Cyber and Traditional Bullying: Differential Association With Depression

PurposeThe study compared levels of depression among bullies, victims, and bully-victims of traditional (physical, verbal, and relational) and cyber bullying that is a relatively new form of bullying. The study also examined the association between depression and frequency of involvement in each form of bullying.MethodsA U.S. nationally representative sample of students in grades 6–10 (N = 7,313) completed the bullying and depression items in the Health Behavior in School-Aged Children 2005 Survey.ResultsDepression was associated with each of the four forms of bullying. Cyber victims reported higher depression than bullies or bully-victims, a result not observed in other forms of bullying. For physical, verbal, and relational bullies, the frequently-involved group of victims and bully victims reported a significantly higher level of depression than the corresponding occasionally involved group. For cyber bullying, differences were found only between the occasional and frequent victims.ConclusionResults indicated the importance of further study of cyber bullying because its association with depression was distinct from traditional forms of bullying.     

Bullying and Victimization and Internalizing Symptoms among Low-Income Black and Hispanic Students

The purpose of this study was to examine bullying/victimization and internalizing symptoms among low-income racial/ethnic-minority adolescents. In the total sample and for females only, victims and bully-victims were more likely to report symptomology. Middle and high school victims, but only middle school bully-victims, were more likely to experience internalizing symptoms. Internalizing symptomology was not significantly increased for bullies in any analysis. These study findings expand the association between bully/victim status and internalizing symptoms to a less-studied population that may be limited in their ability to use and obtain mental health assistance.     

Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

ABSTRACT: BACKGROUND: Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. METHODS: The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5-6 years. RESULTS: One-third of the children were involved in bullying, most of them as bullies (17%) or bully-victims (13%), and less as pure victims (4%). All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. CONCLUSIONS: Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs.     

Psychiatric conditions associated with bullying

Bullying is a complex phenomenon moderated not only by the personal characteristics and behavioral traits of the individual but also by family rearing practices, as well as by situational factors such as the frequency and type of bullying. The phenomenon is also affected by group processes among the individuals present during the event. Bullying is a distressing experience that is often continuous over years and predicts both concurrent and future psychiatric symptoms and disorders, even in adulthood. At young ages, attention-deficit hyperactivity disorder and depression, as well as anxiety, are prevalent concurrently with bullying among the children involved. Later in young adulthood, male victims are at risk for anxiety, male bullies for personality disorders, and male bully-victims for both personality disorders and anxiety, and the risk is especially increased if the child is disturbed when involved in bullying at school age. Rarely does any single behavior predict future problems as clearly as bullying does, and additional assessment of psychiatric problems is always warranted, if the child is involved in bullying as a bully, victim or bully-victim. Based on our current knowledge, school-based interventions regulating the behavior of the child, increasing pro-social skills and promoting peer relationships are recommended for those without concurrent psychiatric disturbance, but those displaying psychiatric symptoms and disorders should be referred for psychiatric consultation and intervention.     

安徽省4县农村中学生自杀未遂的学校相关因素研究

目的 分析青少年学习成绩不良、校园欺凌、低学校满意度及学校意识与自杀未遂的关联强度,为促进学校健康教育提供依据.方法 以安徽省4县16所非示范中学10 894名10～21岁青少年为研究对象,按无记名方式填写问卷调查自杀未遂、校园欺凌、自评学习成绩情况.以过去一年至少1次实施过自杀行为但未致死亡界定为有自杀未遂.分别使用多维学生生活满意度量表(MSLSS)-学校满意度分量表、Piers-Harris 儿童自我意识量表-学校意识分量表,评定青少年学校满意度和学校自我意识.结果 中学生自杀未遂的报告率为5.8%;不同学习成绩及不同校园欺凌行为中学生自杀未遂报告率的差异有统计学意义,学习成绩不良中学生自杀未遂报告率高于学习成绩良好者(X2=11.39,P=0.023);施暴与受暴行为共存的中学生自杀未遂报告率高于仅有受暴(28.7%vs.15.8%,P＜0.000、施暴(28.7%vs.10.6%,P＜0.001)行为或无欺凌行为(28.7%vs.4.8%,P＜0.001)的中学生;以青少年和父母的社会人口统计学变量为控制变量,多因素logistic回归分析表明,校园欺凌、学校满意度低和学校意识低是自杀未遂发生的危险因素.结论 青少年自杀未遂与校园欺凌和学校意识密切相关,应根据中学生自杀未遂的校园危险因素采取必要的预防和干预措施.     

