[Air-L] CfP Special Issue on the Role of Teachers in Preventing and Intervening in Bullying

[Sinan Aşçı]

Dear colleagues,

I am writing to share a CfP for a special issue of International Journal of
Bullying Prevention. Please find more details below.

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*Special Issue Call for Papers: The Role of Teachers in Preventing and
Intervening in Offline and Online Bullying*

Guest Editors
Prof Lucy R. Betts, Nottingham Trent University, UK (Guest Editor,
International Journal of Bullying Prevention)
Dr Peter J.R. Macaulay, University of Derby, UK (Managing Editor,
International Journal of Bullying Prevention)

Key Dates

   - 500‐word expression of interest / abstract due: Friday 17th November
   2023
   - Invitations to submit full-length manuscript for the special issue
   released: Friday 8th, December 2023
   - Full‐length manuscript submission due: Monday 15th April 2024


Please note that invited authors to submit a full‐ length manuscript should
follow the submission guidelines set out by the International Journal of
Bullying Prevention. Submitted manuscripts should be between 6,000 and
9,000 words.

Special Issue: Message from the Editors
Bullying, both offline and online, continues to pose significant challenges
to the wellbeing and development of students in educational settings. As
these behaviours remain a problem in the school environment, it becomes
increasingly important to explore the vital role that teachers play in
addressing and mitigating the problem (Brochado et al., 2017). Traditional
bullying, involving physical, verbal, and relational harassment, and
cyberbullying, which takes place through digital communication channels,
both have far-reaching consequences for students' mental and emotional
health, academic performance, classroom concentration, and overall school
climate (Betts et al., 2017; Boulton & Macaulay, 2023; Mark & Ratliffe,
2011; Wolke et al., 2017). Teachers are uniquely positioned to make a
meaningful impact in combatting these behaviours, both in and out of the
school environment (Myers & Cowie, 2019; Veenstra et al., 2014; Yoon &
Bauman, 2014).

Despite this, research suggests that teachers feel unprepared to address
bullying in the school environment, with inconsistent management strategies
and views (Campbell et al., 2019; Macaulay et al., 2018; 2021). These
different perceptions create challenges for the reporting and addressing of
these incidents, understanding the most pressing correlates and
consequences, and ascertaining how best to proceed with anti‐bullying
interventions that directly or indirectly involve educators.

The nature of bullying has become more dynamic, nuanced, and difficult to
identify/monitor, and so schools should take a whole‐school approach to
prevent different acts of bullying (Valle et al., 2020). Such an approach
requires the endorsement across all parts of the school team – for example,
teachers, senior members of staff, and leaders – working together with the
wider community to create an overarching supportive school climate. This
special issue will aim to present recent research evidence on the role of
teachers in preventing and intervening in traditional bullying and
cyberbullying.

The aim of this special issue is to bring together and spotlight research
that:

   - Examines the contextual and situational factors that constrain or
   support teachers in their efforts to prevent and intervene in traditional
   bullying and cyberbullying incidents.
   - Details the optimal strategies teachers endorse to manage bullying and
   cyberbullying situations across different educational settings and
   populations of students.
   - Examines the role and views of pre‐service and in‐service teachers on
   the prevention and intervention of traditional bullying and cyberbullying.
   - Illuminates how teachers can best work in concert with other major
   stakeholders to attenuate these issues.


Research focusing on other clearly related subtopics may be considered, and
will be evaluated based on feasibility, merit, and overall fit with the
goals of the special issue and journal as a whole. More information is
available on the journal website
<https://www.springer.com/journal/42380/updates/26104146>.

Regards,
-----
*Sinan Aşçı, Ph.D.*
Postdoctoral Researcher, Anti-Bullying Center
<https://antibullyingcentre.ie/>, Dublin City University / DCU
<https://www.dcu.ie/>
*Mail Address:* All Hallows Campus (SG04), Drumcondra, Dublin 9, Ireland
*E-mail:* sinan.asci at dcu.ie; sinanasci at gmail.com
*Mobile:* +353 (83) 081 8841