TY - GEN A1 - Bilz, Ludwig A1 - Kansok-Dusche, Julia A1 - Fischer, Saskia M. A1 - Bartholomäus, Peter T1 - What works in hate speech intervention and prevention in schools? First results of a systematic review T2 - 28TH WORKSHOP ON AGGRESSION N2 - 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. Y1 - 2024 UR - https://www.ntu.ac.uk/__data/assets/pdf_file/0030/2539218/28th-Workshop-on-Aggression-Programme.pdf U6 - https://doi.org/10.13140/RG.2.2.35879.97440 CY - Nottingham ER - TY - GEN A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Mobbing und Cybermobbing unter Schüler*innen. Eine Herausforderung für die ganze Schule T2 - Dreizehn - Zeitschrift für Jugendsozialarbeit Y1 - 2024 UR - https://jugendsozialarbeit.de/wp-content/uploads/2024/11/KVJSA_Dreizehn_Nr32_Web.pdf SN - 1867-0571 VL - 32 SP - 16 EP - 19 ER - TY - RPRT A1 - HBSC Studienverbund Deutschland, A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Schulisches Mobbing und Cybermobbing von Kindern und Jugendlichen - Faktenblatt zur Studie Health Behaviour in School-aged Children 2022 Y1 - 2024 UR - https://hbsc-germany.de/wp-content/uploads/2024/12/Faktenblatt_SchulischesMobbingUndCybermobbing_2022_0512_SF_PK.pdf ER - TY - GEN A1 - Zeißig, Anke A1 - Möller, Julia A1 - Fischer, Saskia M. A1 - Bilz, Ludwig T1 - Bedürfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativität im Unterrichtskontext T2 - 53. DGPs-Kongress / 15. ÖGP-Konferenz, 16.-19. September N2 - Langeweile ist eine der am häufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberflächliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive Fähigkeiten sowie anwendungsbezogenes, problemlösendes und nachhaltiges Lernen beeinträchtigen 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 Kreativität ermöglichen und ungenutzte kognitive Potenziale erschließen könnte. Ein Schlüssel für das Verständnis und die Untersuchung dieser scheinbar widersprüchlichen Annahmen könnten bedürfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bedürfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) könnten 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 unerfüllten psychischen Bedürfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativitätsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden. KW - Langeweile KW - Kreativität KW - Psychische Bedürfnisse Y1 - 2024 UR - https://dgps2024.univie.ac.at/program/ U6 - https://doi.org/10.23668/psycharchives.15449 CY - Wien ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Maunder, Rachel A1 - Bauman, Sheri A1 - Scheithauer, Herbert T1 - Interventionen von Lehrkräften bei Mobbing in der Schule: Erste Ergebnisse eines systematischen Reviews T2 - Menschen Mitwelt Medien - 53. DGPs Kongress Wien Y1 - 2024 UR - https://dgps2024.univie.ac.at/fileadmin/user_upload/k_dgps2020/Abstractband_13092024.pdf U6 - https://doi.org/10.13140/RG.2.2.17765.41447 SP - 571 EP - 572 PB - Universität Wien CY - Wien ER - TY - GEN A1 - Fischer, Saskia M. A1 - Wolgast, Anett A1 - Schütz, Raphael A1 - Bilz, Ludwig T1 - Mobbing-Erfahrungen von Kindern und Jugendlichen in der Schule und ihre psychische Gesundheit: Die Rolle ihrer erlebten Unterstützung durch Lehrkräfte, Mitschüler:innen, Familie und Freund:innen T2 - 53. DGPs-Kongress Wien N2 - Mobbing-Erfahrungen stellen einen Risikofaktor für die psychische Gesundheit von Heranwachsenden dar. Sozial-ökologische Modelle sprechen für die Annahme, dass erlebte soziale Unterstützung die negativen Auswirkungen von Mobbing auf die psychische Gesundheit verringern kann, wobei je nach Entwicklungsstufe der Heranwachsenden und der Unterstützungsquelle Unterschiede zu erwarten sind. Zur Rolle der sozialen Unterstützung bei Mobbing-Erfahrung liegen jedoch widersprüchliche Ergebnisse vor. Die vorliegende Studie ging der Frage nach, welche Effekte soziale Unterstützung auf den Zusammenhang zwischen