on Aggression, 10th-12th November 2022, Friedrich-Schiller-University, Jena, Germany}, pages = {14}, language = {de} } @misc{BallaschkSchulzeReicheltWachsetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Wachs, Sebastian and Krause, Norman and Wettstein, Alexander and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis von Hatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, issn = {2190-6890}, doi = {10.1007/s35834-022-00367-1}, pages = {17}, abstract = {Hatespeech ist ein gesellschaftliches Ph{\"a}nomen, das auch die Lebenswelt Schule betrifft. Was jedoch p{\"a}dagogisches Schulpersonal unter Hatespeech versteht, ist unklar und daher Thema der vorliegenden Interviewstudie mit Lehrkr{\"a}ften (n = 18) und Sozialp{\"a}dagog_innen (n = 16). Die Ergebnisse zeigen, dass Hatespeech als Herabsetzung verschiedener strukturell unterdr{\"u}ckter Gruppen verstanden wird (z. B. Transpersonen, Homosexuelle, j{\"u}dische Personen). Die Befragten erkennen subtilere Formen von Hatespeech oft nicht als Problem an und verstehen Hatespeech vorranging als Online-Ph{\"a}nomen, obwohl auch Vorf{\"a}lle in Schulen berichtet werden. Es l{\"a}sst sich schlussfolgern, dass p{\"a}dagogisches Schulpersonal f{\"u}r Offline-Hatespeech und subtilere Formen sensibilisiert werden muss, um ihre Interventionsbereitschaft zu steigern.}, language = {de} } @misc{ReissBehnErhartetal., author = {Reiß, Franziska and Behn, Steven and Erhart, Michael and Strelow, Lisa and Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjective health and psychosomatic complaints of children and adolescents in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11868}, pages = {7 -- 22}, abstract = {Background: Subjective health and well-being are important health indicators in childhood and adolescence. This article shows current results and trends over time between 2009/10 and 2022. Methods: The Health Behaviour in School-aged Children (HBSC) study examined subjective health, life satisfaction and psychosomatic complaints of N = 21,788 students aged 11 to 15 years in the school years 2009/10, 2013/14, 2017/18 and in the calendar year 2022. Multivariate regression analyses show the associations between sociodemographic characteristics and well-being in 2022, as well as trends since 2009/10. Results: The majority of children and adolescents indicate a good subjective health and high life satisfaction. About half of the girls and one third of the boys report multiple psychosomatic health complaints, with a clear increase over time. Older adolescents, girls and gender diverse adolescents are at an increased risk of poor well-being. Subjective health and life satisfaction varied between 2009/10 and 2022, with a significant deterioration between 2017/18 and 2022. Conclusions: The high proportion of children and adolescents with psychosomatic complaints, as well as the observed gender and age differences, underline the need for target group-specific prevention, health promotion and continuous health monitoring.}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Traditional bullying and cyberbullying at schools in Germany: Results of the HBSC study 2022 and trends from 2009/10 to 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11872}, pages = {42 -- 61}, abstract = {Background: Bullying is a form of violence that is carried out repeatedly, with the intention of causing harm and with an imbalance of power between those involved. Bullying has serious negative effects on the mental health of adolescents and thus represents a significant health risk in childhood and adolescence. Methods: Based on data from the Health Behaviour in School-aged Children (HBSC) study from the survey year 2022 in Germany (N = 6,475), the prevalence of school bullying and cyberbullying among 11-, 13- and 15-year-olds in Germany was analysed. In addition, the prevalence of school bullying and cyberbullying was analysed as a trend from 2009/10 to 2022 (bullying) and from 2017/18 to 2022 (cyberbullying). Results: Around 14 \% of the learners surveyed reported direct experience of bullying at school, and around 7 \% reported cyberbullying experiences as bullied and/or bullying victims. Adolescents who identified as gender diverse were particularly likely to report bullying experiences. School bullying decreased over time, but remained stable between 2017/18 and 2022. Cyberbullying, on the other hand, increased in 2022 compared to 2017/18. Conclusions: Experiencing bullying at school and online is an everyday experience for many children and young people, so there is still a need for the broad implementation of effective anti-bullying measures in schools.}, language = {en} } @misc{MoorHerkeMarkertetal., author = {Moor, Irene and Herke, Max and Markert, Jenny and B{\"o}hm, Marie and Reiß, Franziska and Bilz, Ludwig and Sudeck, Gorden and Winter, Kristina}, title = {Trends in health inequalities in childhood and adolescence in Germany: Results of the HBSC study 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11876}, pages = {79 -- 98}, abstract = {Background: Many studies have identified health inequalities in childhood and adolescence. However, it is unclear how these have developed in recent years, particularly since the COVID-19 pandemic. Methods: Analyses are based on the German data from the international Health Behaviour in School-aged Children (HBSC) study from 2009/10 (n = 5,005), 2013/14 (n = 5,961), 2017/18 (n = 4,347), and 2022 (n = 6,475). A total of 21,788 students aged approximately between 11 and 15 years were included. Socioeconomic status (SES) was assessed using the Family Affluence Scale (FAS). Several health indicators were analysed stratified by gender using bivariate and multivariate analysis methods. Results: In 2022, there are clear socioeconomic inequalities in life satisfaction, self-rated health, fruit and vegetable consumption, and physical activity. These inequalities remained largely constant or increased between 2009/10 and 2022. Between 2017/18 and 2022, no significant changes in inequalities were found. Conclusions: Health inequalities are persistent and reduce the chances of growing up healthy. There is no evidence that inequalities in the analysed outcomes have changed during the pandemic period (between 2017/18 and 2022). Rather, the changes in the health indicators seem to affect all adolescents in a similar way.}, language = {en} } @misc{WinterMoorMarkertetal., author = {Winter, Kristina and Moor, Irene and Markert, Jenny and Bilz, Ludwig and Bucksch, Jens and Dadaczynski, Kevin and Fischer, Saskia M. and Helmchen, Ronja M. and Kaman, Anne and M{\"o}ckel, Juliane and Rathmann, Katharina and Ravens-Sieberer, Ulrike and Reiß, Franziska and Schierl, Theresa and Sch{\"u}tz, Raphael and Sendatzki, Saskia and St{\"u}rmer, Elisabeth and Sudeck, Gorden and Richter, Matthias}, title = {Concept and methodology of the Health Behaviour in School-aged Children (HBSC) study - Insights into the current 2022 survey and trends in Germany}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11878}, pages = {99 -- 117}, abstract = {Background: Health Behaviour in School-aged Children (HBSC) is one of the largest international studies on child and adolescent health and cooperates with the World Health Organization (WHO). In Germany, adolescents aged 11, 13 and 15 are surveyed every four years about their health, health behaviour and social conditions. This article describes the HBSC study and in particular the methodology of the current 2022 survey and prior surveys conducted between 2009/10 and 2017/18. Method: 174 schools with a total of 6,475 students participated in the 2022 survey. The survey was conducted using questionnaires and covered a wide range of topics (including mental health, physical activity, bullying experiences, social determinants of health and experiences related to COVID-19). The 2022 survey was complemented by a school principal survey (N = 160). In addition to the current sample, the samples of the three previous surveys with representative data for Germany are presented: 2009/10 (N = 5,005), 2013/14 (N = 5,961) and 2017/18 (N = 4,347). Discussion: The health of children and adolescents is of great public health importance. The HBSC study makes a substantial contribution by providing internationally comparable results, analysing trends, and providing stakeholders with comprehensive and representative health monitoring data.}, language = {en} } @misc{BilzWachsWettstein, author = {Bilz, Ludwig and Wachs, Sebastian and Wettstein, Alexander}, title = {Symposium: Der Umgang mit Hatespeech in der Schule: Reaktionsweisen von Sch{\"u}ler:innen und Lehrkr{\"a}ften}, series = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, journal = {Alles auf Anfang? Bildung im digitalen Wandel. 9. GEBF-Tagung, 9. bis 11. M{\"a}rz 2022, Bamberg}, edition = {Aktualisierte Version, Stand: 9.3.22}, publisher = {Leibniz-Institut f{\"u}r Bildungsverl{\"a}ufe}, address = {Bamberg}, doi = {10.13140/RG.2.2.19248.78089}, abstract = {Das Ph{\"a}nomen Hatespeech (dt. Hassrede) wird momentan weltweit als Problem wahrgenommen, das sich parallel mit der zunehmenden Nutzung sozialer Medien ausbreitet und den sozialen Zusammenhalt von Gesellschaften gef{\"a}hrdet. Hiervon zeugen l{\"a}nder{\"u}bergreifende Initiativen zur Eind{\"a}mmung von Hatespeech, z.B. der Vereinten Nationen oder der Europ{\"a}ischen Kommission. Zumeist werden unter Hatespeech {\"A}ußerungen verstanden, durch die Menschen auf der Grundlage bestimmter Gruppenmerkmale (z.B. ethnische Zugeh{\"o}rigkeit, Geschlecht, sexuelle Orientierung) abgewertet werden. Spezifischere Definitionen betonen zudem, dass eine Sch{\"a}digungsabsicht sowie ein Sch{\"a}digungspotenzial auf verschiedenen Ebenen (z. B. individuell, gesellschaftlich) vorliegen m{\"u}ssen. Kinder und Jugendliche gelten als besonders anf{\"a}llig f{\"u}r die sch{\"a}dlichen Auswirkungen von Hatespeech. J{\"u}ngste Forschungen zeigen, dass Personen, die Cyberhate ausgesetzt sind, h{\"a}ufig Gef{\"u}hle von Wut, Scham und Schuld sowie ein vermindertes Vertrauen erleben (UK Safer Internet Centre, 2016; Reichelmann et al., 2020; Krause et al., 2021; N{\"a}si et. al, 2015). Die Konfrontation mit Hatespeech kann auch Prozesse der politischen Radikalisierung beg{\"u}nstigen (Bilewicz \& Soral, 2020). Somit stellt Hatespeech auch f{\"u}r die Schule eine besondere Herausforderung dar. Zum einen machen Kinder und Jugendliche auch in dieser Lebenswelt Erfahrungen mit Hatespeech, zum anderen ist die Schule der Ort, an dem diesen Entwicklungen durch Demokratie- und Medienerziehung sowie Soziales Lernen entgegengewirkt werden kann (Wachs et al., 2021). Die empirische Basis hierf{\"u}r ist jedoch {\"a}ußerst schmal. Es liegen weder zur Verbreitung von Erfahrungen mit Hatespeech im Kindes- und Jugendalter noch zu den Ursachen oder wirksamen Interventions- und Pr{\"a}ventionsstrategien Studienbefunde vor. Auch bez{\"u}glich der Schnittmenge mit verwandten Ph{\"a}nomenen, wie z.B. Mobbing, gibt es bisher kaum Erkenntnisse. An diesen Forschungsl{\"u}cken setzt das geplante Symposium an. Aus der Mobbingforschung ist bekannt, dass die Reaktionen des Umfeldes eine wichtige Rolle bei der Eind{\"a}mmung von Gewalt spielen. Vor diesem Hintergrund werden in den drei Einzel-Beitr{\"a}gen Forschungsergebnisse zur Verbreitung von Hatespeech und zu den Reaktionen von Sch{\"u}ler:innen und Lehrkr{\"a}ften vorgestellt, die sowohl auf qualitativen als auch auf quantitativen Zug{\"a}ngen beruhen. Entstanden sind sie im Rahmen eines aktuellen DFG-Forschungsprojektes mit erziehungswissenschaftlichen und psychologischen Forschungsteams in Deutschland und der Schweiz. Befragt wurden {\"u}ber 3.600 Sch{\"u}ler:innen und fast 500 Lehrkr{\"a}fte in beiden L{\"a}ndern. Im Rahmen des Symposiums sollen die Ergebnisse diskutiert und Implikationen f{\"u}r weitere Forschungen im Rahmen dieses Projekts sowie dar{\"u}ber hinaus abgeleitet werden.