西部地区不同民族青少年校园欺凌与抑郁症状的关联

  目的  了解西部地区汉族、彝族、藏族青少年校园欺凌和抑郁症状的流行现状, 探讨不同欺凌角色、欺凌频率与抑郁症状之间的关联程度, 为青少年校园欺凌防治提供新观点。  方法  采用典型抽样和整群抽样相结合的方法, 于2020年4—11月在四川省苍溪县、甘洛县和西藏自治区拉萨市的6所中小学中招募3 115名中小学生进行自填式问卷调查。采用多因素Logistic回归分析校园欺凌与抑郁症状的关系。  结果  881名(28.3%)中小学生在过去6个月中经历过校园欺凌, 892名(28.6%)检出抑郁症状。汉族、彝族、藏族的校园欺凌报告率分别为20.5%, 46.4%和23.8%, 其中被欺凌报告率分别为15.3%, 25.0%和11.8%, 欺凌报告率分别为2.3%, 5.7%和6.7%, 欺凌-被欺凌报告率分别为2.9%, 5.7%和5.4%;抑郁症状检出率分别为20.4%, 37.9%和36.5%。调整年龄、年级、民族、吸烟、饮酒变量后, 被欺凌者(AOR=1.98, 95%CI=1.61~2.45)、欺凌者(AOR=2.63, 95%CI=1.81~3.82)和欺凌-被欺凌者(AOR=3.33, 95%CI=2.44~4.54)的抑郁风险高于无校园欺凌经历者(P值均 < 0.01), 且抑郁风险随着欺凌频率增加而增大。  结论  西部地区彝族和藏族青少年的校园欺凌和抑郁症状均高于汉族, 参与校园欺凌、高欺凌频率与抑郁症状密切相关。干预措施中应加强对各类欺凌角色和少数民族青少年的关注。     

毕节市留守中学生欺凌行为与主观幸福感的相关性

了解毕节市留守中学生欺凌行为情况及其与主观幸福感的关系,为制定和实施帮扶政策及干预提供参考.方法 采用Olweus儿童欺凌问卷、青少年主观幸福感量表,对多阶段整群分层抽取的毕节市735名留守中学生进行现场调查.结果 留守中学生中,参与欺凌行为检出率为28.71%.男生参与欺凌行为(受欺凌、欺凌、欺凌-受欺凌)的比例均高于女生(x2=25.93,P<0.05);同学关系不好的留守中学生参与欺凌行为检出率高于同学关系好的学生(x2=12.46,P<0.05).友谊满意度、家庭满意度、环境满意度、生活满意度总分及消极情感在不同欺凌角色学生之间差异均有统计学意义(F值分别为12.76,2.86,3.30,5.98,4.72,P值均<0.05).多因素最佳尺度回归分析显示,欺凌行为、同学关系、学习成绩及与父母联系频率对留守中学生主观幸福感均有影响(P值均<0.05).结论 毕节市留守中学生参与欺凌行为比例较高,应从社会、学校、家庭等多个层面建立有效的防控机制,减少欺凌行为的发生,提高其幸福感.     

Traditional Versus Internet Bullying in Junior High School Students

To examine the prevalence of traditional and Internet bullying and the personal, family, and school environment characteristics of perpetrators and victims. Students (12?C14?years old) in 35 junior high schools were randomly selected from the Jerusalem Hebrew (secular and religious) and Arab educational system (n?=?2,610). Students answered an anonymous questionnaire, addressing personal, family, and school characteristics. Traditional bullying and Internet bullying for perpetrators and victims were categorized as either occurring at least sometimes during the school year or not occurring. Twenty-eight percent and 8.9?% of students were perpetrators of traditional and Internet bullying, respectively. The respective proportions of victims were 44.9 and 14.4?%. Traditional bullies presented higher Odds Ratios (ORs) for boys, for students with poor social skills (those who had difficulty in making friends, were influenced by peers in their behavior, or were bored), and for those who had poor communication with their parents. Boys and girls were equally likely to be Internet bullies and to use the Internet for communication and making friends. The OR for Internet bullying victims to be Internet bullying perpetrators was 3.70 (95?% confidence interval 2.47?C5.55). Victims of traditional bullying felt helpless, and victims of traditional and Internet bullying find school to be a frightening place. There was a higher OR of Internet victimization with reports of loneliness. Traditional bully perpetrators present distinctive characteristics, while Internet perpetrators do not. Victims of traditional and Internet bullying feel fear in school. Tailored interventions are needed to address both types of bullying.     

