The document presents the results of surveys conducted with students in the first and second year on the topics of bullying, cyberbullying, and relationships between classmates. The surveys aimed to compare responses between the first year and second year on these topics. The surveys covered questions about the forms of abuse experienced, where and how often abuse happens, whether students tell others about abuse, reasons for engaging in abusive behavior, perceptions of how problems could be solved, and assessments of relationships and skills. The comparisons between the first and second year provided insights into shifts in experiences and perspectives over time.
The document summarizes the results of surveys given to students on bullying and cyberbullying. It finds that the most common forms of abuse among classmates are laughing at and insulting others in person. Most respondents report they have not been bullied in person or online by classmates. While some incidents of bullying do occur at school sometimes, most respondents feel teacher intervention could help address the problem. Respondents also indicate they are likely to help classmates being bullied rather than ignore it or engage in bullying themselves.
This document presents the results of surveys given to parents on bullying and cyberbullying at the Technical College Anghel Saligny. The surveys asked questions about experiences with and perceptions of bullying both inside and outside of school. The results are compared between the first year the surveys were administered and the second year. Overall, the responses indicate that while some issues were reported, most parents believe coexistence is generally good at the school and that staff works to address any problems, and there was a decrease in many areas from the first to second year surveys.
This document summarizes the results of surveys given to non-teaching staff at a school regarding bullying and coexistence. It shows that most staff believe coexistence is generally good or very good, and that inappropriate student behavior affects their work sometimes or never/hardly ever. While some are aware of conflicts, most are not aware of cases of harassment or violence. Suggestions are made to apply sanctions for indiscipline, reward positive behavior, and emphasize rules compliance.
The document appears to be the results of surveys given to teachers at a technical college in Cluj-Napoca, Romania on the topics of school bullying, cyberbullying, and classroom coexistence. The surveys were given in the first and second year of a project. The surveys covered topics like the gender of teachers, their views on coexistence at the school, how they deal with conflicts, awareness of bullying incidents, and their training to address these issues. The responses showed most teachers felt coexistence was generally good, though disruptive behavior sometimes occurred. Most were aware of occasional conflicts but few bullying cases. Most wanted more training and thought student tutors or groups could help improve coexistence.
Young people, the police and personal safetyMentor
This document summarizes data from the British Crime Survey (BCS) regarding young people's interactions with police and personal safety:
- 23% of children had contact with police in the last year, both child-initiated (e.g. to report crimes) and police-initiated (e.g. talks at schools).
- Children who had not felt drunk in the last year were more familiar with and had more positive views of local police than those who had felt drunk.
- Children who socialized more in public spaces also reported more instances of being moved on by police while hanging out with friends.
Stressed control of mothers in Vietnam DI Marketing
Although 41% consider themselves becoming more positive after having kids, still 46% sometimes feel more stressed
Find more at: https://www.di-onlinesurvey.com
The document summarizes the activities of an IT teacher in Romania to address bullying among students. It includes using online resources, distributing brochures, conducting computer science and sports activities, and administering questionnaires to students and teachers about their experiences with bullying. It then discusses student reactions to anti-bullying presentations and materials, as well as different types of bullying behaviors. Charts are presented showing results from the questionnaires about experiences with and responses to bullying.
The document summarizes the results of surveys given to students on bullying and cyberbullying. It finds that the most common forms of abuse among classmates are laughing at and insulting others in person. Most respondents report they have not been bullied in person or online by classmates. While some incidents of bullying do occur at school sometimes, most respondents feel teacher intervention could help address the problem. Respondents also indicate they are likely to help classmates being bullied rather than ignore it or engage in bullying themselves.
This document presents the results of surveys given to parents on bullying and cyberbullying at the Technical College Anghel Saligny. The surveys asked questions about experiences with and perceptions of bullying both inside and outside of school. The results are compared between the first year the surveys were administered and the second year. Overall, the responses indicate that while some issues were reported, most parents believe coexistence is generally good at the school and that staff works to address any problems, and there was a decrease in many areas from the first to second year surveys.
This document summarizes the results of surveys given to non-teaching staff at a school regarding bullying and coexistence. It shows that most staff believe coexistence is generally good or very good, and that inappropriate student behavior affects their work sometimes or never/hardly ever. While some are aware of conflicts, most are not aware of cases of harassment or violence. Suggestions are made to apply sanctions for indiscipline, reward positive behavior, and emphasize rules compliance.