}, language = {de} } @misc{BilzWachs, author = {Bilz, Ludwig and Wachs, Sebastian}, title = {Symposium: Hass kennt keine Grenzen: Empirische Studien zu Hatespeech-Erfahrungen von Jugendlichen in der Schule und im Internet}, series = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, journal = {Entgrenzungen, 28. DGfE-Kongress, 14. M{\"a}rz 2022}, publisher = {Universit{\"a}t Bremen}, address = {Bremen}, doi = {10.13140/RG.2.2.15893.33761}, abstract = {In den letzten Jahren ist digitales Hassmaterial zu einem gewissen Alltagserleben in der Onlinewelt geworden. Ein Fachbegriff, der diese verrohte Kommunikationskultur zum Ausdruck bringt, ist Hatespeech. Hatespeech beschreibt kommunikative {\"A}ußerungen, mit dem Ziel gewisse Personengruppen (z.B. aufgrund der nationalen Herkunft, Religionszugeh{\"o}rigkeit, sexuellen Orientierung) {\"o}ffentlich und mit Absicht auszugrenzen, abzuwerten oder zu dem{\"u}tigen (Wachs et al., 2020). Hatespeech ist jedoch nicht auf die Onlinewelt beschr{\"a}nkt, auch in der Schule werden Sch{\"u}ler*innen und p{\"a}dagogisches Schulpersonal damit konfrontiert (Ballaschk et al., in press; Krause et al., 2021). Dabei kommt der Schule eine besondere Rolle zu. Sie ist nicht nur ein Ort der demokratischen Wissensvermittlung, sondern auch demokratischer Erfahrungsraum f{\"u}r Heranwachsende, dessen Aufgabe darin besteht, diskriminierenden und demokratiefeindlichen Tendenzen, zu denen auch Hatespeech gez{\"a}hlt werden kann, entgegenzuwirken (KMK, 2018). Bis heute liegt jedoch nur sehr wenig empirisch abgesichertes Wissen {\"u}ber Hatespeech unter Heranwachsenden und dem Umgang damit in der Schule vor. Hier setzt das vorliegende Symposium an, in dem empirische Beitr{\"a}ge basierend auf qualitativen und quantitativen Studien pr{\"a}sentiert werden und Implikationen f{\"u}r die zuk{\"u}nftige Forschung und die p{\"a}dagogische Praxis abgeleitet werden.}, language = {de} } @misc{KamanOttovaJordanBilzetal., author = {Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Sudeck, Gorden and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjektive Gesundheit und Wohlbefinden von Kindern und Jugendlichen in Deutschland - Querschnittergebnisse der HBSC-Studie 2017/18}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6891}, pages = {7 -- 21}, abstract = {Subjektive Gesundheit wird als multidimensionales Konstrukt verstanden, welches k{\"o}rperliche, seelische und soziale Dimensionen des Wohlbefindens einer Person umfasst. Die F{\"o}rderung der subjektiven Gesundheit und des Wohlbefindens von Kindern und Jugendlichen ist von hoher Public-Health-Relevanz, da gesundheitliche Beeintr{\"a}chtigungen oftmals mit langfristigen Gesundheitsproblemen im sp{\"a}teren Erwachsenenalter einhergehen. Informationen {\"u}ber m{\"o}gliche Risikofaktoren und Ressourcen sind daher von zentraler Bedeutung. In diesem Beitrag werden aktuelle Pr{\"a}valenzen zum subjektiven Gesundheitszustand, zur Lebenszufriedenheit und zu psychosomatischen Beschwerden von 11-, 13- und 15-j{\"a}hrigen Kindern und Jugendlichen in Deutschland aus der „Health Behaviour in School-Aged Children (HBSC)"-Studie 2017/18 berichtet (N=4.347, 53,0 \% M{\"a}dchen). Zudem werden soziodemografische und psychosoziale Einflussfaktoren des subjektiven Wohlbefindens untersucht. Die meisten Kinder und Jugendlichen sch{\"a}tzten ihre Gesundheit und Lebenszufriedenheit positiv ein. Dennoch litt etwa ein Drittel der M{\"a}dchen und ein F{\"u}nftel der Jungen unter mehreren (multiplen) psychosomatischen Beschwerden. Beeintr{\"a}chtigungen im subjektiven Wohlbefinden zeigten sich vor allem bei M{\"a}dchen, {\"a}lteren Jugendlichen, Jugendlichen mit niedrigerem famili{\"a}ren Wohlstand sowie bei hoher schulischer Belastung. Eine hohe famili{\"a}re Unterst{\"u}tzung war hingegen mit einem besseren subjektiven Wohlbefinden assoziiert. Die Ergebnisse verdeutlichen die Notwendigkeit zielgruppenspezifischer Angebote der Pr{\"a}vention und Gesundheitsf{\"o}rderung, um die subjektive Gesundheit und das Wohlbefinden von Kindern und Jugendlichen zu f{\"o}rdern.}, language = {de} } @misc{MoorWinterBilzetal., author = {Moor, Irene and Winter, Kristina and Bilz, Ludwig and Bucksch, Jens and Finne, Emily and John, Nancy and Kolip, Petra and Paulsen, Lisa and Ravens-Sieberer, Ulrike and Schlattmann, Marina and Sudeck, Gorden and Brindley, Catherina and Kaman, Anne and Richter, Matthias}, title = {Die Health Behaviour in School-aged Children (HBSC)-Studie 2017/18 - Methodik der Kinder- und Jugendgesundheits­studie der Weltgesundheitsorganisation}, series = {Journal of Health Monitoring}, volume = {5}, journal = {Journal of Health Monitoring}, number = {3}, issn = {2511-2708}, doi = {10.25646/6896}, pages = {93 -- 108}, abstract = {Die „Health Behaviour in School-Aged Children (HBSC)"-Studie ist ein international kooperatives Forschungsprojekt, das von der Weltgesundheitsorganisation (WHO) seit {\"u}ber 35 Jahren unterst{\"u}tzt wird. HBSC ist die weltweit gr{\"o}ßte Studie zur Kinder- und Jugendgesundheit und f{\"u}r die WHO eine der wichtigsten Datengrundlagen zur international vergleichenden Gesundheitsberichterstattung. Im vierj{\"a}hrigen Turnus werden Daten zur Gesundheit und zum Gesundheitsverhalten von Sch{\"u}lerinnen und Sch{\"u}lern im Alter von 11, 13 und 15 Jahren sowie zu den Rahmenbedingungen f{\"u}r ein gesundes Aufwachsen erhoben. Insgesamt geh{\"o}ren 50 L{\"a}nder dem HBSC-Netzwerk an, an dem Survey 2017/18 beteiligten sich insgesamt 45 L{\"a}nder. Deutschland beteiligt sich seit 1993/94 an der HBSC-Studie. F{\"u}r die aktuelle Erhebung 2017/18 in Deutschland wurden Sch{\"u}lerinnen und Sch{\"u}ler an 146 Schulen befragt (Responserate Schulen: 15,6 \%). Insgesamt konnte f{\"u}r Deutschland eine Netto-Stichprobe von n=4.347 M{\"a}dchen und Jungen (Responserate: 52,7 \%) erzielt werden. Die freiwillige Teilnahme an der Befragung erfolgte in ganzen Schulklassen der Jahrgangsstufen f{\"u}nf, sieben und neun. Mit Hilfe einer Gewichtung sind repr{\"a}sentative Aussagen zur gesundheitlichen Lage von Kindern und Jugendlichen in Deutschland m{\"o}glich. Die HBSC-Studie leistet einen wichtigen Beitrag f{\"u}r die Gesundheitsberichterstattung und bietet wichtige Ansatzpunkte f{\"u}r die Identifikation von Bedarfen, Risikogruppen und Handlungsfeldern, um gezielte und bedarfsorientierte Maßnahmen zur Pr{\"a}vention und Gesundheitsf{\"o}rderung im Setting Schule zu initiieren.}, language = {de} } @misc{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Die HBSC-Studie in Brandenburg: Ein Beitrag zum Gesundheitsmonitoring und zur schulischen Gesundheitsf{\"o}rderung in Brandenburg}, series = {Satellitenveranstaltung zum Kongress Armut und Gesundheit 2024 Die Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern in Deutschland: Von Ergebnissen und Trends der HBSC-Studie zur Public Health-Praxis}, journal = {Satellitenveranstaltung zum Kongress Armut und Gesundheit 2024 Die Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern in Deutschland: Von Ergebnissen und Trends der HBSC-Studie zur Public Health-Praxis}, publisher = {Kooperationsverbund Gesundheitliche Chancengleichheit}, address = {Berlin}, pages = {30}, language = {de} } @misc{BallaschkSchulzeReicheltWachsetal., author = {Ballaschk, Cindy and Schulze-Reichelt, Friederike and Wachs, Sebastian and Krause, Norman and Wettstein, Alexander and Kansok-Dusche, Julia and Bilz, Ludwig and Schubarth, Wilfried}, title = {Erratum zu: Ist das (schon) Hatespeech? - Eine qualitative Untersuchung zum Verst{\"a}ndnis vonHatespeech unter p{\"a}dagogischem Schulpersonal}, series = {Zeitschrift f{\"u}r Bildungsforschung}, volume = {13}, journal = {Zeitschrift f{\"u}r Bildungsforschung}, number = {1}, issn = {2190-6890}, doi = {10.1007/s35834-022-00377-z}, pages = {189 -- 190}, language = {de} } @misc{KansokDuscheWettsteinWachsetal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Politikdidaktische {\"U}berzeugungen von Lehrkr{\"a}ften und ihr Umgang mit Hatespeech in der Schule}, series = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, journal = {11. Tagung der Gesellschaft f{\"u}r Empirische Bildungsforschung (GEBF) - Bildung verstehen • Partizipation erreichen • Transfer gestalten, Universit{\"a}t Potsdam, Potsdam, Deutschland.}, doi = {10.17605/OSF.IO/2SJEX}, language = {de} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing an Schulen in Deutschland: Ergebnisse der HBSC-Studie 2022 und Trends von 2009/10 bis 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11871}, pages = {46 -- 67}, abstract = {Hintergrund: Mobbing ist eine Form der Gewalt, die wiederholt, mit der Absicht zu sch{\"a}digen und mit einem Machtungleichgewicht zwischen den Beteiligten ausge{\"u}bt wird. Mobbing hat schwerwiegende negative Auswirkungen auf die psychische Gesundheit Heranwachsender und stellt damit ein bedeutsames Gesundheitsrisiko im Kindes- und Jugendalter dar. Methode: Basierend auf den Daten der „Health Behaviour in School-aged Children (HBSC)"-Studie aus dem Erhebungsjahr 2022 in Deutschland (N=6.475) wurde analysiert, wie verbreitet schulisches Mobbing und Cybermobbing in Deutschland unter 11-, 13- und 15-J{\"a}hrigen waren. Zudem wurde die Verbreitung von schulischem Mobbing und Cybermobbing im Trendverlauf von 2009/10- 2022 (Mobbing) bzw. von 2017/18-2022 (Cybermobbing) analysiert. Ergebnisse: Rund 14\% der befragten Lernenden gaben direkte Erfahrungen mit schulischem Mobbing an, rund 7\% berichteten Cybermobbingerfahrungen als Gemobbte und/oder Mobbende. Heranwachsende, die sich als gender-divers identifizierten, gaben besonders h{\"a}ufig Mobbingerfahrungen an. Schulisches Mobbing nahm im Zeitverlauf ab, blieb zwischen 2017/18 und 2022 aber stabil. Cybermobbing nahm 2022 im Vergleich zu 2017/18 dagegen zu. Schlussfolgerungen: Mobbingerfahrungen in der Schule und online sind f{\"u}r viele Kinder und Jugendliche eine allt{\"a}gliche Erfahrung, sodass weiterhin Bedarf f{\"u}r eine breite Implementierung wirksamer Anti-Mobbing-Maßnahmen an Schulen besteht.}, language = {de} } @misc{WinterMoorMarkertetal., author = {Winter, Kristina and Moor, Irene and Markert, Jenny and Bilz, Ludwig and Bucksch, Jens and Dadaczynski, Kevin and Fischer, Saskia M. and Helmchen, Ronja M. and Kaman, Anne and M{\"o}ckel, Juliane and Rathmann, Katharina and Ravens-Sieberer, Ulrike and Reiß, Franziska and Schierl, Theresa and Sch{\"u}tz, Raphael and Sendatzki, Saskia and St{\"u}rmer, Elisabeth and Sudeck, Gorden and Richter, Matthias}, title = {Konzept und Methodik der Studie Health Behaviour in Schoolaged Children (HBSC) - Einblicke in den aktuellen Survey 2022 und die Entwicklung in Deutschland}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11877}, pages = {108 -- 127}, abstract = {Hintergrund: „Health Behaviour in School-aged Children (HBSC)" ist eine der gr{\"o}ßten internationalen Kinder- und Jugendgesundheitsstudien und kooperiert mit der Weltgesundheitsorganisation (WHO). In Deutschland werden im vierj{\"a}hrigen Turnus jeweils Heranwachsende im Alter von 11, 13 und 15 Jahren zur Gesundheit, zum Gesundheitsverhalten und zu sozialen Rahmenbedingungen befragt. Der Beitrag widmet sich der Beschreibung der HBSC-Studie und speziell der Methodik des aktuellen Surveys 2022 sowie der vorherigen Erhebungen von 2009/10 bis 2017/18. Methode: Am Survey 2022 beteiligten sich 174 Schulen mit insgesamt 6.475 Sch{\"u}lerinnen und Sch{\"u}lern. Die Erhebung erfolgte mittels Fragebogen und erfasst ein breites Themenspektrum (u. a. mentale Gesundheit, Bewegungsverhalten, Mobbingerfahrungen, soziale Determinanten der Gesundheit sowie Erfahrungen im Zusammenhang mit COVID-19). Erg{\"a}nzt wurde die Erhebung 2022 um eine Schulleitungsbefragung (N = 160). Neben der aktuellen Stichprobe werden auch die Stichproben der vorangegangenen drei Surveys mit repr{\"a}sentativen Angaben f{\"u}r Deutschland vorgestellt: 2009/10 (N = 5.005), 2013/14 (N = 5.961) und 2017/18 (N = 4.347). Diskussion: Die Kinder- und Jugendgesundheit hat eine hohe Public-Health-Relevanz. Dazu leistet die HBSC-Studie einen elementaren Beitrag, denn sie liefert international vergleichbare Ergebnisse, erm{\"o}glicht die Analyse von Trendentwicklungen und stellt umfangreiche, repr{\"a}sentative Daten zum Gesundheitsmonitoring f{\"u}r Stakeholder bereit.