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School is where children and youth spend most of their time, where they learn, socialise and grow. However, multiple pieces of evidences tell us that school is not always a safe ‘place’ for everyone. This book explores the phenomenon of school bullying, focusing in particular on homophobic bullying, and has been developed from the results of regional research conducted in secondary schools in the Region of Umbria and extends to the national and international background, with a reflexive-interpretative approach to the data on the occurrence of the phenomenon, best practices and guidelines. Bullying is an educational problem − of inclusion, equity and safety − that is relevant for every parent, teacher, headmaster and political executive at the systemic level. From this perspective, the book combines empirical research, theoretical reflection and didactic contextualisation, drawing attention to the need for appropriate gender and civil rights education as a prerequisite for preventing and combating bullying and every form of discrimination.

Bullying & anti-bullying strategies --- Inclusive education / mainstreaming --- bullying, homophobia, discrimination, school, empirical research

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This book, a Special Issue of the International Journal of Environmental Research and Public Health, has been curated by three leading international experts on the topic. Following their editorial, there are 14 contributions on the topic of interventions against bullying, including cyberbullying, and similar abusive behaviors such as dating violence. Some contributions also assess positive or protective factors such as well-being, self-efficacy, and school climate. Eight of the contributions directly assess the effects of an intervention, with pre/post test designs and experimental and control groups. The other contributions examine a range of relevant topics, such as teacher attitudes and pupils’ confidence in intervening rather than being passive bystanders. Ten countries are represented among the authors. Most of the articles are about secondary schools (pupils, or teachers), but there are also contributions on early childhood, primary school, and university. This book will be of interest and relevance not only to researchers but also to teachers and educational practitioners concerned with pupil safety and well-being in school, and provides practical ways to reduce bullying and its harmful effects.

n/a --- successful educational action --- cyber-victim --- mental health --- South Korea --- Prev@cib --- teacher based-intervention --- school --- bystanders --- wellbeing --- self-efficacy --- subgroup analyses --- young children --- Dat-e Adolescence --- social environment --- prevention --- prevention program --- risk factors --- verbal bullying --- tabby intervention program --- coping strategies --- warmth --- adolescents --- minors --- cyber victimization --- moral disengagement --- dating violence --- cyberbullying --- cyberbullying interventions --- school climate --- intervention --- bullying --- Bullying --- hakkyo-pokryuk --- anti-bullying --- cyberbullying and the law --- classroom cohesion --- martial arts --- classroom climate --- willingness to intervene --- relational bullying --- teacher styles --- authoritative leadership --- cybervictimization --- teachers --- traditional victimization --- ecological system theory --- resilience --- moderators --- effectiveness --- intervention program --- Asegúrate program --- class teacher --- special education needs students --- cyber-aggressor --- control --- aggression --- families --- peer support --- pre-service teachers --- threat assessment --- temperament --- educational lifespan --- Asegúrate program