The document appears to be the results of surveys given to teachers at a technical college in Cluj-Napoca, Romania on the topics of school bullying, cyberbullying, and classroom coexistence. The surveys were given in the first and second year of a project. The surveys covered topics like the gender of teachers, their views on coexistence at the school, how they deal with conflicts, awareness of bullying incidents, and their training to address these issues. The responses showed most teachers felt coexistence was generally good, though disruptive behavior sometimes occurred. Most were aware of occasional conflicts but few bullying cases. Most wanted more training and thought student tutors or groups could help improve coexistence.
Young people, the police and personal safetyMentor
This document summarizes data from the British Crime Survey (BCS) regarding young people's interactions with police and personal safety:
- 23% of children had contact with police in the last year, both child-initiated (e.g. to report crimes) and police-initiated (e.g. talks at schools).
- Children who had not felt drunk in the last year were more familiar with and had more positive views of local police than those who had felt drunk.
- Children who socialized more in public spaces also reported more instances of being moved on by police while hanging out with friends.
Stressed control of mothers in Vietnam DI Marketing
Although 41% consider themselves becoming more positive after having kids, still 46% sometimes feel more stressed
Find more at: https://www.di-onlinesurvey.com
The document summarizes the activities of an IT teacher in Romania to address bullying among students. It includes using online resources, distributing brochures, conducting computer science and sports activities, and administering questionnaires to students and teachers about their experiences with bullying. It then discusses student reactions to anti-bullying presentations and materials, as well as different types of bullying behaviors. Charts are presented showing results from the questionnaires about experiences with and responses to bullying.
Young Canadians in a Wired World, Phase III: Cyberbullying: Dealing with Onli...MediaSmarts | HabiloMédias
Young Canadians in a Wired World – Phase III: Findings from Canada’s largest research project on children and teens’ Internet use are now available. Cyberbullying: Dealing with Online Meanness, Cruelty and Threats looks at youths’ experiences with online conflict, the strategies they use to deal with this and who they turn to for support.
Parents Association Cyberbullying presentationColEanna
This document discusses bullying and cyberbullying, providing definitions and examples. It notes that 40% of complaints to Ireland's Children's Ombudsman relate to school bullying. Over half of young people surveyed said they would not tell anyone about being bullied for fear of worsening the situation. While most students are neither bullies nor victims, about 80% of bystanders join in with the bully. Cyberbullying allows bullying to extend beyond the schoolyard via technology. The document outlines types of bullying and cyberbullying, as well as excuses bullies use. It provides advice for parents, teachers, and students on preventing and responding to bullying and cyberbullying, including not engaging or retaliating, saving
Cyber bullying involves tormenting, harassing, threatening, or humiliating a child or teen through electronic means such as mean text messages, emails, or posts on social media. It can happen 24/7 and often the bullies are anonymous. Cyber bullying is associated with increased risk of depression, anxiety, low self-esteem, drug and alcohol use, and even suicide. Teachers can help prevent cyber bullying by educating students about online safety, creating anti-bullying task forces, and making sure to recognize and address signs of cyber bullying.
This document outlines an interview exploring the issue of bullying in schools. It begins by introducing the setting of a high school and noting potential consequences of bullying like eating disorders, anxiety, self-harm, depression, and suicide. It then describes interviewing a teacher about their experiences dealing with bullying cases. The teacher is asked about the frequency and nature of bullying incidents, as well as the backgrounds of bullies and victims. Statistics are presented about students' lack of trust in adults to address bullying effectively. The summary calls on everyone to speak up against bullying and support each other.
Bullying takes many forms including physical and verbal assault that intentionally causes harm. Survey results show that bullying is common, with many students experiencing it each month at school or online. Bullying can have long-term negative effects on victims' social and academic success. Common reasons for bullying include wanting to get back at someone, seeking popularity, or disliking the target. The document connects to the themes in the book "Twisted" where the main character and his friend experience bullying at school.
Bullying takes many forms including physical and verbal assault that intentionally causes harm. Survey results show that many students experience bullying in school through physical attacks, harassment, or cyberbullying online or through devices. Being bullied is connected to difficulties with relationships and academic success. While most acknowledge witnessing or engaging in bullying, many do not report it or try to resolve it themselves rather than seek help from others.
The document summarizes the results of a survey on school violence conducted at West High School. Most students reported observing bullying/harassment incidents. Many students had been personally threatened or had property damaged by other students. While some violence occurs, most students feel it is not major and the administration is aware and trying to address it. Statistics provided show school violence and crimes against students are more common than reported.