}, language = {de} } @misc{ReissBehnErhartetal., author = {Reiß, Franziska and Behn, Steven and Erhart, Michael and Strelow, Lisa and Kaman, Anne and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Ravens-Sieberer, Ulrike}, title = {Subjektive Gesundheit und psychosomatische Beschwerden von Kindern und Jugendlichen in Deutschland: Ergebnisse der HBSC-Studie 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11867}, pages = {7 -- 24}, abstract = {Hintergrund: Die subjektive Gesundheit und das Wohlbefinden stellen wichtige Gesundheitsindikatoren im Kindes- und Jugendalter dar. Der vorliegende Beitrag zeigt aktuelle Ergebnisse sowie zeitliche Trends zwischen 2009/10 und 2022. Methode: Die „Health Behaviour in School-aged Children (HBSC)"-Studie erfasste in den Schuljahren 2009/10, 2013/14, 2017/18 und im Kalenderjahr 2022 bei N = 21.788 Sch{\"u}lerinnen und Sch{\"u}lern im Alter von 11 bis 15 Jahren deren subjektive Gesundheit, Lebenszufriedenheit und psychosomatische Beschwerden. Multivariate Regressionsanalysen zeigen die Zusammenh{\"a}nge zwischen soziodemografischen Merkmalen und dem Wohlbefinden f{\"u}r 2022 sowie Trendverl{\"a}ufe seit 2009/10. Ergebnisse: Der Großteil der Kinder und Jugendlichen berichtet eine gute subjektive Gesundheit und eine hohe Lebenszufriedenheit. Etwa die H{\"a}lfte der M{\"a}dchen und ein Drittel der Jungen berichten multiple psychosomatische Gesundheitsbeschwerden, mit einem deutlichen Anstieg im zeitlichen Verlauf. {\"A}ltere Jugendliche, M{\"a}dchen und Genderdiverse haben ein erh{\"o}htes Risiko f{\"u}r ein geringes Wohlbefinden. Zwischen 2009/10 und 2022 variierten die subjektive Gesundheit und die Lebenszufriedenheit mit einer deutlichen Verschlechterung von 2017/18 zu 2022. Schlussfolgerungen: Der hohe Anteil von Kindern und Jugendlichen mit psychosomatischen Beschwerden sowie die aufgezeigten Geschlechts- und Altersdiskrepanzen verdeutlichen den Bedarf an zielgruppenspezifischer Pr{\"a}vention, Gesundheitsf{\"o}rderung und einem kontinuierlichen Gesundheitsmonitoring.}, language = {de} } @misc{MoorHerkeMarkertetal., author = {Moor, Irene and Herke, Max and Markert, Jenny and B{\"o}hm, Marie and Reiß, Franziska and Bilz, Ludwig and Sudeck, Gorden and Winter, Kristina}, title = {Die zeitliche Entwicklung gesundheitlicher Ungleichheit im Kindes- und Jugendalter in Deutschland: Ergebnisse der HBSC-Studie 2009/10 - 2022}, series = {Journal of Health Monitoring}, volume = {9}, journal = {Journal of Health Monitoring}, number = {1}, issn = {2511-2708}, doi = {10.25646/11875}, pages = {86 -- 107}, abstract = {Hintergrund: Viele Studien berichten von gesundheitlichen Ungleichheiten im Kindes- und Jugendalter. Unklar ist, wie sich diese in den letzten Jahren, insbesondere vor dem Hintergrund der COVID-19-Pandemie, entwickelt haben. Methode: Die Analysen basieren auf den deutschen Daten der internationalen HBSC-Studie (Health Behaviour in Schoolaged Children) von 2009/10 (n = 5.005), 2013/14 (n = 5.961), 2017/18 (n = 4.347) und 2022 (n = 6.475). Insgesamt wurden 21.788 Sch{\"u}lerinnen und Sch{\"u}ler im Alter von ca. 11 bis 15 Jahren ber{\"u}cksichtigt. Der sozio{\"o}konomische Status (SES) wurde mithilfe der Family Affluence Scale (FAS) erhoben. Verschiedene Gesundheitsindikatoren wurden mittels bi- und multivariaten Analysemethoden stratifiziert nach Geschlecht ausgewertet. Ergebnisse: 2022 zeigen sich deutliche sozio{\"o}konomische Ungleichheiten in der Lebenszufriedenheit, der subjektiven Gesundheit, im Obst- und Gem{\"u}sekonsum sowie im Bewegungsverhalten. Diese Ungleichheiten sind im Zeitverlauf von 2009/10 bis 2022 {\"u}berwiegend konstant geblieben oder haben sich vergr{\"o}ßert. Zwischen 2017/18 und 2022 sind keine signifikanten {\"A}nderungen bez{\"u}glich der betrachteten Ungleichheiten zu erkennen. Schlussfolgerungen: Gesundheitliche Ungleichheiten zeigen sich kontinuierlich und reduzieren die Chancen auf ein gesundes Aufwachsen. Es gibt keine Hinweise darauf, dass sich die Ungleichheiten w{\"a}hrend des Pandemie-Zeitraums (zwischen 2017/18 und 2022) ver{\"a}ndert haben. Die Ver{\"a}nderungen in den betrachteten Gesundheitsindikatoren betreffen vielmehr alle Heranwachsende in {\"a}hnlicher Weise.}, language = {de} } @misc{KansokDuscheWachsWettsteinetal., author = {Kansok-Dusche, Julia and Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig}, title = {Teachers' Political Didactical Beliefs and Their Handling of Hate Speech in School}, series = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, journal = {Annual Conference of the International Association for Intercultural Education, DEIB+ in Education to Transform Society, Chemnitz University of Technology, Chemnitz, Germany.}, doi = {10.17605/OSF.IO/8Q4UT}, pages = {24}, language = {en} } @misc{ZeissigKansokDuscheFischeretal., author = {Zeißig, Anke and Kansok-Dusche, Julia and Fischer, Saskia M. and M{\"o}ller, Julia and Bilz, Ludwig}, title = {The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings}, series = {Review of Education}, volume = {12}, journal = {Review of Education}, number = {1}, issn = {2049-6613}, doi = {10.1002/rev3.3470}, abstract = {Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string-guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi-experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.}, language = {en} } @misc{WachsWettsteinBilzetal., author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Espelage, Dorothy L. and Wright, Michelle F. and G{\´a}mez-Guadix, Manuel}, title = {Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach}, series = {Journal of Youth and Adolescence}, volume = {53}, journal = {Journal of Youth and Adolescence}, number = {6}, publisher = {Springer Science and Business Media LLC}, issn = {0047-2891}, doi = {10.1007/s10964-024-01968-x}, pages = {1271 -- 1286}, abstract = {Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7-9 (51.7\% self-identified as female; 37.2\% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2\%), Defenders (47.3\%), Revengers (9.8\%), and Contributors (8.6\%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.}, language = {en} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Aufwachsen in Krisenzeiten: Die HBSC-Gesundheitsstudie in Brandenburg}, series = {Sicherheit im Wandel. 29. Deutscher Pr{\"a}ventionstag}, journal = {Sicherheit im Wandel. 29. Deutscher Pr{\"a}ventionstag}, doi = {10.13140/RG.2.2.23128.92162}, pages = {22}, language = {de} } @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 = {Social Psychology of Education}, journal = {Social Psychology of Education}, issn = {1381-2890}, doi = {10.1007/s11218-024-09929-9}, pages = {24}, abstract = {Despite ongoing global efforts to combat discrimination, hate speech is a growing problem in many countries. Hate speech is also widespread among young people and thus also affects schools. Because of the negative consequences of hate speech for the targeted individuals and for society in general, schools and teachers are generally encouraged to moderate hate speech. This binational study examines intervention strategies for hate speech in schools using the newly developed Hate-Speech Interventions Scale for Teachers. Data from German and Swiss teachers (N = 486) were analyzed. Self-reported strategies were best described using a three-factor structure. Teachers primarily direct their interventions at those directly involved in hate speech and frequently employ teaching-oriented strategies. In comparison, external partners and colleagues are relatively rarely involved. Measurement invariance testing supported the scales' construct validity. A link was found between the use of these strategies, teachers' task-specific self-efficacy, gender, and professional experience. These results indicate that schools should play an important role in moderating hate speech and that increasing teachers' confidence in their own ability to address this phenomenon could be an important element of teacher training.}, language = {en} } @book{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Einsamkeit bei Kindern und Jugendlichen im Kontext Schule}, publisher = {Institut f{\"u}r Sozialarbeit und Sozialp{\"a}dagogik e.V. - Kompetenznetz Einsamkeit}, address = {Berlin}, isbn = {978-3-88493-275-9}, pages = {68}, 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: Ausgewertet werden Daten der Health Behaviour in School-aged Children Studie (HBSC) Brandenburg. Die HBSC-Studie ist ein internationales Forschungsvorhaben, das im Turnus von vier Jahren unter der Schirmherrschaft der Weltgesundheitsorganisation durchgef{\"u}hrt wird. Rund 4.000 Sch{\"u}ler*innen der Klassenstufen 5, 7 und 9 aus allgemeinbildenden Schulen in Brandenburg wurden unter anderem zu ihrem Erleben von Einsamkeit und ihren Wahrnehmungen der schulischen Umwelt befragt. Ergebnisse: Mehr als 10 \% der Sch{\"u}ler*innen k{\"o}nnen als einsam eingestuft werden, wobei M{\"a}dchen, Heranwachsende mit der Geschlechtszuschreibung „Divers" und {\"a}ltere Jugendliche st{\"a}rker betroffen sind. Einsame Sch{\"u}ler*innen berichten von einer h{\"o}heren schulischen Belastung, einer geringeren Schulzufriedenheit und geringerer Unterst{\"u}tzung durch Lehrkr{\"a}fte und Mitsch{\"u}ler*innen. 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{BilzKansokDuscheFischeretal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Fischer, Saskia M. and Bartholom{\"a}us, Peter}, title = {What works in hate speech intervention and prevention in schools? First results of a systematic review}, series = {28TH WORKSHOP ON AGGRESSION}, journal = {28TH WORKSHOP ON AGGRESSION}, address = {Nottingham}, doi = {10.13140/RG.2.2.35879.97440}, pages = {18}, abstract = {Hate speech is a global social problem with a multitude of negative consequences. Derogatory expressions against certain groups of people are not a new phenomenon. However, hate speech has become much more widespread in recent years. After the Internet, the school is a place where hate speech occurs and where children and young people perpetrate, witness, and become victims of hate speech (Castellanos et al., 2023; Kansok-Dusche et al., 2023). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is limited evidence on the availability, quality, and effectiveness of school-based anti-hate speech programs. The objective of this systematic review is to compile a catalogue of available anti-hate speech programs, that are particularly aimed 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. The presentation will provide an overview of the 27 programmes identified and the initial results regarding their quality. Recommendations are given for the implementation of these programmes in schools and for their further improvement.}, language = {en} } @misc{BilzWettsteinWachsetal., author = {Bilz, Ludwig and Wettstein, Alexander and Wachs, Sebastian and Kansok-Dusche, Julia}, title = {What matters for a teachers' response to hate speech in school? Associations between teachers' social dominance orientation and empathy with their hate speech interventions in school}, series = {28th Workshop on Aggression, Nottingham Trent University, Nottingham (UK)}, journal = {28th Workshop on Aggression, Nottingham Trent University, Nottingham (UK)}, doi = {10.17605/OSF.IO/HC3K6}, pages = {17}, language = {en} } @misc{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Mobbing und Cybermobbing unter Sch{\"u}ler*innen. Eine Herausforderung f{\"u}r die ganze Schule}, series = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, volume = {32}, journal = {Dreizehn - Zeitschrift f{\"u}r Jugendsozialarbeit}, issn = {1867-0571}, pages = {16 -- 19}, language = {de} } @techreport{HBSCStudienverbundDeutschlandFischerBilz, author = {HBSC Studienverbund Deutschland, and Fischer, Saskia M. and Bilz, Ludwig}, title = {Schulisches Mobbing und Cybermobbing von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022}, pages = {6}, language = {de} } @techreport{HBSCStudienverbundDeutschlandKansokDuscheBilz, author = {HBSC Studienverbund Deutschland, and Kansok-Dusche, Julia and Bilz, Ludwig}, title = {Schulisches Belastungserleben von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022}, pages = {5}, language = {de} } @misc{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Increasing loneliness among children and adolescents from 2018 to 2022: A cross-sectional survey before and after the onset of the COVID-19 pandemic}, series = {The 27th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD)}, journal = {The 27th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD)}, address = {Lissabon}, doi = {10.13140/RG.2.2.29755.43047}, pages = {1}, language = {en} } @misc{DadaczynskiMoorBuckschetal., author = {Dadaczynski, Kevin and Moor, Irene and Bucksch, Jens and Winter, Kristina and Schierl, Theresa and Bilz, Ludwig and Reiß, Franziska}, title = {Gesundheitsverhalten und Gesundheit von Kindern und Jugendlichen in Deutschland. Ergebnisse der Health Behaviour in School-aged Children (HBSC) Studie 2022}, series = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH). Dresden}, journal = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH). Dresden}, publisher = {German Medical Science GMS Publishing House}, address = {D{\"u}sseldorf}, doi = {10.3205/24gmds888}, language = {de} } @misc{KansokDuscheBilzWettsteinetal., author = {Kansok-Dusche, Julia and Bilz, Ludwig and Wettstein, Alexander and Wachs, Sebastian}, title = {{\"U}berzeugungen von Lehrkr{\"a}ften und ihre Interventionen bei Hatespeech in der Schule}, series = {Symposium (Chair Saskia Fischer): "Gewaltph{\"a}nomene in der Schule: Die Rolle der Lehrkraft im Umgang mit Mobbing \& Hatespeech" (19.9.2024). 