中国四城市初中生受欺负者自杀风险影响因素调查

目的探讨初中生受欺负者的特征及自杀风险影响因素,为其自杀干预提供依据。方法采用多阶段分层整群抽样方法在4个城市各随机抽取25所初中,对抽中班级的所有学生采用《全球学校学生健康调查问卷》进行调查。结果受欺负者的自杀意念和自杀计划年发生率分别为25.1%和13.0%,高于未受欺负者(P<0.05)。因身体、长相等因素而受欺负产生自杀意念的风险是其他受欺负类型的1.29倍。高频度(10～30d/月)受欺负、焦虑和抑郁均是自杀意念和自杀计划的危险因素,而家庭关怀则是其保护因素。社会交往对自杀计划的发生与否有保护作用。结论对受欺负者的自杀干预应根据其受欺负类型、强度同时综合考虑其他危险和保护因素予以有针对性的干预。     

Bullying and smoking: Examining the relationships in Ontario adolescents

Using data from the 2003 Ontario Student Drug Use Survey (Centre for Addiction and Mental Health, Toronto), the relationships between bullying and smoking in adolescents were examined. A representative sample of 3314 grade 7-12 students was included in the analysis. Models were adjusted for confounders identified in the current literature. Multinomial logistic regression showed that current smokers were more likely to be bullies than nonsmokers (relative risk ratio = 2.3, p < .001); being a current smoker was not associated with being a victim or a bully/victim (one who is both a bully and a victim). Moreover, gender was found to modify the effect of smoking on bullying status. Female smokers were more likely to be bullies and bully/victims than nonsmokers while there were no statistically significant differences for males. The associations between bullying status and smoking are consistent with those found in a multinational World Health Organization survey of adolescent health. Findings of the study suggested that girls were at much higher risk for involvement in bullying if they smoked, although girls were less frequently involved in bullying.     

Prevention of public health risks linked to bullying: a need for a whole community approach

Bullying is a very toxic psychosocial stressor associated with serious health problems and death, affecting both the victims and the bullies. This form of abuse or maltreatment occurs around the world and along the lifespan. Health professionals have the unique responsibility of promoting the development of community initiatives for the prevention of bullying and related health problems. This effort must include ongoing programs with elements of primary, secondary, and tertiary prevention. These programs should be supported and monitored by a public health policy with a strategy aimed at developing a whole community awareness about bullying and the related health risks, prohibiting bullying, and developing emotionally and physically safe environments in schools and workplace settings. Public health policy should mandate the monitoring, detection, and reporting of bullying incidents; provide guidance for school intervention; and offer guidelines for medical consultation.     

The nature and extent of bullying at school

In elementary schools, the prevalence of bullying ranges from 11.3% in Finland to 49.8% in Ireland. The only United States study of elementary students found that 19% were bullied. Bullying behavior declines as students progress through the grades. School bullying is associated with numerous physical, mental, and social detriments. A relationship also exists between student bullying behavior and school issues such as academic achievement, school bonding, and absenteeism. Prevention of school bullying should become a priority issue for schools. The most effective methods of bullying reduction involve a whole school approach. This method includes assessing the problem, planning school conference days, providing better supervision at recess, forming a bullying prevention coordinating group, encouraging parent-teacher meetings, establishing classroom rules against bullying, holding classroom meetings about bullying, requiring talks with the bullies and victims, and scheduling talks with the parents of involved students. Finally, this review suggests further studies needed to help ameliorate the bullying problem in US schools.     