Mobbing-Erfahrungen und psychischer Gesundheit von Heranwachsenden hat. Dafür 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 Zusammenhänge zwischen Opfererfahrungen und psychischer Gesundheit, jedoch auch unerwartete positive Zusammenhänge zwischen der Mobbing-Ausübung und dem Wohlbefinden. Positive Zusammenhänge existieren zudem zwischen der psychischen Gesundheit und der erlebten sozialen Unterstützung durch die Familie, Lehrpersonen und Mitschüler:innen, jedoch nicht Freund:innen. Interaktionseffekte legen nahe, dass die erlebte soziale Unterstützung durch die Familie und die Lehrpersonen den negativen Zusammenhang zwischen Opfererfahrungen und psychischer Gesundheit verringern kann. Die Jahrgangsstufen moderieren diese komplexen Zusammenhänge. Die Ergebnisse unterstreichen die Bedeutung der sozialen Unterstützung als Schutzfaktor bei Mobbing und die Notwendigkeit, verschiedene Unterstützungsquellen separat zu betrachten. Es ergeben sich Implikationen für Maßnahmen der Gewaltprävention und der (psychischen) Gesundheitsförderung in der Schule. Y1 - 2024 U6 - https://doi.org/10.17605/OSF.IO/F5ZSJ ER - TY - CHAP A1 - Fischer, Saskia M. A1 - Bilz, Ludwig ED - Hong, Jun S. ED - Chan, Heng C. ED - Fung, Annis L. C. ED - Lee, Jungip T1 - Teachers bullying intervention competence: a German study on aspects of crucial competence for bullying interventions in schools T2 - Handbook of School Violence, Bullying and Safety N2 - 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. KW - Teacher competence KW - Intervention KW - Bullying KW - School KW - Germany Y1 - 2024 SN - 9781035301355 U6 - https://doi.org/10.4337/9781035301362.00042 SP - 403 EP - 416 PB - Edward Elgar Publishing CY - Cheltenham ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. T1 - Mobbing und Cybermobbing an Schulen in Deutschland von 2009/10 bis 2022 T2 - “Gesundheit – gemeinsam denken, forschen, handeln”. Kooperationstagung der GMDS, DGSMP, DGEpi, DGMS und DGPH KW - Mobbing KW - Cybermobbing KW - HBSC Y1 - 2024 UR - https://gesundheit-gemeinsam.de/dgsmp-dgepi-dgms-und-dgph/programm-dgsmp-dgepi-dgms-dgph/ U6 - https://doi.org/10.13140/RG.2.2.31663.96165 CY - Dresden ER - TY - GEN A1 - Kansok-Dusche, Julia A1 - Wettstein, Alexander A1 - Fischer, Saskia M. A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Associations between teachers’ beliefs and their perception of hate speech in school: a study in Germany and Switzerland T2 - Frontiers in Education N2 - 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. KW - hate speech perception, teachers, school, beliefs, social dominance orientation, pluralist attitude Y1 - 2024 U6 - https://doi.org/10.3389/feduc.2024.1432013 SN - 2504-284X VL - 9 PB - Frontiers Media SA ER - TY - GEN A1 - Fischer, Saskia M. A1 - Maunder, Rachel A1 - Bauman, Sheri A1 - Bilz, Ludwig A1 - Scheithauer, Herbert T1 - Teachers‘ Responses to Incidents of Bullying among Students: A Systematic Review on How Teachers React To and Manage Bullying Situations T2 - World Anti-Bullying Forum 2023, October 25–27, 2023, North Carolina, U.S.A. N2 - 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., Fàbregues, 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. Y1 - 2023 UR - https://worldantibullyingforum.com/uploads/sites/2/2023/10/20231019_WABF-Program.pdf U6 - https://doi.org/10.17605/OSF.IO/UCREY SP - 56 ER - TY - CHAP A1 - Fischer, Saskia M. A1 - Kansok-Dusche, Julia A1 - Schütz, Raphael A1 - Bilz, Ludwig ED - Schütz, Raphael ED - Bilz, Ludwig T1 - Personale und kontextuelle Einflussfaktoren für die Gesundheit und das Gesundheitsverhalten im Kindes- und Jugendalter T2 - Aufwachsen in Krisenzeiten. Gesundheit und Gesundheitsverhalten von Kindern und Jugendlichen in Brandenburg 2018 – 2022. Ergebnisse der HBSC-Gesundheitsstudie 2022 im Auftrag der WHO Y1 - 2023 UR - https://www-docs.b-tu.de/fg-paedagogische-psychologie/public/Forschung/HBSC_Brandenburg_2022.pdf SN - 978-3-95853-878-8 SP - 83 EP - 132 PB - Pabst Science Publishers CY - Lengerich ER - TY - GEN A1 - Fischer, Saskia M. A1 - Maunder, Rachel A1 - Bilz, Ludwig A1 - Bauman, Sheri A1 - Scheithauer, Herbert T1 - 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 T2 - 27th Workshop on Aggression Y1 - 2023 UR - https://www.workshoponaggression.com/about-7 U6 - https://doi.org/10.17605/OSF.IO/QCGDX ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Kansok-Dusche, Julia A1 - Wachs, Sebastian A1 - Wettstein, Alexander T1 - Teachers' intervention strategies for handling hate-speech incidents in schools T2 - https://gestioneventos.us.es/wcvs2023/programa-detallado Y1 - 2023 U6 - https://doi.org/10.13140/RG.2.2.23545.85608 PB - Universidad de Sevilla CY - Seville ER - TY - GEN A1 - Bilz, Ludwig A1 - Fischer, Saskia M. T1 - Results of the German HBSC Study: Bullying and cyberbullying at schools in Germany T2 - Sustainable Health in Children and Students - Reduce the GAP! KW - HBSC KW - bullying KW - cyberbullying Y1 - 2024 UR - https://eusuhm.org/congress/potsdam-2024/ U6 - https://doi.org/10.13140/RG.2.2.35917.65767 CY - Potsdam ER - TY - BOOK A1 - Fischer, Saskia M. A1 - Kansok-Dusche, Julia A1 - Bartholomäus, Peter A1 - Bilz, Ludwig T1 - Schule ohne Hass : praxisbezogene Ergebnisse einer Untersuchung zur Qualität von Anti-Hatespeech-Programmen N2 - Junge Menschen werden online, aber auch im Schulalltag zunehmend Zeug:innen, Ziel und mitunter auch Ausübende von Hatespeech. Hatespeech ist eine Form menschenfeindlicher Äußerungen und stellt Schulen, zu deren Aufgaben auch Demokratiebildung gehört, vor besondere Herausforderungen. Um Schüler:innen für Hatespeech zu sensibilisieren, sie beim Umgang mit Hatespeech-Situationen zu unterstützen und ihnen erfolgreiche Strategien gegen Hatespeech zu vermitteln, steht eine Vielzahl an Anti-Hatespeech-Programmen zur Verfügung, deren Zielsetzungen, Umfang und Qualität sich stark voneinander unterscheiden. In einer durch das Bundesministerium für Familie, Senioren, Frauen und Jugend im Rahmen des Bundesprogramms „Demokratie leben!“ geförderten Studie wurden national und international verfügbare Anti-Hatespeech-Programme ermittelt und einer systematischen Qualitätsanalyse unterzogen. Dabei wurden 16 Qualitätskriterien einbezogen, die sowohl aus wissenschaftlicher als auch aus praxisbezogener Perspektive ermittelt wurden. Insgesamt wurden 27 Anti-Hatespeech-Programme eingeschätzt. In dieser Publikation werden die zentralen Ergebnisse zu den 27 Programmen praxisnah vorgestellt, sodass Praktiker:innen an Schulen eine fundierte Auswahl treffen können. Dazu werden die zentralen Inhalte, Zielgruppen und Kontextbedingungen wie z. B. Dauer, Format und Kosten, aber auch die Ergebnisse der Qualitätseinschätzung für jedes der 27 Programme vorgestellt. Für ausgewählte Situationen und Zielstellungen werden einzelne Programme exemplarisch näher beschrieben. Generelle Empfehlungen für die Auswahl von Programmen inklusive einer Checkliste runden die Publikation für Praktiker:innen ab. KW - Hassrede KW - Programme KW - Qualität KW - Schule Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:co1-opus4-69497 UR - file:///Users/Bilz/Downloads/Schule_ohne_Hass-2.pdf SN - 978-3-940471-81-9 PB - Brandenburgische Technische Universität Cottbus-Senftenberg, Institut für Gesundheit CY - Cottbus ET - 1 ER - TY - GEN A1 - Fischer, Saskia M. A1 - Macaulay, Peter J. R. A1 - Bilz, Ludwig T1 - 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 T2 - International Journal of Bullying Prevention N2 - 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. Y1 - 2025 U6 - https://doi.org/10.1007/s42380-024-00283-0 SN - 2523-3653 VL - 2025 PB - Springer Science and Business Media LLC 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 -