53. Kongress der Deutsche Gesellschaft f{\"u}r Psychologie (DGPs). Universit{\"a}t Wien, {\"O}sterreich.}, journal = {Symposium (Chair Saskia Fischer): "Gewaltph{\"a}nomene in der Schule: Die Rolle der Lehrkraft im Umgang mit Mobbing \& Hatespeech" (19.9.2024). 53. Kongress der Deutsche Gesellschaft f{\"u}r Psychologie (DGPs). Universit{\"a}t Wien, {\"O}sterreich.}, doi = {10.17605/OSF.IO/X9UW2}, pages = {18}, language = {de} } @misc{ZeissigMoellerFischeretal., author = {Zeißig, Anke and M{\"o}ller, Julia and Fischer, Saskia M. and Bilz, Ludwig}, title = {Bed{\"u}rfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativit{\"a}t im Unterrichtskontext}, series = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, journal = {53. DGPs-Kongress / 15. {\"O}GP-Konferenz, 16.-19. September}, address = {Wien}, doi = {10.23668/psycharchives.15449}, abstract = {Langeweile ist eine der am h{\"a}ufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberfl{\"a}chliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive F{\"a}higkeiten sowie anwendungsbezogenes, probleml{\"o}sendes und nachhaltiges Lernen beeintr{\"a}chtigen und sich negativ auf akademische Leistungen auswirken kann. Auf der anderen Seite sehen Forschende die Langeweile als ein Signal an, dass eine Ausrichtung mentaler Prozesse zu Sinnhaftigkeit und Kreativit{\"a}t erm{\"o}glichen und ungenutzte kognitive Potenziale erschließen k{\"o}nnte. Ein Schl{\"u}ssel f{\"u}r das Verst{\"a}ndnis und die Untersuchung dieser scheinbar widerspr{\"u}chlichen Annahmen k{\"o}nnten bed{\"u}rfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bed{\"u}rfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) k{\"o}nnten sich unterschiedliche Verbindungen eines Zustandes der Langeweile zu kreativen Impulsen ergeben. Diese Annahme wird in einer Studie mit Lernenden der 9. Klassen in Gymnasien mit einer Experience-Sampling-Erhebung untersucht. Die aktuell laufenden Erhebungen finden jeweils eine Woche pro Klasse statt. Die Lernenden werden dabei jeweils mehrfach in verschiedenen Unterrichtssituationen untersucht. Wir wollen ermitteln, inwieweit das Aufkommen von Langeweile in Unterrichtssituationen mit unerf{\"u}llten psychischen Bed{\"u}rfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativit{\"a}tsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.}, language = {de} } @misc{ButlerWohlrabBlankMatthesetal., author = {Butler, Jeffrey and Wohlrab, Doris and Blank-Matthes, Daniela and Bilz, Ludwig and Thom, Julia}, title = {Psychische Gesundheit in der Gesundheitsberichterstattung (GBE)}, series = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH)}, journal = {Gesundheit - gemeinsam. Kooperationstagung der Deutschen Gesellschaft f{\"u}r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), Deutschen Gesellschaft f{\"u}r Sozialmedizin und Pr{\"a}vention (DGSMP), Deutschen Gesellschaft f{\"u}r Epidemiologie (DGEpi), Deutschen Gesellschaft f{\"u}r Medizinische Soziologie (DGMS) und der Deutschen Gesellschaft f{\"u}r Public Health (DGPH)}, publisher = {ZB MED - Information Centre for Life Science}, address = {K{\"o}ln}, doi = {10.3205/24gmds883}, language = {de} } @misc{BilzFischerMaunderetal., author = {Bilz, Ludwig and Fischer, Saskia M. and Maunder, Rachel and Bauman, Sheri and Scheithauer, Herbert}, title = {Interventionen von Lehrkr{\"a}ften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews}, series = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, journal = {Menschen Mitwelt Medien - 53. DGPs Kongress Wien}, publisher = {Universit{\"a}t Wien}, address = {Wien}, doi = {10.13140/RG.2.2.17765.41447}, pages = {571 -- 572}, language = {de} } @misc{FischerWolgastSchuetzetal., author = {Fischer, Saskia M. and Wolgast, Anett and Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Mobbing-Erfahrungen von Kindern und Jugendlichen in der Schule und ihre psychische Gesundheit: Die Rolle ihrer erlebten Unterst{\"u}tzung durch Lehrkr{\"a}fte, Mitsch{\"u}ler:innen, Familie und Freund:innen}, series = {53. DGPs-Kongress Wien}, journal = {53. DGPs-Kongress Wien}, doi = {10.17605/OSF.IO/F5ZSJ}, abstract = {Mobbing-Erfahrungen stellen einen Risikofaktor f{\"u}r die psychische Gesundheit von Heranwachsenden dar. Sozial-{\"o}kologische Modelle sprechen f{\"u}r die Annahme, dass erlebte soziale Unterst{\"u}tzung die negativen Auswirkungen von Mobbing auf die psychische Gesundheit verringern kann, wobei je nach Entwicklungsstufe der Heranwachsenden und der Unterst{\"u}tzungsquelle Unterschiede zu erwarten sind. Zur Rolle der sozialen Unterst{\"u}tzung bei Mobbing-Erfahrung liegen jedoch widerspr{\"u}chliche Ergebnisse vor. Die vorliegende Studie ging der Frage nach, welche Effekte soziale Unterst{\"u}tzung auf den Zusammenhang zwischen Mobbing-Erfahrungen und psychischer Gesundheit von Heranwachsenden hat. Daf{\"u}r wurden Querschnittsdaten von 3.801 Heranwachsenden der Jahrgangstufen 5, 7 und 9 (52.6 \% weiblich, MAlter = 13.50 Jahre) aus der 2022er Brandenburger HBSC-Teilstudie („Health Behaviour in School-aged Children") mittels Strukturgleichungsmodellierung analysiert. Die Ergebnisse zeigen erwartete negative Zusammenh{\"a}nge zwischen Opfererfahrungen und psychischer Gesundheit, jedoch auch unerwartete positive Zusammenh{\"a}nge zwischen der Mobbing-Aus{\"u}bung und dem Wohlbefinden. Positive Zusammenh{\"a}nge existieren zudem zwischen der psychischen Gesundheit und der erlebten sozialen Unterst{\"u}tzung durch die Familie, Lehrpersonen und Mitsch{\"u}ler:innen, jedoch nicht Freund:innen. Interaktionseffekte legen nahe, dass die erlebte soziale Unterst{\"u}tzung durch die Familie und die Lehrpersonen den negativen Zusammenhang zwischen Opfererfahrungen und psychischer Gesundheit verringern kann. Die Jahrgangsstufen moderieren diese komplexen Zusammenh{\"a}nge. Die Ergebnisse unterstreichen die Bedeutung der sozialen Unterst{\"u}tzung als Schutzfaktor bei Mobbing und die Notwendigkeit, verschiedene Unterst{\"u}tzungsquellen separat zu betrachten. Es ergeben sich Implikationen f{\"u}r Maßnahmen der Gewaltpr{\"a}vention und der (psychischen) Gesundheitsf{\"o}rderung in der Schule.}, language = {de} } @incollection{FischerBilz, author = {Fischer, Saskia M. and Bilz, Ludwig}, title = {Teachers bullying intervention competence: a German study on aspects of crucial competence for bullying interventions in schools}, series = {Handbook of School Violence, Bullying and Safety}, booktitle = {Handbook of School Violence, Bullying and Safety}, editor = {Hong, Jun S. and Chan, Heng C. and Fung, Annis L. C. and Lee, Jungip}, publisher = {Edward Elgar Publishing}, address = {Cheltenham}, isbn = {9781035301355}, doi = {10.4337/9781035301362.00042}, pages = {403 -- 416}, abstract = {Teachers can play a crucial role when it comes to bullying among students. The way teachers respond to incidents of bullying can impact students' attitudes and behaviors. Because of this, intervening successfully in bullying is an important part of teachers' day-to-day work in school. Intervening successfully requires specific competence and, in 2015, a theoretical model of teacher bullying intervention competence was introduced, based on earlier teacher competence models and studies. This model suggests that teachers' competencies in bullying interventions consist of four competence dimensions, namely knowledge, beliefs, motivational orientation, and self-regulation. Since then, several studies have been conducted on this model. In this chapter, we will summarize recent empirical findings on the model based on data from 556 teachers and 2,071 students in Germany. We then revise the model based on these empirical findings. Limitations and implications are discussed.}, language = {en} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Mobbing und Cybermobbing an Schulen in Deutschland von 2009/10 bis 2022}, series = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, journal = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, address = {Dresden}, doi = {10.13140/RG.2.2.31663.96165}, pages = {16}, language = {de} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Die HBSC-Studie Brandenburg. Ein Beitrag zur regionalen Gesundheitsberichterstattung im Bereich der psychischen Gesundheit und zur schulischen Gesundheitsf{\"o}rderung}, series = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, journal = {"Gesundheit - gemeinsam denken, forschen, handeln". Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH}, address = {Dresden}, doi = {10.13140/RG.2.2.24953.07529}, pages = {19}, language = {de} } @misc{KansokDuscheWettsteinFischeretal., author = {Kansok-Dusche, Julia and Wettstein, Alexander and Fischer, Saskia M. and Wachs, Sebastian and Bilz, Ludwig}, title = {Associations between teachers' beliefs and their perception of hate speech in school: a study in Germany and Switzerland}, series = {Frontiers in Education}, volume = {9}, journal = {Frontiers in Education}, publisher = {Frontiers Media SA}, issn = {2504-284X}, doi = {10.3389/feduc.2024.1432013}, pages = {11}, abstract = {Hate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers' social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (MAge = 42.8 years; 57.7\% females; 21.0\% with migration status). Data from a total of 3,560 students from grades 7-9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers' data to control for students' hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers' age, gender, migration status, students' hate speech perception), teachers' social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers' pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers' hate speech perception in school relate to other aspects of their professional competence.}, language = {en} } @misc{WachsValidoEspelageetal., author = {Wachs, Sebastian and Valido, Alberto and Espelage, Dorothy L. and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig}, title = {The relation of classroom climate to adolescents' countering hate speech via social skills: A positive youth development perspective}, series = {Journal of Adolescence}, volume = {95}, journal = {Journal of Adolescence}, number = {6}, issn = {1095-9254}, doi = {10.1002/jad.12180}, pages = {1127 -- 1139}, abstract = {Introduction. Hate speech is a current challenge for schools around the globe. At the same time, students worldwide stand up to hate speech by countering it. Guided by a positive youth development perspective, the present study investigated the direct and indirect associations between classroom climate (environmental assets), social skills (personal assets), and countering hate speech (as a proxy of thriving) among adolescents. Methods. The sample included 3225 students in grades 7-9 (51.7\% self-identified as female) from 40 schools in Germany (n = 1841) and Switzerland (n = 1384). Students completed self-report questionnaires that assessed classroom climate, three facets of social skills (i.e., perspective-taking, prosocial behavior, assertiveness), and counterspeech. Results. The results of the 2-(1-1-1)-1 multilevel mediation analysis revealed that classroom climate (L2) and the three facets of social skills (L1) had a direct positive effect on counterspeech (L1). Furthermore, classroom climate (L2) also had a direct positive effect on the three facets of social skills (L1). Finally, classroom climate (L2) had an indirect positive effect on counterspeech (L1) via all three aspects of social skills (L1). Conclusion. The findings highlight that successful anti-hate speech programs may entail a combination of environmental and personal factors for increasing adolescents' active contribution to an inclusive and discrimination-free classroom environment where hate speech is not tolerated.