The involvement of former extremists in preventing and countering violent extremism has attracted many advocates. Interventions in school settings by or with former extremists have been commonplace for a long time, and in some countries even for decades, which is reason enough to focus on the current research state. We did this through a synoptic…

Academic misconduct is common in both secondary and higher education and schools still lag behind in preventing unethical behavior. The present research addressed the effectiveness of formative activities aimed at improving ethical behavior of students in secondary education. The probability of engaging in cheating, harming others, hiding…

Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial…

A single case experimental design with multiple baselines was employed to explore the relationship between a solution focused intervention delivered by school staff and the externalising behaviour of four primary school pupils. The intervention took place over four to five sessions, which were delivered by non-specialist school staff with the use…

Several studies have shown the effect of information activism and microinterventions, such as I Am Here International, the Elves and #NAFO to combat information disorder and hate online. Nevertheless, microinterventions have yet to be conceptualised in promoting media and information literacy (MIL) and informational resilience. This study…

This study explores the relationship between childhood trauma and malevolent creativity in college students and examines the chain mediation roles of positive parenting and resilience. Data is collected through survey questionnaires in a quantitative research approach. The SPSS macroprocess 4.2 and SPSS 27.0 are used for data analysis. The sample…

Identifying factors buffering the bidirectional relationship between bullying victimization and perpetration is crucial in informing interventions to protect students from cycling between being bullied and bullying others. Nevertheless, that bidirectional relationship and its buffering factors have been underexamined among children. As a potential…

The present study aimed to investigate the impact of a hybrid pedagogical model consisting of Teaching Games for Understanding (TGFU) and Teaching for Personal and Social Responsibility (TPSR) on the impulsivity, antisocial behaviors, and cognitive function of adolescent students. The study involved 60 male adolescent school students with an…

Schools are increasingly being asked to identify and monitor youth who may be susceptible to recruitment toward radical groups. Rather than asking teachers to identify at-risk behaviors, Dianne Gereluk argues here that a whole-school approach may help to foster belonging and connection among youth that is not additive, but a central component of…

This study examines the relationship between middle school students' undesirable behaviours and digital game addiction. Undesirable behaviours disrupt teaching, harm peers, compromise safety, and lower teacher motivation. These behaviours, often influenced by family and environmental factors, disrupt classroom order. Digital games, particularly…

The study purpose was to identify associations between assault deterrent presence in kindergarten through 12th (K-12) grade schools and physical assaults (PAs) against educators. Data collected through a two-phase study identified physical and nonphysical violent events and utilized a nested case-control study to identify PA risk/protective…

Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants…

The present study investigates the longitudinal relationships between bullying roles (bullying, passive bystanding, victimization) and moral disengagement to examine influences on the shifting role of bullying in Japanese middle school students. Participants were 271 Japanese students (Time 1: M age = 12.72, SD = 0.45, 136 boys and 135 girls)…

The current study used latent profile analysis to find subgroups of youth based on bullying participant roles and then compared subgroups on the five bystander intervention steps (Notice, Interpret as an emergency, Accept Responsibility, Know how to Intervene, and Act). The sample included 641 fourth-eighth grade students (44.6% boys) who…

Teachers experience learner challenging behaviour in primary schools worldwide. In South Africa, learner behaviour is undermining teaching and learning and compromising safety in some primary schools. To understand teachers' experiences of learner challenging behaviour, a qualitative data-collection approach was applied. Data from 15 teachers from…