This document discusses different types of bullying including verbal, social, physical, and cyber bullying. It provides statistics on the prevalence of these behaviors, how they affect children and teens, and the risks of being targeted. Specific bullying tactics like gossiping, impersonating others online, and damaging property are outlined. The physical and psychological impacts of bullying are explored such as injuries, low self-esteem, and suicidal thoughts. Causes of bullying like poor parenting, lack of supervision, and peer pressure are also summarized.
The document discusses bullying, including definitions, types, prevalence, and strategies to address it. It defines bullying as repeated negative actions by one or more students against another. Bullying can be direct (physical) or indirect (social exclusion) and occurs as early as preschool. Relational aggression is a form of indirect bullying used to damage social status. Cyberbullying involves using technology to harass others. Bullying has been linked to negative outcomes for both victims and bullies, including poor mental health, academics, and increased crime. The document provides strategies for schools, parents, teachers, and how to help proactive bullies by setting clear rules and reinforcing positive behavior.
Bullying involves aggressive behavior that is intentional and involves an imbalance of power. It can take verbal, physical, or social forms. Studies show that 15-25% of students report being bullied sometimes or more often. Bullying has negative impacts on both those being bullied, such as depression or low self-esteem, and bystanders by creating a climate of fear. It is important to tell trusted adults if being bullied so they can help stop it.
This document provides information about bullying and its effects. It begins with an agenda that covers bullying facts and statistics, types of bullying, "bullycide" or suicide related to bullying, and a quiz. Some key points include: 1 in 10 students drop out due to bullying, 75% of school shootings are linked to harassment or bullying, and over 19,000 kids attempt suicide each year due to bullying. There are different types of bullying like physical, verbal, indirect, and cyberbullying. The document also discusses bullying of students with disabilities and laws regarding harassment. It concludes with discussion questions about bullying and encouraging students to seek help if being bullied rather than handling it alone.
Cyberbullyng: Demystifying and Deescalating Cyber Bullyingsepulvedamd
This presentation is brought to you by Barbara Trolley, Ph.D. CRC, Connie Hanel, M.S.E.d & Linda Shields, M.S.E.d. There is excellent information on cyber bullying.
The document discusses cyber bullying, including definitions, types, prevalence, legal issues, and current anti-bullying programs and responses. It defines cyber bullying as being cruel to others using technology and provides examples of technologies used. It also discusses differences between traditional bullying and cyberbullying, categories of cyber bullies, and types of cyber bullying acts. Statistics on the prevalence of cyber bullying among middle school students are presented from various surveys. The document outlines some of the legal issues around cyber bullying and limitations of current anti-bullying programs. It proposes alternative program elements and responses including education and training resources.
The document discusses cyber bullying, including its definition, types, prevalence, and legal issues. It also summarizes current anti-bullying programs and responses to cyber bullying. Key points include that cyber bullying involves using electronic means to harass or threaten others, it most commonly affects children ages 9-14, and can include behaviors like flaming, harassment, cyber stalking, and impersonation. The document also outlines a comprehensive "PEAS" program approach to address cyber bullying through psychological, educational, and social interventions.
This document discusses cyberbullying, including defining it, types of cyberbullying, prevalence statistics, legal issues, and current anti-bullying programs and responses. Cyberbullying involves using electronic communication like email, social media, or text messages to deliberately harass or threaten others. It affects many youth and can take various forms such as flaming, harassment, impersonation, or exclusion. While schools have some authority to intervene, legal issues around students' online speech can be complex. Education of students, parents, and law enforcement is emphasized as part of comprehensive anti-cyberbullying efforts.
Bullying takes many forms including name-calling, physical abuse, and social exclusion. Verbal bullying is most common, while indirect bullying spreads rumors. Anyone can be a victim of bullying, which is often directed at quieter students seen as "weird". Bullying has serious consequences like increased risk of violence and school shootings. While schools often ignore bullying, individuals can make a difference by intervening, reporting abuse, and supporting victims rather than being bystanders.
Svittos Mean Girls A Review Of Girl BullyingSteve Vitto
The document provides an overview of girl bullying and relational aggression. It discusses how girls tend to bully in more covert and subtle ways compared to boys. It explores different roles girls may take in social hierarchies, such as the queen bee, sidekick, gossip, etc. The document also examines the effects of bullying on victims, bystanders, and bullies. It provides strategies for preventing and addressing girl bullying through education, communication, and teaching social-emotional skills.
The document discusses cyberbullying and its effects. It notes that 42% of kids have been bullied online and 1 in 3 teens experience harassment online. The document outlines what to do if being cyberbullied, including blocking the user, telling someone, and provides examples of who to tell like teachers, counselors, friends. It discusses the age range most affected, why girls are often victims, reactions victims experience, and behaviors of bullies like name calling and spreading rumors.