}, language = {en} } @book{ElgarLahtiLopesFerreiraetal., author = {Elgar, Frank J. and Lahti, Henri and Lopes Ferreira, Joana and Melkumova, Marina and Bilz, Ludwig}, title = {Navigating uncharted territory. School closures and adolescent experiences during the COVID-19 pandemic in the WHO European Region. Impact of the COVID-19 pandemic on young people's health and well-being from the findings of the HBSC survey round 2021/2022}, edition = {1. Auflage}, publisher = {WHO Regional Office for Europe}, address = {Copenhagen}, pages = {9}, abstract = {The COVID-19 pandemic led to drastic changes in schooling. Students, especially older adolescents and girls, felt it had a negative impact on their school performance. Adolescents experiencing a higher number of school closure days during the pandemic were more likely to report school pressure, with lack of personal interaction with teachers and, peers possibly being among the factors behind the link between school closure and school pressure. Remote learning processes may have contributed to feelings of added school pressure through lower learning concentration and engagement, inability to learn from online sources, difficulties in organizing study time and worries about the future. Only one in five adolescents liked school a lot during the pandemic. Adolescents from less well-off families reported more negative impacts on their school performance due to the pandemic. Those from better-off families reported more school pressure and less liking of school. Targeted efforts are needed to address the avoidable differences between the groups of adolescents affected by the COVID-19 pandemic. Adolescent experiences of the impact of the pandemic on their school experience should be heard and taken into consideration in the post-pandemic recovery.}, language = {de} } @misc{WachsBilzWettsteinetal., author = {Wachs, Sebastian and Bilz, Ludwig and Wettstein, Alexander and Espelage, Dorothy L.}, title = {Validation of the multidimensional bystander responses to racist hate speech scale and its association with empathy and moral disengagement among adolescents}, series = {Aggressive Behavior}, volume = {50}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, pages = {1 -- 12}, abstract = {Our understanding of how bystanders respond to hate speech is limited. This may be due, in part, to the lack of available measurement tools. However, understanding adolescents' responses to hate speech is critical because this kind of research can support schools in empowering students to exhibit courageous moral behavior. Thus, the purpose of the present study was to investigate the psychometric properties of the newly developed Multidimensional Bystander Responses to Hate Speech Scale (MBRHS) and to explore demographic differences and correlates of bystander behavior in school hate speech. The sample consisted of 3225 seventh to ninth graders from Germany and Switzerland. Exploratory and confirmatory factor analyses supported a model with seven factors. We found that adolescents with immigrant background and boys showed particularly unfavorable response patterns. In addition, our study suggests that empathy is positively correlated with the factors comforting the victim, seeking help at school, and countering hate speech but negatively correlated with helplessness, revenge, reinforcing, and ignoring. Moral disengagement showed the opposite correlational pattern. The findings indicate that the MBRHS is a psychometrically valid and reliable measure that could aid in measuring varied responses to hate speech. In addition, this work highlights the relevance of empathy and moral engagement training in anti-hate speech prevention programs.}, language = {en} } @misc{CastellanosWettsteinWachsetal., author = {Castellanos, Melisa and Wettstein, Alexander and Wachs, Sebastian and Bilz, Ludwig}, title = {Direct and indirect effects of social dominance orientation on hate speech perpetration via empathy and moral disengagement among adolescents: A multilevel mediation model}, series = {Aggressive Behavior}, volume = {50(2024)}, journal = {Aggressive Behavior}, number = {1}, issn = {1098-2337}, doi = {10.1002/ab.22100}, abstract = {Although it is known that social dominance orientation directly affects hate speech perpetration, few studies have explored the mechanisms by which this effect takes place during adolescence. Based on the socio-cognitive theory of moral agency, we aimed to fill this gap in the literature by exploring the direct and indirect effects of social dominance orientation on hate speech perpetration in offline and online settings. The sample included seventh, eigth, and ninth graders (N = 3225) (51.2\% girls, 37.2\% with an immigrant background) from 36 Swiss and German schools who completed a survey about hate speech, social dominance orientation, empathy, and moral disengagement. A multilevel mediation path model revealed that social dominance orientation had a direct effect on offline and online hate speech perpetration. Moreover, social dominance also had indirect effects via low levels of empathy and high levels of moral disengagement. No gender differences were observed. Our findings are discussed regarding the potential contribution to preventing hate speech during adolescence.}, language = {en} } @misc{FischerMaunderBaumanetal., author = {Fischer, Saskia M. and Maunder, Rachel and Bauman, Sheri and Bilz, Ludwig and Scheithauer, Herbert}, title = {Teachers' Responses to Incidents of Bullying among Students: A Systematic Review on How Teachers React To and Manage Bullying Situations}, 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.}, doi = {10.17605/OSF.IO/UCREY}, pages = {56}, abstract = {Introduction Teachers play a vital part in bullying intervention in schools. Their front-line role in classrooms means they are often in a position to notice when bullying happens, and children may also report incidents directly to them (Colpin et al, 2021). Whether and how they respond to bullying sends important messages about the extent to which the behaviour is tolerated in school, and the relative success of actions has direct implications for the children involved, including whether the bullying stops, continues, or even worsens (Wachs et al, 2019). It is therefore important to understand the strategies they use to manage bullying. Whilst a body of empirical research has studied teacher intervention in bullying, the key aspects in the findings or the quality of this evidence has not been systematically examined. This systematic review therefore aims to answer the central question of 'how do teachers identify and respond to bullying incidents among students?' Subsidiary questions focus on how teachers determine if an incident of bullying has occurred; how teachers decide how to respond to bullying incident; what the strategies are that teachers use to respond to bullying incidents; the effectiveness of the responses for handling bullying situations, and how teachers' bullying responses are measured. Method Following pre-registration via the Open Science Framework (Fischer et al., 2022), the following databases were selected for the literature search given their widespread access, reputation, and coverage: Web of Science, Scopus, PsycINFO, PubPsych, PubMed, and Cochrane Library. Each database was interrogated using following search terms: (bully* OR bullie*) AND (teacher OR school staff OR monitor OR whole school OR educator OR tutor OR teach* assist*) AND (interven* OR prevent* OR handl* OR respon* OR tackl* OR measure OR methods OR action OR strateg* OR reaction OR react* OR approach OR practice OR anti-bullying). Both quantitative and qualitative studies were included. The search was restricted to publications in English or German, and no date range was imposed. Publications in peer-reviewed journals, book chapters, as well as grey literature were included. Title, abstracts, and keywords of the identified publications will be screened for inclusion and exclusion criteria. Inclusion criteria include the use of the term 'bullying' (or 'mobbing' for German-language publications), the school context and school age, and any responses to bullying incidents that are performed by teachers or other teaching staff. Exclusion criteria include solely theoretical publications, bullying at college, university, or workplace, bullying outside the school context, purely preventive strategies, and evaluations of complex anti-bullying programmes. For both the screening and the data extraction, the software Covidence will be used. The procedure and coding system was adapted from Fischer et al. (2021). Results The data extraction is based on a detailed coding manual that had been tested within the research team. Two members of the coding team will code each study included in the full-text analysis. The quality assessment will also be included in the data extraction process and will be done with two instruments: One instrument that was developed by the research team based on the GRADE system with a focus on clearly defined key concepts and research questions as well as methodological aspects (e.g., sample size, critical reflection on the methods used), and one instrument that is established and suitable for both qualitative and quantitative studies (Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). This procedure simultaneously enables the evaluation of the newly developed quality assessment tool. The data extraction is currently underway. The search in the databases and screening of title, abstract, and keywords is planned for spring 2023, and the data extraction will follow. At the WABF, we are going to present results on the quality assessment and interrater reliability as well as on the body of literature. In particular, the presentation of the results will focus on the breadth of teacher responses to incidents of bullying presented in the literature. Conclusion This systematic review provides a contemporary oversight of our existing knowledge on teacher intervention in bullying and highlights important avenues for further research. We will present detailed conclusions based on the results obtained. The expected results will provide a significant overview of the growing research on teacher interventions for bullying and will help to identify research gaps in the existing literature. Further, the results will highlight tendencies towards certain research methods and approaches to study teacher intervention, which provides opportunities for researchers to seek alternative designs and techniques going forward, and will help to identify research gaps in the existing literature. The systematic analysis of previously studied teacher responses to incidents of bullying will provide a significant foundation for future research. The information on how teachers identify bullying cases and the decision-making pathways underlying their responses has not been systematically collected so far, so the expected findings will provide an important foundation for future research and practical teacher training on anti-bullying interventions. In particular, the findings gathered on the effectiveness of teacher responses will have significant implications for the training of teachers, and guidance that can be provided to support teacher practice in schools. 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. Fischer, S. M., Bauman, S., Maunder, R., Scheithauer, H., \& Bilz, L. (2022). Teachers' interventions in bullying among students - A systematic review on how teachers react to and manage bullying situations. Preregistration Template from AsPredicted-org. https://doi.org/10.17605/OSF.IO/7VNBZ Fischer, S. M., John, N. \& Bilz, L. (2021). Teachers' self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196-212. Hong, Q. N., F{\`a}bregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O'Cathain, A., Rousseau, M.-C., \& Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. User Guide. Available under http://mixedmethodsappraisaltoolpublic.pbworks.com Wachs, S., Bilz, L., Niproschke, S., \& Schubarth, W. (2019). Bullying intervention in schools: A multilevel analysis of teachers' success in handling bullying from the students' perspective. Journal of Early Adolescence, 39(5), 642-668.