江西中学生校园欺凌与自杀相关行为的关联分析

探索中学生校园欺凌和自杀相关行为的关系,为中学生校园伤害的防控提供依据.方法 方便抽取南昌市和抚州市3所中学共7 129名中学生作为被试,使用Olweus欺负问卷、青少年健康危险行为问卷中自杀相关条目进行问卷调查.结果 中学生校园欺凌行为报告率为21.5%,其中仅被欺凌者为13.7%,仅欺凌者为2.7%,欺凌—被欺凌者为5.1%,均为男生高于女生(P值均<0.01).中学生自杀意念、自杀计划和自杀未遂3种自杀相关行为的报告率分别为23.9%,10.6%和3.0%.控制相关混杂因素后,校园被欺凌、欺凌、欺凌—被欺凌均增加中学生自杀意念、自杀计划、自杀未遂的发生风险(OR值为2.21~3.20,P值均<0.01).结论 中学生校园欺凌是自杀相关行为的重要影响因素,减少校园欺凌可能对自杀相关行为的防控具有重要意义.     

治理校园欺凌刻不容缓

校园欺凌和校园暴力是世界各国普遍存在的社会问题之一。校园欺凌具有重复性和隐秘性，给受害者造成心理、躯体伤害，甚至影响人格发展。应该把防治校园欺凌作为政府行为来落实，建立校园欺凌事件应急处置机制与预案；明确学校与教师在服务和管理学生行为上的作用与法律责任，帮助老师掌握早期发现和干预校园欺凌的方法；开展学生品德、心理健康和法制教育，让学生依法律己，也懂得依法保护自己，掌握识别危险和规避危险的基本技能；鼓励非政府组织的反欺凌救助机构与网站，学校应设专人专线接听学生求救电话或信息，及时取证和处置可疑的欺凌事件。     

A comparison of the Gatehouse Bullying Scale and the peer relations questionnaire for students in secondary school

BACKGROUND: Bullying occurs in all schools. Measuring bullying in schools is complicated because both definitions of bullying and methods for measuring bullying vary. This study compared a brief 12-item Gatehouse Bullying Scale (GBS) with items drawn from the Peer Relations Questionnaire (PRQ), a well-established bullying questionnaire to measure the concurrent validity of the GBS. METHODS: Year 8 secondary school students (14 years of age) in metropolitan and regional Victoria, Australia, completed questionnaires assessing being teased, being deliberately left out, had rumors spread about oneself, and/or being physically threatened or hurt. RESULTS: The prevalence of bullying using GBS and PRQ was 57% and 61%, respectively. Percent agreement between the 2 measures was high. Agreement adjusted for chance was moderate (kappa 0.5). The GBS had good to moderate test-retest reliability (rho 0.65). CONCLUSIONS: The GBS is a short, reliable tool measuring the occurrence of bullying in schools. As well as a global estimate of bullying, the GBS provides estimates of 2 covert and 2 overt types of bullying which can be useful for schools to better plan interventions dealing with school bullying.     

Teenagers’ Explanations of Bullying

The aim of the present study was to explore how teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender and prior bullying experiences. One hundred and seventy-six Swedish students in Grade 9 responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data. The grounded theory analysis generated five main categories and 26 sub categories regarding accounts of bullying causes. Results indicated that youth tended to explain bullying in terms of individualistic reasons (bully attributing and victim attributing) than in terms of peer group, school setting, or human nature/society reasons. Girls were more likely to attribute bullying causes to the bully and much less to the victim, compared to boys. Moreover, youth classified as bullies were more likely to attribute the reason for bullying to the victim and much less to the bully, compared to victims, bystanders, and victims/bullies.     