The document provides information about bullying, including definitions, types, statistics, effects, laws, and resources. It defines bullying as intentional harmful acts that physically or emotionally damage a student. Verbal, social, and physical bullying are described in detail. The document aims to educate about the prevalence and serious impacts of bullying.
Managing emotions, developing social skills, and improving communication are key to reducing bullying and cyberbullying. Training courses are proposed for teachers, staff, and parents on topics like conflict management, nonviolent communication, problem solving, and conflict resolution. Student groups would be organized to help resolve conflicts in their classes. The document promotes involving all members of the school community—teachers, staff, parents, and students—to work on emotional intelligence and conflict resolution skills to create a more cooperative environment with less bullying.
Este documento presenta información sobre el Camino de Santiago, incluyendo estudios sobre la flora y fauna a lo largo de la ruta, inversiones públicas realizadas en municipios como O Cebreiro, Palas de Rei y Melide, y detalles históricos sobre lugares y monumentos encontrados en esos municipios. También incluye enlaces a videos y fotos de visitas realizadas a Palas de Rei y Melide como parte de un proyecto de estudio del Camino de Santiago.
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This document discusses bullying and cyberbullying, providing definitions and examples. It notes that 40% of complaints to Ireland's Children's Ombudsman relate to school bullying. Over half of young people surveyed said they would not tell anyone about being bullied for fear of worsening the situation. While most students are neither bullies nor victims, about 80% of bystanders join in with the bully. Cyberbullying allows bullying to extend beyond the schoolyard via technology. The document outlines types of bullying and cyberbullying, as well as excuses bullies use. It provides advice for parents, teachers, and students on preventing and responding to bullying and cyberbullying, including not engaging or retaliating, saving
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This document outlines an interview exploring the issue of bullying in schools. It begins by introducing the setting of a high school and noting potential consequences of bullying like eating disorders, anxiety, self-harm, depression, and suicide. It then describes interviewing a teacher about their experiences dealing with bullying cases. The teacher is asked about the frequency and nature of bullying incidents, as well as the backgrounds of bullies and victims. Statistics are presented about students' lack of trust in adults to address bullying effectively. The summary calls on everyone to speak up against bullying and support each other.
Bullying takes many forms including physical and verbal assault that intentionally causes harm. Survey results show that bullying is common, with many students experiencing it each month at school or online. Bullying can have long-term negative effects on victims' social and academic success. Common reasons for bullying include wanting to get back at someone, seeking popularity, or disliking the target. The document connects to the themes in the book "Twisted" where the main character and his friend experience bullying at school.
Bullying takes many forms including physical and verbal assault that intentionally causes harm. Survey results show that many students experience bullying in school through physical attacks, harassment, or cyberbullying online or through devices. Being bullied is connected to difficulties with relationships and academic success. While most acknowledge witnessing or engaging in bullying, many do not report it or try to resolve it themselves rather than seek help from others.
The document summarizes the results of a survey on school violence conducted at West High School. Most students reported observing bullying/harassment incidents. Many students had been personally threatened or had property damaged by other students. While some violence occurs, most students feel it is not major and the administration is aware and trying to address it. Statistics provided show school violence and crimes against students are more common than reported.
This document discusses different types of bullying including verbal, social, physical, and cyber bullying. It provides statistics on the prevalence of these behaviors, how they affect children and teens, and the risks of being targeted. Specific bullying tactics like gossiping, impersonating others online, and damaging property are outlined. The physical and psychological impacts of bullying are explored such as injuries, low self-esteem, and suicidal thoughts. Causes of bullying like poor parenting, lack of supervision, and peer pressure are also summarized.
The document discusses bullying, including definitions, types, prevalence, and strategies to address it. It defines bullying as repeated negative actions by one or more students against another. Bullying can be direct (physical) or indirect (social exclusion) and occurs as early as preschool. Relational aggression is a form of indirect bullying used to damage social status. Cyberbullying involves using technology to harass others. Bullying has been linked to negative outcomes for both victims and bullies, including poor mental health, academics, and increased crime. The document provides strategies for schools, parents, teachers, and how to help proactive bullies by setting clear rules and reinforcing positive behavior.
Bullying involves aggressive behavior that is intentional and involves an imbalance of power. It can take verbal, physical, or social forms. Studies show that 15-25% of students report being bullied sometimes or more often. Bullying has negative impacts on both those being bullied, such as depression or low self-esteem, and bystanders by creating a climate of fear. It is important to tell trusted adults if being bullied so they can help stop it.