}, language = {en} } @incollection{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Konzept der HBSC-Studie Brandenburg 2022}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {1 -- 2}, language = {de} } @incollection{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Methodik der HBSC-Studie Brandenburg 2022}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {3 -- 9}, language = {de} } @incollection{BilzSchuetz, author = {Bilz, Ludwig and Sch{\"u}tz, Raphael}, title = {Die Gesundheit von Kindern und Jugendlichen in Brandenburg}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {11 -- 28}, language = {de} } @incollection{FischerKansokDuscheSchuetzetal., author = {Fischer, Saskia M. and Kansok-Dusche, Julia and Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Personale und kontextuelle Einflussfaktoren f{\"u}r die Gesundheit und das Gesundheitsverhalten im Kindes- und Jugendalter}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {83 -- 132}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2022. Schlussfolgerungen f{\"u}r die schulische Gesundheitsf{\"o}rderung}, series = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, booktitle = {Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 - 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO}, editor = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, publisher = {Pabst Science Publishers}, address = {Lengerich}, isbn = {978-3-95853-878-8}, pages = {133 -- 136}, language = {de} } @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{Bilz, author = {Bilz, Ludwig}, title = {Psychische Gesundheit in der Schule}, series = {P{\"a}diatrie \& P{\"a}dologie}, volume = {58}, journal = {P{\"a}diatrie \& P{\"a}dologie}, number = {S1}, issn = {0030-9338}, doi = {10.1007/s00608-022-01031-7}, pages = {8 -- 12}, abstract = {Der psychischen Gesundheit von Kindern und Jugendlichen ist in den letzten Jahrzehnten verst{\"a}rkte Aufmerksamkeit zuteil geworden. Immer deutlicher zeichnet sich ab, dass psychische Probleme im Kindes- und Jugendalter eine hohe Vorhersagekraft f{\"u}r psychische Erkrankungen im Erwachsenenalter haben. Gleichzeitig verf{\"u}gen wir {\"u}ber einen immer breiter werdenden Erkenntnisstand zur Bedeutung des psychischen Wohlbefindens von Kindern und Jugendlichen f{\"u}r ihren schulischen Erfolg und f{\"u}r ihre soziale Teilhabe. Der vorliegende Beitrag nimmt die Lebenswelt Schule in das Blickfeld. Es werden Befunde zu schulbezogenen Ressourcen und Risikofaktoren f{\"u}r die psychische Gesundheit von Sch{\"u}ler*innen und zur Rolle von Lehrkr{\"a}ften bei der Fr{\"u}herkennung vorgestellt sowie Schlussfolgerungen f{\"u}r die F{\"o}rderung der psychischen Gesundheit in der Schule gezogen.}, language = {de} } @misc{KrauseWachsBilzetal., author = {Krause, Norman and Wachs, Sebastian and Bilz, Ludwig and Schubarth, Wilfried}, title = {Dem Hass entgeg(n)en - Eine qualitative Studie zu den Interventionsstrategien, -zielen und -effekten durch p{\"a}dagogisches Schulpersonal bei Hatespeech in der Schule.}, series = {Zeitschrift f{\"u}r P{\"a}dagogik}, volume = {69}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, number = {3}, issn = {0044-3247}, doi = {10.3262/ZP2303310}, pages = {310 -- 332}, abstract = {Bisher ist wenig dar{\"u}ber bekannt, wie Schulen mit Hatespeech unter Sch{\"u}ler*innen umgehen. Die vorliegende Untersuchung soll einen ersten {\"U}berblick {\"u}ber die Interventionsstrategien, -ziele und -effekte des Schulpersonals bei Hatespeech in der Schule geben. Dazu wurden 46 episodische Interviews mit Sch{\"u}ler*innen (n = 21), Lehrkr{\"a}ften (n = 16) und anderem p{\"a}dagogischen Schulpersonal (n = 9) aus Berlin und Brandenburg ausgewertet. Im Ergebnis konnten acht Strategien klassifiziert werden (Bestrafungen, polizeiliche und juristische Maßnahmen, Instruktionen, Einbezug der Eltern, Einbezug anderer Schulakteur*innen, Mediationen, partizipativ-integrative Verhandlungen, schulexterne Projekt- und Trainingsangebote), denen jeweils Interventionsziele und berichtete Effekte zugeordnet werden konnten. Gemeinsamkeiten und Unterschiede mit Erkenntnissen aus der Mobbingforschung und Implikationen f{\"u}r die Schulpraxis sowie f{\"u}r weitere Forschung werden diskutiert.}, language = {de} } @misc{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Einsamkeit im Kindes- und Jugendalter. Zur Verbreitung eines Risikofaktors f{\"u}r die psychische Gesundheit unter 11- bis 15-j{\"a}hrigen deutschen Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz}, volume = {66}, journal = {Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz}, issn = {1436-9990}, doi = {10.1007/s00103-023-03728-x}, pages = {9}, abstract = {Hintergrund Einsamkeit ist sowohl im {\"o}ffentlichen als auch im wissenschaftlichen Diskurs ein zunehmend pr{\"a}sentes Thema. Es liegen inzwischen zahlreiche Forschungsergebnisse zur Verbreitung und zu den gesundheitsbezogenen Zusammenh{\"a}ngen von Einsamkeit bei Erwachsenen vor. Zur Einsamkeit im Kindes- und Jugendalter gibt es f{\"u}r Deutschland nur wenige Erkenntnisse. Vor diesem Hintergrund stellt dieser Beitrag Befunde zur Verbreitung von Einsamkeit bei 11- bis 15-j{\"a}hrigen deutschen Sch{\"u}ler*innen vor und untersucht Zusammenh{\"a}nge mit soziodemographischen Merkmalen. Methoden Die Studie „Health Behaviour in School-aged Children" (HBSC) ist eine globale Forschungskooperation unter Schirmherrschaft der Weltgesundheitsorganisation (WHO). In Brandenburg erfasste die Studie Daten von 3819 Kindern und Jugendlichen an allgemeinbildenden Schulen in den Klassenstufen 5, 7 und 9 (MAlter = 13,5, SD = 1,6). Einsamkeit wurde anhand der University of California, Los Angeles (UCLA) Loneliness Scale und eines Einzelitems erhoben. Ergebnisse 13,2 \% der Befragten gaben an, sich „meistens" einsam zu f{\"u}hlen, „immer" einsam f{\"u}hlten sich 3,6 \%. Einsamkeit war st{\"a}rker ausgepr{\"a}gt bei M{\"a}dchen, bei Sch{\"u}ler*innen mit der Geschlechtszuschreibung „divers" sowie bei {\"a}lteren Heranwachsenden und bei Kindern und Jugendlichen mit niedrigerem sozio{\"o}konomischen Status. Diskussion Die Befunde weisen darauf hin, dass Einsamkeit bei Kindern und Jugendlichen ein weit verbreitetes Ph{\"a}nomen ist. Dass sich M{\"a}dchen, {\"a}ltere Sch{\"u}ler*innen sowie Kinder und Jugendliche mit geringerem famili{\"a}ren Wohlstand einsamer f{\"u}hlen, stimmt mit Ergebnissen aus anderen L{\"a}ndern {\"u}berein und liefert Ansatzpunkte f{\"u}r die Planung von Pr{\"a}ventionsmaßnahmen. Es bedarf in Deutschland weiterer Forschung zu m{\"o}glichen gesundheitsbezogenen Zusammenh{\"a}ngen von Einsamkeit.}, language = {de} } @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{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Loneliness in childhood and adolescence. On the prevalence of a risk factor for mental health}, series = {Book of Abstracts, 37th Annual Conference of the European Health Psychology Society}, journal = {Book of Abstracts, 37th Annual Conference of the European Health Psychology Society}, publisher = {Universit{\"a}t Bremen}, address = {Bremen}, pages = {S.368}, abstract = {Background: Loneliness is an increasingly present topic in both public and health psychology discourse. There is increasing research on the prevalence and health-related correlates of loneliness in adults. There are only a few findings on loneliness in childhood and adolescence in Germany. Therefore, this study aims to present findings on the prevalence of loneliness among 11- to 15-year-old German schoolchildren and examines associations with socio-demographic characteristics. Methods: The Health Behaviour in School-aged Children study is a global research collaboration under the auspices of the World Health Organization. In the state of Brandenburg, the study used a cross-sectional design to collect data from 3,819 children and adolescents at general education schools in grades 5, 7, and 9 (Mage = 13.5, SD = 1.6). Loneliness was assessed using the University of California Los Angeles Scale (UCLA). Calculations were made using SPSS 29. Bivariate correlations were tested using a cross-tabulation and Chi2 test, and logistic regression was used for multivariate validation of the correlations. Findings: 10.8 \% of the respondents stated that they felt lonely. Loneliness was more pronounced among girls and non-binary (χ² (2) = 72.72, p < 0.001), as well as among older adolescents (χ² (2) = 35.21, p < 0.001, V = 0.107) and students with lower socioeconomic status (χ² (2) = 16.94, p < 0.001). Discussion: The findings indicate that loneliness is widespread among children and adolescents. The fact that girls, older pupils and children and adolescents with lower family wealth are more lonely is consistent with findings from other countries and provides starting points for planning prevention measures. Further research is needed in Germany on possible health-related correlates of loneliness.}, language = {en} } @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{KrauseWachsBilzetal., author = {Krause, Norman and Wachs, Sebastian and Bilz, Ludwig and Schubarth, Wilfried}, title = {„Eine Einsch{\"a}tzung, die in Sekunden passieren muss". Eine qualitative Studie zu Gr{\"u}nden f{\"u}r ausbleibende Interventionen durch das p{\"a}dagogische Schulpersonal bei Hatespeech unter Sch{\"u}ler:innen}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {26}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, number = {6}, issn = {1434-663X}, doi = {10.1007/s11618-023-01179-3}, pages = {1527 -- 1545}, abstract = {Die vorliegende Studie ermittelt erstmals Gr{\"u}nde f{\"u}r ausbleibende Interventionen durch p{\"a}dagogische Fachkr{\"a}fte bei Hatespeech-Vorf{\"a}llen in der Schule anhand des Entscheidungsmodells f{\"u}r Hilfeverhalten, das einen f{\"u}nfstufigen, kognitiven Abw{\"a}gungsprozess beschreibt, der einer m{\"o}glichen Intervention vorausgeht. Ausgewertet wurden 46 episodische Interviews mit Sch{\"u}ler:innen (n = 21), Lehrkr{\"a}ften (n = 16) und anderem p{\"a}dagogischem Schulpersonal (n = 9) aus Berlin und Brandenburg. Die Analyse des qualitativen Datenmaterials zeigt, dass sich auf allen f{\"u}nf Stufen des Abw{\"a}gungsprozesses Gr{\"u}nde finden lassen, warum Interventionen bei Hatespeech ausbleiben: Das Schulpersonal kann Hatespeech nicht immer wahrnehmen (1), deutet es vor dem Hintergrund jugendtypischer bzw. gewaltvoller Sprachnormen teils nicht als interventionsw{\"u}rdig (2), {\"u}bernimmt die Verantwortung teils nicht - insbesondere bei Online-Hatespeech (3), sch{\"a}tzt die eigenen Interventionskompetenzen als unzureichend ein (4) oder w{\"a}gt Kosten und Nutzen eines m{\"o}glichen Eingreifens zulasten einer tats{\"a}chlichen Interventionshandlung gegeneinander ab (5). Die Ergebnisse weisen darauf hin, dass eine Sensibilisierung f{\"u}r Hatespeech und ihre Folgen f{\"u}r die Beteiligten, z. B. durch Aufkl{\"a}rung, die Verantwortungs{\"u}bernahme st{\"a}rken k{\"o}nnte. Im qualitativen Datenmaterial lassen sich zudem W{\"u}nsche des Schulpersonals nach Aus- und Weiterbildungsm{\"o}glichkeiten sowie Forderungen nach den notwendigen Kapazit{\"a}ten im Schulalltag finden, um bei Hatespeech angemessen intervenieren zu k{\"o}nnen.}, language = {de} } @misc{FischerMaunderBilzetal., author = {Fischer, Saskia M. and Maunder, Rachel and Bilz, Ludwig and Bauman, Sheri and Scheithauer, Herbert}, title = {Teachers' Responses to Incidents of Bullying among Students: Study Protocol and Preliminary Results of a Systematic Review on How Teachers React to and Manage Bullying Situations}, series = {27th Workshop on Aggression}, journal = {27th Workshop on Aggression}, doi = {10.17605/OSF.IO/QCGDX}, language = {en} } @misc{Bilz, author = {Bilz, Ludwig}, title = {Die unsichtbare Kette. Ergebnisse der Lehrer-Gesundheitsstudie Brandenburg}, series = {Die Grundschule}, volume = {56}, journal = {Die Grundschule}, number = {6}, issn = {0533-3431}, pages = {14 -- 18}, language = {de} } @misc{CastellanosWettsteinBilzetal., author = {Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and Wachs, Sebastian}, title = {Racist Hate Speech at School and its Association with Bystanders' Active Defending - The Protective Role of Immigrant Background}, series = {International Journal of Developmental Science}, volume = {17}, journal = {International Journal of Developmental Science}, number = {1-3}, issn = {2192-001X}, doi = {10.3233/DEV-230341}, pages = {31 -- 41}, abstract = {There are scarce studies on bystanders' responses to racist hate speech. The present study was rooted in the general aggression model to examine the direct and indirect associations between witnessing racist hate speech and bystanders' active defending behaviors. Moreover, we examined if these associations varied as a function of the immigration background of bystanders. The sample included 3,225 7th, 8th, and 9th graders (51.7\% girls, 37.2\% with an immigrant background) from 40 schools in Switzerland and Germany. A multilevel mediation path model revealed that witnessing racist hate speech negatively predicted bystanders' active defending. It also had indirect associations with bystanders' active defending via low levels of empathy. Finally, associations were not observed in students with an immigrant background. The findings regarding the potential contribution of these results to preventing hate speech in school are discussed.