Do classroom relationships moderate the association between peer defending in school bullying and social-emotional adjustment?

Peer defending has been shown to protect bullied peers from further victimization and social-emotional problems. However, research examining defending behavior has demonstrated positive and negative social-emotional adjustment effects for defending students themselves. To explain these mixed findings, researchers have suggested that associations between defending behavior and social-emotional adjustment may be buffered by protective factors (i.

Machine learning for risk stratification in the emergency department (MARS-ED) study protocol for a randomized controlled pilot trial on the implementation of a prediction model based on machine learning technology predicting 31-day mortality in the emergency department.

Background: Many prediction models have been developed to help identify emergency department (ED) patients at high risk of poor outcome. However, these models often underperform in clinical practice and their actual clinical impact has hardly ever been evaluated. We aim to perform a clinical trial to investigate the clinical impact of a prediction model based on machine learning (ML) technology.

Teachers' bullying-related cognitions as predictors of their responses to bullying among students.

Background: Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying-related cognitions as predictors of their responses to bullying.

Aims: This study investigated whether six teachers' bullying-related cognitions (i.

Teachers' Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts.

Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers' responses to bullying. This study investigated the validity of the student-reported Teachers' Responses to Bullying Questionnaire.

Trajectory Classes of Relational and Physical Bullying Victimization: Links with Peer and Teacher-Student Relationships and Social-Emotional Outcomes.

Bullying victimization is a prevalent problem in upper elementary school that predicts various detrimental outcomes. Increasing evidence suggests that interindividual differences in the severity of these outcomes result from differences in victimization experiences. However, longitudinal research largely overlooked victimization forms.