This document provides information about bullying and its effects. It begins with an agenda that covers bullying facts and statistics, types of bullying, "bullycide" or suicide related to bullying, and a quiz. Some key points include: 1 in 10 students drop out due to bullying, 75% of school shootings are linked to harassment or bullying, and over 19,000 kids attempt suicide each year due to bullying. There are different types of bullying like physical, verbal, indirect, and cyberbullying. The document also discusses bullying of students with disabilities and laws regarding harassment. It concludes with discussion questions about bullying and encouraging students to seek help if being bullied rather than handling it alone.
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The document discusses cyber bullying, including definitions, types, prevalence, legal issues, and current anti-bullying programs and responses. It defines cyber bullying as being cruel to others using technology and provides examples of technologies used. It also discusses differences between traditional bullying and cyberbullying, categories of cyber bullies, and types of cyber bullying acts. Statistics on the prevalence of cyber bullying among middle school students are presented from various surveys. The document outlines some of the legal issues around cyber bullying and limitations of current anti-bullying programs. It proposes alternative program elements and responses including education and training resources.
The document discusses cyber bullying, including its definition, types, prevalence, and legal issues. It also summarizes current anti-bullying programs and responses to cyber bullying. Key points include that cyber bullying involves using electronic means to harass or threaten others, it most commonly affects children ages 9-14, and can include behaviors like flaming, harassment, cyber stalking, and impersonation. The document also outlines a comprehensive "PEAS" program approach to address cyber bullying through psychological, educational, and social interventions.
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The document provides an overview of girl bullying and relational aggression. It discusses how girls tend to bully in more covert and subtle ways compared to boys. It explores different roles girls may take in social hierarchies, such as the queen bee, sidekick, gossip, etc. The document also examines the effects of bullying on victims, bystanders, and bullies. It provides strategies for preventing and addressing girl bullying through education, communication, and teaching social-emotional skills.
The document discusses cyberbullying and its effects. It notes that 42% of kids have been bullied online and 1 in 3 teens experience harassment online. The document outlines what to do if being cyberbullied, including blocking the user, telling someone, and provides examples of who to tell like teachers, counselors, friends. It discusses the age range most affected, why girls are often victims, reactions victims experience, and behaviors of bullies like name calling and spreading rumors.
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Similar to Saligny survey for students 2020 pptx (3) (20)
Managing emotions, developing social skills, and improving communication are key to reducing bullying and cyberbullying. Training courses are proposed for teachers, staff, and parents on topics like conflict management, nonviolent communication, problem solving, and conflict resolution. Student groups would be organized to help resolve conflicts in their classes. The document promotes involving all members of the school community—teachers, staff, parents, and students—to work on emotional intelligence and conflict resolution skills to create a more cooperative environment with less bullying.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. ” TRIC-Bullying and Cyberbullying ”
KA229
2018-1-ES01-KA229-051132_3.
THE CONTENT OF THIS STUDY DOES NOT REFLECT THE OFFICIAL OPINION OF THE
EUROPEAN UNION, RESPONSABILITY FOR THE INFORMATION AND VIEWS EXPRESSED IN
THEREIN LIES ENTIRELY WITH THE AUTOR(S)
COLEGIUL TEHNIC "ANGHEL SALIGNY"
400604 CLUJ - NAPOCA
B-dul 21 Decembrie 1989 nr. 128 - 130
Tel. 0264-430942, fax 0264-595694
e-mail: a.salignycluj@yahoo.com
web: http://www.colegiul-saligny.ro
3. What is your age?
Comparison between the first and the second year
9%
49%
14%
16%
12%
Age 14
Age 15
Age 16
Age 17
Age 18
0%
20%
17%
43%
20%
Age 14
Age 15
Age 16
Age 17
Age 18
4. Which are the most common forms of abuse
among classmates?
Comparison between the first and the second year
13
37
13
37
11
19
13
18
4
0 10 20 30 40
Isolate someone, not let them participate…
Laugh at someone (in person)
Laugh at someone (on the social networks)
Insult someone, call them names (in person)
Insult someone, call them names (on the…
Threaten someone (in person)
Threaten someone (on the social networks)
Hurt someone physically
Other
The most comon forms of abuse among classmates
The boys' answers
10
31
13
31
16
22
11
16
2
0 10 20 30 40
Isolate someone, not let them…
Laugh at someone (in person)
Laugh at someone (on the social…
Insult someone, call them names (in…
Insult someone, call them names (on…
Threaten someone (in person)
Threaten someone (on the social…
Hurt someone physically
Other
The most comon forms of abuse among classmates
2018 2020
5. Which are the most common forms of
abuse among classmates?