}, 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} } @misc{SchuetzBilz, author = {Sch{\"u}tz, Raphael and Bilz, Ludwig}, title = {Increasing loneliness among German children and adolescents from 2018 to 2022: a cross-sectional survey before and after the onset of the COVID-19 pandemic}, series = {Journal of Public Health}, journal = {Journal of Public Health}, publisher = {Springer Science and Business Media LLC}, issn = {2198-1833}, doi = {10.1007/s10389-024-02356-2}, pages = {11}, abstract = {Aim. Loneliness is an increasingly present topic in scientific and public discourse, and has gained relevance due to the COVID-19 pandemic. Nevertheless, there is a lack of representative studies examining the prevalence of loneliness among children and adolescents before and after the pandemic. Accordingly, the present study aimed to determine the prevalence of loneliness among 11- to 15-year-old students before (2018) and after (2022) the onset of the COVID-19 pandemic and to investigate subgroup differences. Subject and methods. In this cross-sectional Health Behaviour in School-aged Children (HBSC) study, the prevalence of loneliness was compared in two representative samples from the German federal state of Brandenburg from 2018 and 2022. In 2018, data were collected from 3,057 (51.8\% girls, Mage = 13.1, SD = 1.7) and, in 2022, from 3,801 (52.6\% girls, Mage = 13.5, SD = 1.6) students in general education schools. Loneliness was assessed using a single item from the Center for Epidemiologic Studies Depression Scale (CES-D). Chi-square test and logistic regressions were performed. Results. In total, 11.8\% of the students reported being lonely in 2018, and 19.3\% reported being lonely in 2022. Loneliness was more prevalent among girls, nonbinary, older adolescents, and students with lower family affluence. The increase in loneliness did not differ depending on age, gender, or family affluence. Conclusion. The findings highlight that loneliness among children and adolescents is a widespread phenomenon that has increased significantly from 2018 to 2022. There is a need for prevention measures and further research into health-related associations of loneliness.}, language = {en} } @misc{BilzFischer, author = {Bilz, Ludwig and Fischer, Saskia M.}, title = {Results of the German HBSC Study: Bullying and cyberbullying at schools in Germany}, series = {Sustainable Health in Children and Students - Reduce the GAP!}, journal = {Sustainable Health in Children and Students - Reduce the GAP!}, address = {Potsdam}, doi = {10.13140/RG.2.2.35917.65767}, pages = {8}, language = {en} } @misc{CosmaMartinLoozeetal., author = {Cosma, Alina and Martin, Gina and Looze, Margreet E. de and Walsh, Sophie D. and Paakkari, Leena and Bilz, Ludwig and Gobina, Inese and Page, Nicholas and Hulbert, Sabina and Inchley, Jo and Ravens-Sieberer, Ulrike and Gaspar, Tania and Stevens, Gonneke W.J.M.}, title = {Cross-national trends in adolescents psychological and somatic complaints before and after the onset of COVID-19 Pandemic}, series = {Journal of Adolescent Health}, journal = {Journal of Adolescent Health}, publisher = {Elsevier BV}, issn = {1054-139X}, doi = {10.1016/j.jadohealth.2024.09.028}, pages = {11}, abstract = {Purpose Building on research suggesting that the COVID-19 pandemic may have led to an exacerbation of deteriorating trends in mental health among adolescents, this paper examined trends in adolescents' psychological and somatic complaints across 35 countries from 2010 to 2022, and tested trends in sociodemographic inequalities in these outcomes between 2018 and 2022. Methods Using data from 792,606 adolescents from 35 countries (51\% girls; mean age = 13.5; standard deviation 1.6) across four Health Behaviour in School-aged Children surveys (2010, 2014, 2018, 2022), hierarchical multilevel models estimated cross-national trends in adolescent psychological and somatic complaints. We tested whether observed values in 2022 were in line with predicted values based on 2010-2018 linear trends. Finally, moderation effects of age, family affluence, and family structures on the outcomes were tested (2018-2022). Results Both girls and boys showed substantially higher levels of psychological complaints in 2022 compared with the predicted values. For somatic complaints, higher levels than predicted in 2022 were observed only in girls. Moderation analyses revealed an increase from 2018 to 2022 in age gaps and a narrowing in the socioeconomic gap for both outcomes. Also, there was a widening gap between adolescents living with 2 parents and those living in a single parent household in 2022 compared to 2018. Discussion Cross-national increases in adolescent psychological and somatic complaints were higher than expected in 2022, based on previous trends. Magnitudes of change varied across different sociodemographics groups, with implications for pre-existing mental health inequalities.}, language = {en} } @misc{DadaczynskiKamanRavensSiebereretal., author = {Dadaczynski, Kevin and Kaman, Anne and Ravens-Sieberer, Ulrike and Fischer, Saskia M. and Bilz, Ludwig and Sendatzki, Saskia and Helmchen, Ronja M. and Rathmann, Katharina and Richter, Matthias}, title = {Problematische Nutzung digitaler Medien und Gesundheitskompetenz von Sch{\"u}lerinnen und Sch{\"u}lern in Deutschland : Befunde der HBSC-Studie 2022}, series = {Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz}, journal = {Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz}, publisher = {Springer Science and Business Media LLC}, issn = {1436-9990}, doi = {10.1007/s00103-025-04008-6}, pages = {11}, abstract = {Hintergrund Der digitale Alltag von Kindern und Jugendlichen ist durch eine hohe Nutzung sozialer Medien und digitaler Spiele gepr{\"a}gt. Bisherige Forschung konnte gesundheitsabtr{\"a}gliche Konsequenzen einer problematischen Mediennutzung aufzeigen. Hingegen wurden Zusammenh{\"a}nge mit der Gesundheitskompetenz kaum untersucht, obgleich Rahmenmodelle Gesundheitskompetenz als Determinante des Gesundheitsverhaltens nahelegen. Methoden Dieser Beitrag greift auf Daten der repr{\"a}sentativen Studie „Health Behaviour in School-aged Children" (HBSC) in Deutschland aus dem Jahr 2022 mit n = 6475 Sch{\"u}lerinnen und Sch{\"u}lern zur{\"u}ck. Es wurden Zusammenh{\"a}nge zwischen der problematischen Nutzung von sozialen Medien und der Videospielintensit{\"a}t sowie der Gesundheitskompetenz unter Ber{\"u}cksichtigung soziodemografischer und -{\"o}konomischer Merkmale bivariat und multivariat untersucht. Ergebnisse Die Pr{\"a}valenz der problematischen Nutzung sozialer Medien betrug 11,1 \% und etwa ein Drittel gab an, mehr als 9 h pro Woche mit digitalen Spielen zu verbringen. Eine geringe Gesundheitskompetenz stand mit beiden Formen der Mediennutzung in signifikantem Zusammenhang. Zudem war die problematische Nutzung sozialer Medien mit einer weiblichen und genderdiversen Geschlechtszugeh{\"o}rigkeit, dem Alter von 13 Jahren, dem Vorliegen eines Migrationshintergrunds und der Zugeh{\"o}rigkeit zu einer anderen Schulform als das Gymnasium verbunden. Eine hohe Spielintensit{\"a}t war mit einer m{\"a}nnlichen und genderdiversen Geschlechtszuordnung, der Zugeh{\"o}rigkeit zu den Altersgruppen der 13- und 15-J{\"a}hrigen und einem geringen famili{\"a}ren Wohlstand assoziiert. Diskussion Die Ergebnisse liefern nicht nur Hinweise f{\"u}r die Identifikation von Heranwachsenden mit besonderem Pr{\"a}ventionsbedarf, sondern betonen auch die Relevanz, die der Gesundheitskompetenz f{\"u}r das Mediennutzungsverhalten zukommt. Exemplarische Empfehlungen werden unter R{\"u}ckgriff auf die internationale Literatur aufgegriffen.}, language = {de} } @misc{ReissOttovaJordanBilzetal., author = {Reiß, Franziska and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Dadaczynski, Kevin and Helmchen, Ronja M. and Schierl, Theresa and Sendatzki, Saskia and Rathmann, Katharina and Kaman, Anne and Study Group Germany, HBSC and Ravens-Sieberer, Ulrike}, title = {Effects of the corona measures on the life of children and adolescents : results of the German HBSC study 2022}, series = {Journal of Health Monitoring}, volume = {2025}, journal = {Journal of Health Monitoring}, number = {10 (1)}, issn = {2511-2708}, doi = {10.25646/13002}, pages = {16}, abstract = {Background: The containment measures of the COVID-19 pandemic have changed many people's daily lives. The study examines how children and adolescents assess the impact of the coronavirus measures on various areas of life. Methods: Overall, N = 6,475 students (11 -15 years) in Germany took part in the representative 'Health Behavior in School-aged Children (HBSC)' study in 2022. Logistic regressions were performed to investigate the relationships between the perceived impact of the coronavirus measures on various areas of their lives by age, gender and family wealth. Results: Two years after the onset of the pandemic, children and adolescents reported both, positive and negative effects of the coronavirus measures. About a half of those surveyed perceived positive effects regarding social relationships. In contrast, approximately one in three respondents reported a deterioration in mental health and school performance. In particular, 11-year-olds, boys and wealthy students reported more often positive effects. Conclusions: The positive effects of the pandemic on the lives of children and adolescents in individual areas and the resilience (resistance) that is emerging here, as well as the results on more negative assessments of adolescents, girls and respondents with lower family wealth, can be used as a starting point for a needs-oriented and target group-specific health promotion in times of crisis. Future research should focus on the pandemic's long-term effects on young people's development.}, language = {en} } @misc{HotoppBilzFischeretal., author = {Hotopp, Helena and Bilz, Ludwig and Fischer, Saskia M. and Scheithauer, Herbert and Allroggen, Marc and Watzinger, Felix and Lechner, Viola and Siddique, Madita and G{\"a}rtner, Gesa M. H. and Bock, Cora}, title = {Stoppt Mobbing - Umsetzung des Forschungsprojekts "Anti-Mobbing-Training f{\"u}r Lehrkr{\"a}fte": Eine randomisiert-kontrollierte Vergleichsstudie zur differentiellen Wirksamkeit und den Wirkmechanismen eines lehrkraftzentrierten kooperativen Interventionstrainings}, series = {DGUV Forum Forschung 2025}, journal = {DGUV Forum Forschung 2025}, address = {Dresden}, doi = {10.13140/RG.2.2.32256.55044}, language = {de} } @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{FischerMacaulayBilz, author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Bilz, Ludwig}, title = {Staff communication at school and student-student relationship quality in the classroom : direct and indirect effects on students' experiences as bullies, bullied, and bully-victims}, series = {International Journal of Bullying Prevention}, volume = {2025}, journal = {International Journal of Bullying Prevention}, publisher = {Springer Science and Business Media LLC}, issn = {2523-3653}, doi = {10.1007/s42380-024-00283-0}, pages = {19}, abstract = {Bullying research is often based upon Bronfenbrenner's socioecological model, focusing on contextual level aspects associated with individual bullying experiences. Thus, various relevant contextual determinants of bullying have been identified, including classroom climate and school climate. However, even if interpersonal relationships are defined broadly in the definitions of classroom and (especially) school climate, its empirical investigation is limited to student-student or student-teacher relationships. In the current study, we included aspects of teacher-teacher relationships in the analyses by investigating staff communication at school. We investigated the associations between staff communication, student-student relationship quality in the classroom, and students' bullying experiences. In addition, we investigated if staff communication may be indirectly linked to students' bullying experiences via student-student relationships in the classroom. The sample was drawn from 556 teachers (79\% female, Mage = 50.6, SDage = 8.44) and 2,071 students (49\% female, Mage = 13.63, SDage = 1.17) in 114 classes across 24 schools in Germany. Two-level- and three-level models were performed. Findings suggest that rivalry as an aspect of student-student relationships in the classroom (a part of the classroom climate) is associated with students' bullying experiences as bullies, victims, and bully-victims. While staff communication is not directly associated with students' bullying experiences, it is indirectly associated with it via rivalry in the classroom. The findings also show that staff communication at school is associated with student-student relationships in the classroom. The study has implications for school-wide anti-bullying measures that should also include teacher-teacher aspects, and that future research should endeavour to include both class-level and school-level contexts.