TY - GEN A1 - Schütz, Raphael A1 - Reiss, Franziska A1 - Moor, Irene A1 - Kaman, Anne A1 - Bilz, Ludwig T1 - 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 T2 - BMC public health N2 - 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. KW - Loneliness KW - Mental health KW - Social support KW - HBSC KW - Children KW - Adolescents Y1 - 2025 U6 - https://doi.org/10.1186/s12889-025-23247-5 SN - 1471-2458 VL - 25 SP - 1 EP - 21 PB - BioMed Central (BMC) CY - London ER - TY - CHAP A1 - Bilz, Ludwig ED - Pfetsch, Jan ED - Georges, Steffgen ED - Matthias, Böhmer T1 - Emotionale Störungen bei Schüler*innen T2 - Schulpsychologie : ein Lehrbuch für die Praxis N2 - Depressionen und Ängste gehören zu den häufigsten psychischen Problemen des Kindes- und Jugendalters und haben bei vielen Schüler*innen einen engen Bezug zur schulischen Umwelt. In diesem Kapitel wird auf die Symptomatik, Verbreitung, Diagnostik und Prävention/Intervention von Depressionen, Trennungsängsten, sozialen Ängsten, Leistungs- und Prüfungsängsten eingegangen. Dem Beitrag liegt ein dimensionales Verständnis von emotionalen Störungen zugrunde. Näher betrachtet werden depressive Beschwerden und Ängste, für die jenseits der klinischen Relevanz auch von Interesse ist, ob und wie sie die Entwicklung und das Lernen in der Schule beeinträchtigen. Y1 - 2025 SN - 978-3-662-71374-7 SN - 978-3-662-71375-4 U6 - https://doi.org/10.1007/978-3-662-71375-4_22 SP - 179 EP - 186 PB - Springer CY - Berlin ; Heidelberg ER - TY - CHAP A1 - Bilz, Ludwig ED - Pfetsch, Jan ED - Steffgen, Georges ED - Böhmer, Matthias T1 - Schul- und Klassenklima T2 - Schulpsychologie : ein Lehrbuch für die Praxis N2 - Das Schul- und Klassenklima steht für die Wahrnehmungen der schulischen Umwelt durch die Schüler*innen, z. B. wie sie den Unterricht, ihre Beziehungen untereinander oder zu den Lehrkräften einschätzen. Da das Klima an Schulen und in Klassen eng mit den Lernergebnissen, der sozialen Entwicklung und dem Wohlbefinden von Schüler*innen zusammenhängt, 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 Schüler*innen und Lehrkräfte eingegangen, es werden Befunde zur Sicht deutscher Schüler*innen auf die Schule präsentiert sowie Strategien zur Förderung des Schul- und Klassenklimas vorgestellt. Y1 - 2025 SN - 978-3-662-71374-7 SN - 978-3-662-71375-4 U6 - https://doi.org/10.1007/978-3-662-71375-4_7 SP - 55 EP - 61 PB - Springer CY - Berlin ; Heidelberg ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Bartholomäus, Peter T1 - What works in hate speech prevention and intervention in schools? : results of a systematic review of school-based programs to deal with hate speech T2 - World Anti-Bullying Forum, June 11 – 13, 2025, Stavanger, Norway N2 - 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. Y1 - 2025 UR - https://friends.se/uploads/sites/2/2025/11/WABF-2025-Digital-program-for-web.pdf U6 - https://doi.org/https://doi.org/10.17605/OSF.IO/MQWGJ SP - 1 EP - 17 ER - TY - GEN A1 - Zeißig, Anke A1 - Moeller, Julia A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - How students’ unsatisfied needs in class situations relate to their current boredom : an experience sampling method study T2 - Preprint N2 - 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. KW - Boredom KW - Psychological Needs KW - Education KW - School KW - Experience Sampling Y1 - 2025 U6 - https://doi.org/10.21203/rs.3.rs-7211748/v1 PB - Research Square ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig T1 - Associations between teachers’ latent competency profiles and their hate speech interventions in school : a multilevel person-centered approach T2 - 27th Workshop on Aggression (November 26-28, 2025) Y1 - 2025 U6 - https://doi.org/10.17605/OSF.IO/ZD79H SP - 1 EP - 21 ER - TY - GEN A1 - Bilz, Ludwig T1 - Hatespeech hat Folgen T2 - G+G Spezial Y1 - 2026 UR - https://www.aok.de/pp/fileadmin/bereiche/g_g/_Gesundheit_und_Gesellschaft/Magazine/Januar_2026/25.0210_G_G_Spezial_Gemeinsam_gegen_Hass_final_01.pdf SN - 1436-1728 VL - 2026 IS - 1 SP - 16 EP - 17 PB - AOK Medien GmbH CY - Remagen ER - TY - BOOK A1 - Schütz, Raphael A1 - Bilz, Ludwig A1 - Moor, Irene A1 - Kaman, Anne A1 - Reiß, Franziska A1 - HBSC Study Group Germany, T1 - Einsamkeit bei Kindern und Jugendlichen in Deutschland : schulische und gesundheitsbezogene Zusammenhänge N2 - Hintergrund: Einsamkeit ist bei Kindern und Jugendlichen weit verbreitet und steht mit zahlreichen physischen, psychischen und schulischen Faktoren im Zusammenhang. Für