Comparison between the first and the second year
32
47
24
44
25
29
18
31
6
0 10 20 30 40 50
Isolate someone, not let them…
Laugh at someone (in person)
Laugh at someone (on the social…
Insult someone, call them names…
Insult someone, call them names…
Threaten someone (in person)
Threaten someone (on the social…
Hurt someone physically
Other
The most comon forms of abuse among classmates
The girls'
answers
24
43
24
41
23
26
19
14
7
0 10 20 30 40 50
Isolate someone, not let them…
Laugh at someone (in person)
Laugh at someone (on the…
Insult someone, call them…
Insult someone, call them…
Threaten someone (in person)
Threaten someone (on the…
Hurt someone physically
Other
The most comon forms of abuse among clasmates
6. How often have you been intimidated or bullied (being
made fun of, insults, threats, been hit, being
rejected...) by some of your classmates in person?
Comparison between the first and the second year
The boys'
answers
72%
26,9%
1%
0%
Never or hardly ever
Sometimes
Quite often
Always or always
almost
66%
31%
2% 1%
Never or hardly ever
Sometimes
Quite often
Always or almost always
7. How often have you been intimidated or bullied (being
made fun of, insults, threats, been hit, being
rejected...) by some of your classmates in person?
Comparison between the first and the second year
The girls'
answers
78%
21%
1%
0%
Never or hardly
ever
Sometimes
Quite often
Always or always
almost
66%
31%
2% 1%
Never or hardly ever
Sometimes
Quite often
Always or almost
always
8. Where did it happen?
Comparison between the first and the second year
22%
25%
3%
21%
29%
In the classroom
In the corridors
In the toilets
In the playground
Outside school
The boys'
answers
22%
36%
4%
19%
19%
In the classroom
In the corridors
In the toilets
In the playground
Outside school
9. Where did it happen?
Comparison between the first and the second year
18%
19%
11%
23%
29%
In the classroom
In the corridors
In the toilets
In the playground
Outside school
The girls'
answers
17%
22%
7%
28%
26% In the classroom
In the corridors
In the toilets
In the playground
Outside school
10. Have you ever been scared of coming to
school?
Comparison between the first and the second year
82%
15%
3% 0%
Never
Sometimes
Quite often
Almost every day
The boys'
answers
89%
10% 1% 0%
Never
Sometimes
Quite often
Almost every day
11. Have you ever been scared of coming to
school?
Comparison between the first and the second year
78%
21%
0% 1%
Never
Sometimes
Quite often
Almost every day
The girls'
answers
82%
17%
1%
0%
Never
Sometimes
Quite often
Almost every day
12. How often have you been intimidated or bullied (being
made fun of, insults, threats, been hit, being
rejected...) by some of your classmates on social
networks?
Comparison between the first and the second year
76%
21%
3% 0%
Never or hardly ever
Sometimes
Quite often
Always or always
The boys' answers
82%
18%
0%
0%
Never or hardly ever
Sometimes
Quite often
Always or always
13. How often have you been intimidated or bullied (being
made fun of, insults, threats, been hit, being
rejected...) by some of your classmates on social
networks?
Comparison between the first and the second year
76%
19%
5% 0%
Never or hardly ever
Sometimes
Quite often
Always or always
The girls'
answers
82%
18%
0%
0%
Never or hardly ever
Sometimes
Quite often
Always or almost always
14. If someone bullies you, do you tell anyone?
Comparison between the first and the second year
27%
14%
16%
21%
22%
I have never been bullied
I don’t tell anyone
I tell a teacher
I tell my family
I tell a classmate
The boys' answers
28%
13%
25%
26%
8%
I have never been bullied
I don’t tell anyone
I tell a teacher
I tell my family
I tell a classmate
15. If someone bullies you, do you tell anyone?
Comparison between the first and the second year
22%
17%
20%
30%
11% I have never been
bullied
I don’t tell anyone
I tell a teacher
I tell my family
I tell a classmate
The girls'
answers
26%
9%
21%
35%
9% I have never been
bullied
I don’t tell anyone
I tell a teacher
I tell my family
I tell a classmate
16. Have you ever bullied (bothered, insulted, hit,
threatened...) a classmate in person?
Comparison between the first and the second year
47, 58%
32, 40%
2, 2%
0, 0%
Never or hardly
ever
Sometimes
Quite often
Always or nearly
always
The boys'
answers
45, 75%
15, 25%
0, 0%
0, 0%
Never or hardly ever
Sometimes
Quite often
Always or nearly
always
17. Have you ever bullied (bothered, insulted, hit,
threatened...) a classmate in person?