}, language = {en} } @misc{ReissOttovaJordanBilzetal., author = {Reiß, Franziska and Ottov{\´a}-Jordan, Veronika and Bilz, Ludwig and Moor, Irene and Dadaczynski, Kevin and Helmchen, Ronja M. and Schierl, Theresa and Sendatzki, Saskia and Rathmann, Katharina and Kaman, Anne and Deutschland, HBSC-Studienverbund and Ravens-Sieberer, Ulrike}, title = {Auswirkungen der Corona-Maßnahmen auf das Leben von Kindern und Jugendlichen: Ergebnisse der bundesweiten HBSC-Studie 2022}, series = {Journal of Health Monitoring}, volume = {10}, journal = {Journal of Health Monitoring}, number = {1}, organization = {Robert Koch-Institut, Berlin}, issn = {2511-2708}, doi = {10.25646/12954}, pages = {17}, abstract = {Hintergrund: Die Eind{\"a}mmungsmaßnahmen der COVID-19-Pandemie haben den Alltag vieler Menschen ver{\"a}ndert. Untersucht wird, wie Kinder und Jugendliche die Auswirkungen der Corona-Maßnahmen auf verschiedene Lebensbereiche einsch{\"a}tzen. Methode: An der repr{\"a}sentativen „Health Behaviour in School-aged Children (HBSC)"-Studie haben 2022 bundesweit N = 6.475 Sch{\"u}lerinnen und Sch{\"u}ler (11 -15 Jahre) teilgenommen. Mittels logistischer Regressionen wurden Zusammenh{\"a}nge zwischen den wahrgenommenen Auswirkungen der Corona-Maßnahmen auf verschiedene Bereiche ihres Lebens und den Faktoren Alter, Geschlecht und famili{\"a}rer Wohlstand untersucht. Ergebnisse: Zwei Jahre nach Pandemiebeginn berichteten Kinder und Jugendliche sowohl positive als auch negative Auswirkungen der Corona-Maßnahmen. Bei den sozialen Beziehungen nahm etwa die H{\"a}lfte der Befragten positive Auswirkungen wahr. Dagegen gab etwa jede bzw. jeder dritte Befragte Verschlechterungen bei der seelischen Gesundheit und den schulischen Leistungen an. Vor allem 11-J{\"a}hrige, Jungen und Befragte mit hohem famili{\"a}ren Wohlstand berichteten von positiven Auswirkungen. Schlussfolgerungen: Die in Einzelbereichen positiven Auswirkungen der Pandemie auf das Leben von Kindern und Jugendlichen und die sich hier abzeichnende Resilienz (Widerstandskraft) sowie die Ergebnisse zu negativeren Einsch{\"a}tzungen von Jugendlichen, M{\"a}dchen und Befragten mit niedrigerem famili{\"a}ren Wohlstand k{\"o}nnen als Ausgangspunkt f{\"u}r eine bedarfsorientierte und zielgruppenspezifische Gesundheitsf{\"o}rderung in Krisenzeiten genutzt werden. Gegenstand zuk{\"u}nftiger Forschung sollten die Langzeitfolgen der Pandemie auf die Entwicklung junger Menschen sein.}, language = {de} } @book{StuermerBilz, author = {St{\"u}rmer, Elisabeth and Bilz, Ludwig}, title = {Die Gr{\"u}ndung und Funktionsweise von Schulzentren im Land Brandenburg : Abschlussbericht zur wissenschaftlichen Untersuchung im Auftrag des Brandenburger Ministeriums f{\"u}r Bildung, Jugend und Sport}, series = {Schriftenreihe des Instituts f{\"u}r Gesundheit}, volume = {9}, journal = {Schriftenreihe des Instituts f{\"u}r Gesundheit}, editor = {Bilz, Ludwig}, edition = {1. Auflage}, publisher = {Brandenburgische Technische Universit{\"a}t Cottbus-Senftenberg, Institut f{\"u}r Gesundheit}, address = {Cottbus}, isbn = {978-3-940471-83-3}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:co1-opus4-69470}, pages = {424}, abstract = {Schulzentren sind Zusammenschl{\"u}sse von Grundschulen mit weiterf{\"u}hrenden Schulen (Ober- oder Gesamtschulen) im Land Brandenburg. Sie sollen l{\"a}ngeres gemeinsames Lernen f{\"o}rdern, Bildungsgerechtigkeit st{\"a}rken und Synergieeffekte durch den Zusammenschluss von Prim{\"a}r- und Sekundarstufe erzielen. Im Auftrag des Brandenburger Ministeriums f{\"u}r Bildung, Jugend und Sport wurden in dieser Studie der Gr{\"u}ndungsprozess und die Funktionsweise von Schulzentren untersucht. Im Einzelnen zielten die Forschungsfragen auf die Motivlagen der AkteurInnen bei der Gr{\"u}ndung, ihre M{\"o}glichkeiten der Beeinflussung des Prozesses, die Gelingensbedingungen und Hemmnisse sowie die Synergieeffekte. Weiterhin ging es um die zeitlichen Ver{\"a}nderungen der Motivlagen der beteiligten Akteur:innen, die Funktionsbedingungen von Schulzentren im Vergleich zu unverbundenen Schulen, die Rolle der Schulentwicklungsplanung und den Einfluss der Schulzentren auf die Sch{\"u}lerstr{\"o}me. Die Studie nutzte eine Kombination aus quantitativen und qualitativen Forschungsmethoden zur Untersuchung dieser Forschungsfragen. Es wurden wiederholte Online-Befragungen mit Lehrpersonen und Schulleitungen an allen 41 Schulzentren durchgef{\"u}hrt, schulstatistische Daten analysiert und kontrastierende Einzelfallstudien an sieben Schulzentren durchgef{\"u}hrt. Letztere umfassten ExpertInneninterviews mit AkteurInnen aus Bildungspolitik, Schulverwaltung und Einzelschulen sowie Dokumentenanalysen von Schulprogrammen und Schulentwicklungspl{\"a}nen. Der Bericht stellt die Ergebnisse der Untersuchung vor und gibt auf dieser Grundlage Empfehlungen f{\"u}r die verschiedenen Phasen des Gr{\"u}ndungsprozesses eines Schulzentrums.}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {{\"A}ngste bei Sch{\"u}lerinnen und Sch{\"u}lern : Pr{\"a}vention und Intervention im schulischen Kontext}, series = {Lehrer-Sch{\"u}ler-Interaktion : Inhaltsfelder, Forschungsperspektiven und methodische Zug{\"a}nge}, booktitle = {Lehrer-Sch{\"u}ler-Interaktion : Inhaltsfelder, Forschungsperspektiven und methodische Zug{\"a}nge}, editor = {Schweer, Martin K. W.}, edition = {4., {\"u}berarbeitete und aktualisierte Auflage}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-45041-0}, doi = {10.1007/978-3-658-45042-7_15}, pages = {363 -- 383}, abstract = {In diesem Beitrag werden {\"A}ngste betrachtet, die im Kontext Schule auftreten und f{\"u}r die sich, neben der Frage nach der klinischen, auch die Frage nach der p{\"a}dagogischen Relevanz stellt. Im Einzelnen wird auf Trennungs-, Leistungs- und Pr{\"u}fungs{\"a}ngste sowie auf soziale {\"A}ngste eingegangen. Neben den Ursachen von {\"A}ngsten und Angstst{\"o}rungen werden Folgen von {\"A}ngsten, insbesondere f{\"u}r das Lernen in der Schule, und Herausforderungen bei der Diagnostik vorgestellt. Der Beitrag endet mit Handlungsempfehlungen f{\"u}r die gestufte Pr{\"a}vention und Intervention bei schulbezogenen {\"A}ngsten auf der Klassen- und Schulebene sowie auf der individuellen Ebene.}, language = {de} } @misc{SchuetzReissMooretal., author = {Sch{\"u}tz, Raphael and Reiss, Franziska and Moor, Irene and Kaman, Anne and Bilz, Ludwig}, title = {Lonely children and adolescents are less healthy and report less social support : a study on the effect of loneliness on mental health and the moderating role of social support}, series = {BMC public health}, volume = {25}, journal = {BMC public health}, publisher = {BioMed Central (BMC)}, address = {London}, issn = {1471-2458}, doi = {10.1186/s12889-025-23247-5}, pages = {1 -- 21}, abstract = {Background Loneliness among children and adolescents has been increasingly recognized as a public health issue, for example, because of its associations with mental health problems. Nevertheless, there is a lack of evidence regarding the links between loneliness and mental health and the potential buffering role of social support. Thus, this study aims to investigate the prevalence of loneliness among children and adolescents in Germany and its associations with mental health. Furthermore, we analyze whether social support is negatively correlated with loneliness and mental health problems and whether it acts as a moderator of the association between loneliness and mental health issues. Methods This study analyzed data from the Health Behavior in School-aged Children (HBSC) survey in Germany in 2022, which included 6,475 students aged 11, 13, and 15 years (girls: 50,6\%, Mage = 13,4, SD = 1,7). Loneliness was measured via the University of California-Los Angeles Scale (UCLA) and a single-item measure. The mental health indicators included subjective health, life satisfaction, and multiple psychosomatic complaints. Social support from family, teachers, and classmates was assessed. Chi-square tests, t tests, logistic regressions, and moderation analyses were conducted. Results A total of 17.2\% of the students reported high levels of loneliness. Compared with boys, girls and gender-diverse students reported higher rates of loneliness. High levels of loneliness were strongly linked to poorer subjective health (OR = 5.56, p <.001), lower life satisfaction (OR = 7.32, p <.001), and increased psychosomatic complaints (OR = 7.38, p <.001). High social support from family, teachers, and students was associated with reduced loneliness and better mental health outcomes. Teacher support in grades 7 and 9 buffered the effect of loneliness on multiple psychosomatic complaints. Conclusion The findings highlight that loneliness is a prevalent phenomenon among children and adolescents and is strongly associated with mental health issues. Greater social support is linked to reduced loneliness and better mental health, so targeted interventions to promote social support in schools and families are needed to address loneliness. Future research should explore longitudinal relationships and further elucidate the mechanisms underlying these associations.}, language = {en} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Emotionale St{\"o}rungen bei Sch{\"u}ler*innen}, series = {Schulpsychologie : ein Lehrbuch f{\"u}r die Praxis}, booktitle = {Schulpsychologie : ein Lehrbuch f{\"u}r die Praxis}, editor = {Pfetsch, Jan and Georges, Steffgen and Matthias, B{\"o}hmer}, publisher = {Springer}, address = {Berlin ; Heidelberg}, isbn = {978-3-662-71374-7}, doi = {10.1007/978-3-662-71375-4_22}, pages = {179 -- 186}, abstract = {Depressionen und {\"A}ngste geh{\"o}ren zu den h{\"a}ufigsten psychischen Problemen des Kindes- und Jugendalters und haben bei vielen Sch{\"u}ler*innen einen engen Bezug zur schulischen Umwelt. In diesem Kapitel wird auf die Symptomatik, Verbreitung, Diagnostik und Pr{\"a}vention/Intervention von Depressionen, Trennungs{\"a}ngsten, sozialen {\"A}ngsten, Leistungs- und Pr{\"u}fungs{\"a}ngsten eingegangen. Dem Beitrag liegt ein dimensionales Verst{\"a}ndnis von emotionalen St{\"o}rungen zugrunde. N{\"a}her betrachtet werden depressive Beschwerden und {\"A}ngste, f{\"u}r die jenseits der klinischen Relevanz auch von Interesse ist, ob und wie sie die Entwicklung und das Lernen in der Schule beeintr{\"a}chtigen.}, language = {de} } @incollection{Bilz, author = {Bilz, Ludwig}, title = {Schul- und Klassenklima}, series = {Schulpsychologie : ein Lehrbuch f{\"u}r die Praxis}, booktitle = {Schulpsychologie : ein Lehrbuch f{\"u}r die Praxis}, editor = {Pfetsch, Jan and Steffgen, Georges and B{\"o}hmer, Matthias}, publisher = {Springer}, address = {Berlin ; Heidelberg}, isbn = {978-3-662-71374-7}, doi = {10.1007/978-3-662-71375-4_7}, pages = {55 -- 61}, abstract = {Das Schul- und Klassenklima steht f{\"u}r die Wahrnehmungen der schulischen Umwelt durch die Sch{\"u}ler*innen, z. B. wie sie den Unterricht, ihre Beziehungen untereinander oder zu den Lehrkr{\"a}ften einsch{\"a}tzen. Da das Klima an Schulen und in Klassen eng mit den Lernergebnissen, der sozialen Entwicklung und dem Wohlbefinden von Sch{\"u}ler*innen zusammenh{\"a}ngt, ist es ein wichtiger Gegenstand schulpsychologischer Diagnostik und Intervention. Dieser Beitrag geht auf die Definition und die Komponenten des Klimas an Schulen und Schulklassen ein und stellt verschiedene Erhebungsverfahren vor. Mit Bezugnahme auf zentrale Theorien wird auf die Auswirkungen des Klimas auf Sch{\"u}ler*innen und Lehrkr{\"a}fte eingegangen, es werden Befunde zur Sicht deutscher Sch{\"u}ler*innen auf die Schule pr{\"a}sentiert sowie Strategien zur F{\"o}rderung des Schul- und Klassenklimas vorgestellt.}, 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{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} }