Abstract Educational institutions in Pakistan recognize the concerning prevalence of traditional and cyberbullying. However, there are no evidence-based interventions to address this issue in these institutions. The current study examined the outcomes of the first implementation of the Sohanjana Anti-bullying Intervention, a comprehensive approach tailored specifically for Pakistani educational institutions that addresses the urgent need for a socially and culturally appropriate anti-bullying program. It aims to educate and train teachers to effectively address bullying issues among students by identifying, addressing, and intervening appropriately. The current study involved seven participants from four schools, who received 32 h of training and then applied their acquired knowledge. Data were collected at several stages before and after the intervention, and additional data were collected from staff ( N  = 101) to examine changes in bullying behaviors. The intervention successfully increased teachers’ awareness of bullying control strategies. Data from the experimental group of trained teachers showed a statistically significant decrease in social and verbal bullying in the post-intervention scores. Although decreases in social, verbal, and physical bullying were observed in the post-intervention data collected from staff, statistical significance was not reached, with the exception of one experimental school in a rural region that showed a significant decrease in physical bullying after the intervention. The limitations and implications of the study are discussed.

riable. Continuous school bullying policy scores were based on either a set of items about the perceived presence of an anti-bullying policy (e.g., “I think my school clearly set forth anti-bullying policies and rules”) or a content analysis of policy documents to identify the presence of criteria or strategies associated with effectiveness (e.g., having a definition of bullying, establishing procedures and consequences for bullies, having educational events about the school’s bullying guidelines, ensuring adult supervision in school areas prone to bullying, and formulating a school task group to coordinate anti-bullying efforts). The measures used to assess bullying among students varied; some studies used established scales (e.g., Olweus Bullying Questionnaire), whereas other studies used items developed by the researchers. The number of items used to measure bullying varied from 3 to 23 ( M =18.2, SD =6.1). Of the 11 studies that measured bullying, the majority measured bullying victimization ( n = 8). Only 2 studies measured both bullying victimization and perpetration, and one study measured just perpetration. In terms of the types of bullying measured, 5 studies measured physical, verbal, social, electronic, and sexual bullying; 3 studies measured physical, verbal, and social bullying; one study measured physical, verbal, social, and electronic bullying; one study measured physical, verbal, social, and property bullying; and one study measured verbal bullying. In addition to student bullying, educators’ responsiveness to bullying was another outcome variable that was used in 8 studies. Only one study used a scale to measure educator responsiveness, and the remaining 7 studies used one to four items regarding educators responding to student bullying. Results on Policy Effectiveness Given that the 21 studies differed on the outcomes used in their evaluations of school bullying policy effectiveness, substantive results are presented by each outcome category: scho

Background: Unprofessional behaviour is a challenge in academic medicine. Given that faculty are role models for trainees, it is critical to identify strategies to manage these behaviours. A scoping review was conducted to identify interventions to prevent and manage unprofessional behaviour in any workplace or professional setting. Methods: A search of 14 electronic databases was conducted in March 2016, reference lists of relevant systematic reviews were scanned, and grey literature was searched to identify relevant studies. Experimental and quasi-experimental studies that reported on interv

Workplace harassment of transgender employees remains pervasive and understudied. In this narrative review of 63 studies over the past 25 years, we summarize the literature on transgender workplace harassment. We focus on its prevalence and forms. Individual, organizational and cultural factors contribute to its occurrence; psychological and occupational outcomes; and strategies to reduce or prevent harassment. We find that harassment often extends beyond traditional definitions; includes misgendering, deadnaming, and the questioning or outright denial of one's gender identity; and is particularly pervasive in masculinity contest cultures. These experiences are associated with both negative well-being of transgender employees and less effectiveness of the organizations that employ them, though more causal evidence is needed. We also highlight critical conceptual and methodological gaps to guide future research. Much of the existing research on LGBTQ+ employees in the workplace has focused primarily on sexual minorities, leaving the unique experiences of gender minorities invisible. Further, an intersectional lens is needed, as harassment experiences of trans women, trans men, and nonbinary people may differ in significant ways. Finally, we identify strategies to improve workplace climate including both top-down formal policy and bottom-up interpersonal behaviors.

Sexual harassment (SH) is a pervasive form of gender-based violence that takes place in universities worldwide, undermining individual, community, and institutional integrity. SH occurs in-person and online, and it affects undergraduate, master's and doctoral students, and academic, administrative and service staff. Beyond its documented harm to health and well-being, SH also negatively influences professional and academic trajectories. Although formal institutional resources and mechanisms to prevent and combat SH exist, they remain limited and are not always effectively used. Most victims-survivors manage the situation on their own. Fear of retaliation and power imbalances affect not only victims-survivors, but also bystanders' actions. Universities must adopt equity-centered strategies that address structural causes, transform institutional cultures, reduce barriers to reporting and access to support, and protect vulnerable groups.

DASH – School Health Profiles (Profiles) 2022 2022 School Health Profiles (Profiles) Dataset. Profiles is a system of surveys assessing school health policies and practices in states, school districts, territories, and tribes. Profiles surveys are conducted biennially by education and health agencies among middle and high school principals and lead health education teachers. Profiles monitors the current status of school health education requirements and content, physical education and physical activity, practices related to bullying and sexual harassment, school health policies related to tobacco-use prevention and nutrition, school-based health and mental health services, family engagement and community involvement, and school health coordination. Category: Y, o, u, t, h, , R, i, s, k, , B, e, h, a, v, i, o, r, s, , a, n, d, , H, e, a, l, t, h, , E, d, u, c, a, t, i, o, n

"When you see something, say something"- is a familiar public-service slogan. Yet, in practice, speaking up can be stressful and carries significant individual risk. This paper examines the role of bystanders as critical actors in either perpetuating or disrupting harmful behaviors in the context of academic bullying. While previous research has primarily explored the experiences of targets and perpetrators in academia, this paper advances the discourse by introducing a conceptual model of bystander intervention in academic bullying. Drawing on Latané and Darley's Five-Step Bystander Intervention Process, this model integrates the unique dynamics of power hierarchies, institutional culture, and professional risks that influence intervention choices in academia. This framework explains why bystanders often remain passive or, in some cases, align with the bully or bullies. Factors such as betrayal blindness, fear of reprisal, protection of self-interest, and the desire to maintain professional relationships contribute to bystander inaction or complicity. This paper concludes with recommendations and practical choices for institutional resources designed to strengthen accountability and foster a culture of psychological safety. By addressing the structural and psychological barriers that prevent bystanders from acting, our model provides a new pathway for fostering a safer, more inclusive, and ethically responsible academic environment.

This means we operate in an open and transparent way within our legal and regulatory requirements. We want to share information about how we work, and ensure it can be accessed easily. This includes publishing: - our annual reports: this includes a section explaining how our purpose, mission and values are being fulfilled - reports, briefings and position statements relating to the delivery of our purpose - our approach to safeguarding, bullying and harassment - our complaints procedure - our ‘Speak up’ policy - information on any gender pay gap - our approach to equality, diversity and inclusion - our policies on remuneration and conflicts of interest. Right to be safe Every person who volunteers, works or is in contact with us should be treated with dignity and respect and feel that they are in a safe and supportive environment (UN Compact principles 1 and 2). This means we: - Stand against and have a clear approach to prevent abuse of trust and power, including bullying, intimidation, harassment, discrimination or victimisation in all our activities.