Comparison between the first and the second year
72%
27%
1%
0%
Never or hardly ever
Sometimes
Quite often
Always or nearly always
The girls'
answers
75%
25%
0%
0%
Never or hardly ever
Sometimes
Quite often
Always or nearly always
18. Have you ever bullied (bothered, insulted, hit,
threatened...) a classmate on social networks?
Comparison between the first and the second year
77%
18%
5%
0%
Never or hardly ever
Sometimes
Quite often
Always or always
The boys'
answers
78%
22%
0%
0%
Never or hardly ever
Sometimes
Quite often
Always or always
19. Have you ever bullied (bothered, insulted, hit,
threatened...) a classmate on social networks?
Comparison between the first and the second year
85%
14%
1%
0%
Never or hardly ever
Sometimes
Quite often
Always or always
The girls'
answers
90%
10%
0% 0%
Never or hardly ever
Sometimes
Quite often
Always or always
20. If you have taken part in bullying, why did you
do it?
Comparison between the first and the second year
33%
33%
13%
0%
0%
21%
I have never bullied
anyone
Because I was provoked
Because they do the same
to me
Because they were weaker
To bother them
It was a joke
The boys'
answers
17%
44%
17%
0%
2%
20%
I have never bullied
anyone
Because I was
provoked
Because they do the
same to me
Because they were
weaker
To bother them
It was a joke
21. If you have taken part in bullying, why did you
do it?
Comparison between the first and the second year
54%
17%
8%
0%
1%
20%
I have never bullied
anyone
Because I was provoked
Because they do the
same to me
Because they were
weaker
To bother them
It was a joke
The girls'
answers
43%
30%
16%
1%
1%
9%
I have never bullied
anyone
Because I was provoked
Because they do the
same to me
Because they were
weaker
To bother them
It was a joke
22. How often do incidents like insulting people, calling them
names, laughing at them, inflicting slight or more serious body
harm on them, threatening them, rejecting them... occur AT
SCHOOL?
Comparison between the first and the second year
29%
43%
28%
0%
Never or hardly ever
Sometimes
Quite often
Always or always
The boys'
answers
33%
41%
20%
6% Never or hardly ever
Sometimes
Quite often
Always or almost
always
23. How often do incidents like insulting people, calling them
names, laughing at them, inflicting slight or more serious body
harm on them, threatening them, rejecting them... occur AT
SCHOOL?
Comparison between the first and the second year
30%
37%
30%
3%
Never or hardly ever
Sometimes
Quite often
Always or always
The girls'
answers
37%
35%
25%
3%
Never or hardly ever
Sometimes
Quite often
Always or almost always
24. How could this problem be solved?
Comparison between the first and the second year
12%
30%
29%
9%
20%
It cannot be solved
I do not know
Teacher intervention
Family intervention
Students intervention
The boys'
answers
10%
31%
39%
8%
12%
It cannot be solved
I do not know
Teacher intervention
Family intervention
Students intervention
25. How could this problem be solved?
Comparison between the first and the second year
5%
40%
26%
15%
14%
It cannot be solved
I do not know
Teacher intervention
Family intervention
Students intervention
The girls'
answers
6%
21%
44%
10%
19%
It cannot be solved
I do not know
Teacher intervention
Family intervention
Students intervention
26. Have you been isolated or rejected by any of your
schoolmates since the school year began?
Comparison between the first and the second year
67%
32%
1%
0%
Never
Sometimes
Quite often
Almost every day
The boys'
answers
66%
32%
2% 0%
Never
Sometimes
Quite often
Almost every day
27. Have you been isolated or rejected by any of your
schoolmates since the school year began?
Comparison between the first and the second year
76%
19%
4%
1%
Never
Sometimes
Quite often
Almost every day
The girls'
answers
60%
35%
5% 0%
Never
Sometimes
Quite often
Almost every day
28. Do you think verbal or physical violence is the way to
solve the problem if you are bullied?
Comparison between the first and the second year
5, 6%
42, 55%
30, 39%
Yes
No
Sometimes
The boys'
answers
6%
47%
47%
Yes
No
Sometimes
29. Do you think verbal or physical violence is the way to
solve the problem if you are bullied?
Comparison between the first and the second year
7%
75%
18%
Yes
No
Sometimes
The girls'
answers
3, 3%
80, 92%
4, 5%
Yes
No
Sometimes
30. What do you do if you see that someone in your group
is being bullied?