广州留守与非留守儿童校园受欺凌情况及其影响因素

了解广州市留守与非留守儿童校园受欺凌的发生情况及其影响因素,为制定有针对性的干预策略提供科学依据.方法 采用整群抽样方法,抽取广州市10所学校的三至十二年级5 158名中小学生进行问卷调查.调查内容包括人口学资料、个人行为及校园受欺凌情况.采用多因素Logistic回归分析等方法对留守和非留守儿童发生校园受欺凌的影响因素进行探讨.结果 儿童校园受欺凌行为的报告率为14.19%,其中留守儿童的报告率(23.05%)高于非留守儿童(13.02%).多因素Logistic回归分析结果显示,家庭关系一般或常有矛盾、父亲饮酒是留守儿童遭受校园欺凌的危险因素(OR值分别为2.447,3.051,1.624);男童、小学、家庭关系一般或常有矛盾、母亲饮酒、本人吸烟或饮酒是非留守儿童遭受校园欺凌的危险因素(OR值分别为1.473,1.417,2.442,1.969,1.941,1.671).结论 中小学生遭受校园欺凌的情况比较普遍,留守儿童的报告率高于非留守儿童,且受不同因素影响.应制定有针对性的干预策略来预防校园受欺凌行为的发生,以保障儿童青少年的健康成长.     

Like Parent,Like Child: Intergenerational Transmission of Partner Violence in Cebu,the Philippines

PurposeThis study investigates the prevalence of partner violence perpetration and receipt among a sample of young men and women in the Philippines, as well as the relationship between witnessing interparental violence during childhood and current violence in partnerships.MethodsWe used 1994, 2002, and 2005 data from 472 married or cohabiting young adults from the Cebu Longitudinal Health and Nutrition Survey in Cebu, the Philippines. This is a longitudinal data set following more than 2000 Filipino women and their index children since the child's birth in 1983–1984.ResultsPrevalence of partner violence perpetration was 55.8% for female and 25.1% for male respondents. Prevalence of victimization was 27.7% for females and 30.5% for males. In all, 45% of females and 50% of males reported having witnessed their parents/caretakers physically hurt one another during childhood. Multinomial logistic regression analysis showed that witnessing interparental violence significantly predicted report of violent act victimization and reciprocal violent acts. Greater parental joint decision making and being male were independently associated with a lower risk of report of both reciprocal violent acts and violent act victimization. Duration of marriage or cohabition was associated with report of violent act victimization and reciprocal violent acts. There were gender interaction effects for several factors, including mother's church attendance and household purchase of alcohol at age 11 years.ConclusionsImplications for further research and violence prevention programs include early intervention with adolescents and focus on gender differences in violence determinants.     

中学生校园欺凌行为与家庭环境及教育方式的关联

目的 了解安徽省中学生校园欺凌现状及其与家庭环境、教育方式的关系,为防范校园欺凌现象提供相应的预防措施。方法 使用校园欺凌量表和自行设计的调查问卷,对安徽省合肥、芜湖、阜阳等地区初一至高三年级1 826名学生利用问卷星平台进行调查,采用SPSS 26.0进行数据分析。结果 中学生校园欺凌报告率为41.40%,其中欺凌别人报告率为14.46%,被欺凌报告率为39.59%,欺凌他人同时受到他人欺凌报告率为12.65%。多因素Logistic回归矫正模型显示,与母亲关系一般和中学生校园欺凌存在正相关(OR=1.76,95%CI=1.22～2.53),与父亲关系一般(OR=1.89,95%CI=1.47～2.43)、重组家庭(OR=2.28,95%CI=1.22～4.29)和中学生校园被欺凌存在正相关,父母之间的关系一般/差(OR=1.52,95%CI=1.06～2.17;OR=3.15,95%CI=1.79～5.57)与欺凌—被欺凌者存在正相关,惩罚打骂型家庭教育方式与欺凌、被欺凌、欺凌—被欺凌行为均存在正相关(OR=1.45,95%CI=1.10～1.90;OR=1.82,95%CI=1....     

Cyberbullying, school bullying, and psychological distress: a regional census of high school students