Deutschland liegen dazu jedoch erst wenige empirische Erkenntnisse vor. Ziel dieser Expertise ist es daher, einen Überblick 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 Unterstützung) in Verbindung steht. Methodik: Die HBSC-Studie ist eine internationale Forschungskooperation unter Schirmherrschaft der Weltgesundheitsorganisation (WHO) und wird seit über 40 Jahren in einem Vierjahresrhythmus in mittlerweile über 50 Ländern durchgeführt. Deutschland ist seit 1993 Partner des internationalen HBSC-Konsortiums und seit 2009 regelmäßig mit einer bundesweit repräsentativen Stichprobe an den Erhebungen beteiligt. In der aktuellen Befragung in Deutschland wurden erstmals die optionalen Fragen zum Thema Einsamkeit aufgenommen. Somit zielt die vorliegende Expertise darauf ab, aktuelle Daten zur Einsamkeit, zur Gesundheit und zu sozialen Beziehungen sowie soziodemografischen Faktoren von Schülerinnen und Schülern zu analysieren und einem breiten Publikum zur Verfügung zu stellen. Ergebnisse: Gemessen mit der UCLA-Skala sind 11,8 % der Schüler*innen als einsam einzustufen. Hierbei fällt auf, dass Mädchen in höherem Maße einsam sind (14,8 %) als Jungen (7,4 %). Eine mögliche Erklärung für eine stärkere Einsamkeit bei Mädchen kann eine erhöhte Bereitschaft sein, nicht erfüllte emotionale Bedürfnisse zu kommunizieren. Schlussfolgerung: Einsamkeit in der Kindheit und Jugend spielt auch im schulischen Kontext eine wichtige Rolle. Schüler*innen sollten in ihren emotionalen und sozialen Kompetenzen gestärkt werden. Lehrkräfte können zu einem positiven Schulklima und einer sozialen Unterstützung der Lernenden beitragen und so Einsamkeit begegnen. KW - Einsamkeit KW - HBSC KW - Schule KW - Gesundheit Y1 - 2026 UR - https://kompetenznetz-einsamkeit.de/publikationen/kne-expertisen/kne-expertise-16 SN - 978-3-88493-301-5 PB - Institut für Sozialarbeit und Sozialpädagogik e.V. - Kompetenznetz Einsamkeit CY - Berlin ; Frankfurt am Main ER - TY - GEN A1 - Schütz, Raphael A1 - Dadaczynski, Kevin A1 - Rathmann, Katharina A1 - Bilz, Ludwig A1 - HBSC Study Group Germany, T1 - How, when, and with whom : a study on the moderating aspects of the association between social media use and loneliness among school-aged children T2 - Journal of technology in behavioral science N2 - The relationship between social media use and loneliness among adolescents is a growing area of research, with mixed findings on whether social media use is associated with increased (displacement hypothesis) or decreased (stimulation hypothesis) loneliness. So far, the relationship between social media use and loneliness by online interaction partner or age has hardly been investigated. Therefore, this study explores the associations between social media communication with different persons and loneliness. Furthermore, the link between problematic social media use and loneliness, as well as age differences, were analyzed. Data from the representative 2022 German Health Behavior in School-aged Children (HBSC) survey, including 6,475 students aged 11, 13, and 15 years (girls: 50,6%, Mage = 13,4, SD = 1,7), were used. Loneliness was measured via the University of California–Los Angeles Scale (UCLA). Chi-square tests and regression analyses were conducted. In total, 11.8% of the children were classified as lonely, with girls and gender-diverse individuals showing higher levels of loneliness than boys. High levels of contact with close friends via social media were linked to lower levels of loneliness, whereas interaction with internet friends was associated with greater levels of loneliness. A total of 11.1% of students reported problematic social media use, which was associated with a higher likelihood of feeling lonely. The relationship was not moderated by age. These findings support both the displacement and stimulation hypotheses, suggesting that the role of social media depends on how and with whom it is used. Interacting with close friends on social media is linked with lower levels of loneliness, whereas problematic use and online-only interactions are associated with higher levels of loneliness, regardless of age. Thus, interventions should focus on promoting healthy social media habits and encouraging meaningful connections with close friends. KW - Loneliness KW - Social media KW - Online interaction KW - Problematic social media use KW - HBSC Y1 - 2026 U6 - https://doi.org/10.1007/s41347-026-00605-7 SN - 2366-5963 PB - Springer Science and Business Media LLC CY - Cham ER -