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We need to widen the lens to beyond the peer group: A response to Dr Badger.

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Title: We need to widen the lens to beyond the peer group: A response to Dr Badger.
Authors: Fox, Claire (AUTHOR)
Source: Psychology of Education Review. Spring2026, Vol. 50 Issue 1, p23-26. 4p.
Subjects: Bullying, School environment, LGBTQ+ people, Disease risk factors, Inclusive education, Bullying prevention, Community schools, Peers
Abstract: This article focuses on the complex issue of bullying in schools, emphasizing the need to consider multiple factors beyond individual behaviors and peer group dynamics. Drawing on over 30 years of research, the author highlights that while individual risk factors such as non-assertiveness and anxiety contribute to victimization, wider school contexts and systemic influences, including school climate and inclusivity for marginalized groups like LGBTQ+ students and children with special educational needs and disabilities (SEND), are crucial to understanding and addressing bullying. The article also discusses challenges in defining bullying, particularly regarding intent to harm and behaviors exhibited by children with SEND, and stresses the importance of genuinely involving pupils—not just listening to them—in developing effective anti-bullying strategies. Ultimately, it calls for a broader, multi-level approach that includes school, community, and societal changes to create lasting improvements. [Extracted from the article]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: We need to widen the lens to beyond the peer group: A response to Dr Badger.
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  Data: <searchLink fieldCode="AR" term="%22Fox%2C+Claire%22">Fox, Claire</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+of+Education+Review%22">Psychology of Education Review</searchLink>. Spring2026, Vol. 50 Issue 1, p23-26. 4p.
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  Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ%2B+people%22">LGBTQ+ people</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+risk+factors%22">Disease risk factors</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying+prevention%22">Bullying prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Community+schools%22">Community schools</searchLink><br /><searchLink fieldCode="DE" term="%22Peers%22">Peers</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This article focuses on the complex issue of bullying in schools, emphasizing the need to consider multiple factors beyond individual behaviors and peer group dynamics. Drawing on over 30 years of research, the author highlights that while individual risk factors such as non-assertiveness and anxiety contribute to victimization, wider school contexts and systemic influences, including school climate and inclusivity for marginalized groups like LGBTQ+ students and children with special educational needs and disabilities (SEND), are crucial to understanding and addressing bullying. The article also discusses challenges in defining bullying, particularly regarding intent to harm and behaviors exhibited by children with SEND, and stresses the importance of genuinely involving pupils—not just listening to them—in developing effective anti-bullying strategies. Ultimately, it calls for a broader, multi-level approach that includes school, community, and societal changes to create lasting improvements. [Extracted from the article]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195412294
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      – Type: doi
        Value: 10.53841/bpsper.2026.50.1.23
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      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 23
    Subjects:
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: LGBTQ+ people
        Type: general
      – SubjectFull: Disease risk factors
        Type: general
      – SubjectFull: Inclusive education
        Type: general
      – SubjectFull: Bullying prevention
        Type: general
      – SubjectFull: Community schools
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      – SubjectFull: Peers
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      – TitleFull: We need to widen the lens to beyond the peer group: A response to Dr Badger.
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              Text: Spring2026
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              Y: 2026
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