Objectives. Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress.Methods. In the fall of 2008, 20 406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality.Results. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress.Conclusions. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.Recent national attention to several cases of suicide among youth victims of cyberbullying1,2 has raised concerns about its prevalence and psychological impact. Most states now have legislation in place that requires schools to address electronic harassment in their antibullying policies,3 yet schools lack information about cyberbullying correlates and consequences and how they may differ from those of school bullying. To inform schools’ efforts, research is needed that examines the overlap between cyberbullying and school bullying and identifies which youths are targeted with either or both types of bullying. It is also necessary to understand whether the psychological correlates of cyberbullying are similar to those of school bullying and whether students targeted with both forms of bullying are at increased risk of psychological harm.With reports indicating that 93% of teens are active users of the Internet and 75% own a cell phone, up from 45% in 2004,4 there is great potential for cyberbullying among youths. Yet the extent of cyberbullying victimization and its prevalence relative to school bullying is unclear. Studies have found that anywhere from 9% to 40% of students are victims of cyberbullying,5–7 and most suggest that online victimization is less prevalent than are school bullying and other forms of offline victimization.8,9 Strikingly few reports provide information on youths’ involvements in bullying both online and on school property.Cyberbullying has several unique characteristics that distinguish it from school bullying. Electronic communications allow cyberbullying perpetrators to maintain anonymity and give them the capacity to post messages to a wide audience.10 In addition, perpetrators may feel reduced responsibility and accountability when online compared with face-to-face situations.11,12 These features suggest that youths who may not be vulnerable to school bullying could, in fact, be targeted online through covert methods. The limited number of studies that address the overlap between school and cyberbullying victimization has wide variation in findings, indicating that anywhere from about one third to more than three quarters of youths bullied online are also bullied at school.11,13,14The distinct features of cyberbullying have led to questions about the sociodemographic characteristics of cyberbullying victims compared with those of school bullying victims. Although numerous studies of school bullying have found that boys are more likely to be victims,15,16 the extent of gender differences in cyberbullying is unclear.5 Some studies have found that girls are more likely to be victims of cyberbullying,9,10 yet other studies have found no gender differences.8,17,18 Age is another characteristic in which cyberbullying patterns may differ from traditional bullying. Although there is a decreasing prevalence of traditional bullying from middle to high school,16 some studies suggest that cyberbullying victimization increases during the middle school years,8,10 and others have found no consistent relationship between cyberbullying and age.11,19 Sexual orientation has been consistently linked with traditional bullying.20–22 Despite recent media attention to cases of suicide among sexual minority youths who have been cyberbullied,23 accounts of the relationship between cyberbullying and sexual orientation are primarily anecdotal, with little documentation of the extent to which nonheterosexual youths are victimized. The wide range of definitions and time frames used to assess cyberbullying complicates the comparison of the prevalence and correlates of cyberbullying across studies, and rapid advances in communications technology render it difficult to establish a comprehensive and static definition. Furthermore, there is wide variation in the age and other demographic characteristics of the samples, with many studies employing small, nonrepresentative samples.In addition to comparing the sociodemographics of cyberbullying victims with those of school bullying victims, it is important to understand whether cyberbullying is linked with negative school experiences, as is the case with school bullying. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and commitment to school, known as school bonding.24,25 Because most cyberbullying occurs outside school,19,26 it is uncertain whether a similar relationship exists for cyberbullying. A few studies have linked cyberbullying to negative school experiences, such as lower academic performance27 and negative perceptions of school climate.8 Although these studies suggest that cyberbullying may be a contributing factor, more research is needed to determine the extent to which school attachment and performance are related to cyberbullying experiences.The known link between school bullying and psychological harm, including depression and suicidality28–31 has also raised concerns about how cyberbullying is related to various forms of psychological distress. An emerging body of research has begun to identify psychological correlates of cyberbullying that are similar to the consequences of traditional bullying, including increased anxiety and emotional distress.6,11,32 There are also reports that online victimization may be linked with more serious distress, including major depression,33,34 self-harm, and suicide.31,35,36 Although studies consistently identify a relationship between cyberbullying and psychological distress, it is not known whether reports of psychological distress are similar among cyberbullying and school bullying victims or what levels of distress are experienced by those who report being victimized both online and at school.In this study, we used data collected from more than 20 000 students from the second wave of the MetroWest Adolescent Health Survey to examine patterns and correlates of bullying victimization. We first examined the prevalence of cyberbullying and school bullying and the degree of overlap between the 2 forms of victimization. Next, looking at youths who experienced cyberbullying only, school bullying only, or both types of bullying, we identified sociodemographic and individual-level school characteristics associated with each type of victimization. Finally, we analyzed the relationship between type of bullying victimization and multiple indicators of psychological distress, ranging from depressive symptoms to suicide attempts.