Comparison between the first and the second year
80%
9%
9%
2%
I step in to cut down the
situation
I tell somebody (a relative,
a teacher, others)
I do not do anything. It is
not my problem
I bully my mate as well.
The boys'
answers
84%
10%
6% 0%
I step in to cut down the
situation
I tell somebody (a relative,
a teacher, others)
I do not do anything. It is
not my problem
I bully my mate as well.
31. What do you do if you see that someone in your group
is being bullied?
Comparison between the first and the second year
82%
15%
3%
0% I step in to cut down the
situation
I tell somebody (a
relative, a teacher,
others)
I do not do anything. It
is not my problem
I bully my mate as well.
The girls'
answers
87%
6%
7% 0% I step in to cut down the
situation
I tell somebody (a
relative, a teacher,
others)
I do not do anything. It is
not my problem
I bully my mate as well.
32. How do you relate your relationship with other
schoolmates?
Comparison between the first and the second year
53%
33%
13%
1% 0%
Very good
Good
So-So
Bad
Very bad
The boys'
answers
57%
33%
10%
0% 0%
Very good
Good
So-So
Bad
Very bad
33. How do you relate your relationship with other
schoolmates?
Comparison between the first and the second year
61%
26%
13%
0% 0%
Very good
Good
So-So
Bad
Very bad
The girls'
answers
63%
30%
5%
2%
0%
Very good
Good
So-So
Bad
Very bad
34. How do you rate your digital competence?
Comparison between the first and the second year
23%
53%
21%
3%
0%
Very good
Good
So-So
Bad
Very bad
The boys'
answers
37%
57%
6%
0% 0%
Very good
Good
So-So
Bad
Very bad
35. How do you rate your digital competence?
Comparison between the first and the second year
21%
20%
55%
4% 0%
Very good
Good
So-So
Bad
Very bad
The girls'
answers
35%
62%
3%
0% 0%
Very good
Good
So-So
Bad
Very bad
36. Do you think social networks are a useful tool
(for information, relationships...)?
Comparison between the first and the second year
38%
36%
25%
1%
Yes, always
Quite often
Someyimes
Hardly ever
The boys'
answers
50%
37%
13% 0%
Yes, always
Quite often
Sometimes
Hardly ever
37. Do you think social networks are a useful tool
(for information, relationships...)?
Comparison between the first and the second year
34%
40%
24%
2%
Yes, always
Quite often
Someyimes
Hardly ever
The girls'
answers
42%
37%
21%
0%
Yes, always
Quite often
Sometimes
Hardly ever
38. How do you rate your linguistic competence in
English?
Comparison between the first and the second year
23%
34%
40%
3% 0%
Very good
Good
So-So
Bad
Very bad
The boys'
answers
32%
30%
36%
2%
0%
Very good
Good
So-So
Bad
Very bad
39. How do you rate your linguistic competence in
English?
Comparison between the first and the second year
21%
20%
55%
4%
0%
Very good
Good
So-So
Bad
Very bad
The girls'
answers
37%
35%
18%
10%
0%
Very good
Good
So-So
Bad
Very bad
40. The comments, suggestions, recommendations
Comparison between the first and the second year
A suggestion to students would be to pay more attention to what happens around them
when a colleague of theirs is being bullied.
Bullying is a bad thing, it must be stopped because it can cause injury. It can be stopped
with the help of an intervening adult.
More measures regarding aggression.
It's not good to emotionally attack someone.
41. Comparison between the first and the second year
The comments, suggestions, recommendations
My opinion is that you have to be more careful about who you send pictures to because
they can reach social media. The mocker should understand that what he is doing is not
good, and the victims should not hide.
Bullying in schools should be stopped and the bully should be punished.
In my opinion, harassment is very common, even at school, in groups of friends and family.
Some think it's a joke, but sometimes jokes become serious.
Whatever it is, you should not attack anyone because violence is not a solution.
In the future, people must better control themselves. Stop being so aggressive.
I don't agree with bullying because it doesn't seem normal for a person to be harassed on
the Internet and beyond!
One recommendation I could offer is to always, or almost always, try to resolve conflicts
peacefully, within the limits of common sense, because with violence (physical, verbal)
nothing is resolved.
42. Comparison between the first and the second year
Every time we see an act of bullying I would like to act and stop the bullying because if
they see the others being a helpful person, then they will also help stop the bullying.
I would recommend harassed people to go to a psychologist or a loved one to share
their condition.
I would like to have more activities related to bullying and cyberbullying because this
could change something in the community, (school).
Teachers should be more involved in solving conflicts between students.