'Down pythons' throats we thrust live goats': snakes, zoos and animal welfare in nineteenth-century Britain.

In nineteenth-century Britain, captive snakes in menageries and zoological gardens were routinely fed with live prey - primarily rabbits, pigeons and guinea pigs. From the late 1860s, this practice began to generate opposition on animal welfare grounds, leading to a protracted debate over its necessity, visibility and morality. Focusing on the 1870-1914 period, when the snake-feeding controversy reached its zenith, this article charts changing attitudes towards the treatment of reptiles in captivity and asks why an apparently niche practice generated so much interest.

The impact of the COVID-19 pandemic on the mental health and well-being of children and young people.

The COVID-19 pandemic has had an enormous impact across the world. In this discussion paper, we examine the effect that lockdown has had on the mental health and well-being of children and young people. We write from a UK perspective in the light of the international evidence.

Cyberbullying across the Lifespan of Education: Issues and Interventions from School to University.

Research on cyberbullying amongst students has tended to be conducted separately within specific education institutional contexts, schools, further education (FE) and higher education (HE), neglecting a view that takes account of the entire educational lifespan. The present article addresses this gap in the literature, providing a novel take on examining its nature, social environments, legal consequences and potentially helpful interventions. To facilitate this, the article conceptualises cyberbullying in broad terms, recognising that it can take multiple forms of online and digital practice including: spreading rumours, ridiculing and/or demeaning another person, casting aspirations on the grounds of race, disability, gender, religion or sexual orientation; seeking revenge or deliberately embarrassing a person by posting intimate photos or videos about them without their consent; accessing another's social networking profiles with malicious intent and socially excluding a person from a social network or gaming site.

Overseas nurses' experiences of discrimination: a case of racist bullying?

Aim: We present three case studies of discrimination to illustrate how racist bullying as discriminatory practices operates in the workplace.

Background: Workplace bullying in the British health care sector is reported along with evidence of discrimination towards overseas-trained nurses recruited to work in the United Kingdom (UK).

Methods: The three interviews, which form the basis of the discussion in this paper, were selected purposively from a national study of overseas nurses because they present strong examples of the phenomenon of workplace bullying.

Peripheral vision: science and Creole patriotism in eighteenth-century Spanish America.

This article examines the study of natural history on the imperial periphery in late colonial Spanish America. It considers the problems that afflicted peripheral naturalists-lack of books, instruments, scholarly companionship, and skilled technicians. It discusses how these deprivations impacted upon their self-confidence and credibility as men of science and it examines the strategies adopted by peripheral naturalists to boost their scientific credibility.

Impact of a mental health teaching programme on adolescents.

Background: Child and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers.

Aims: To assess the impact of a mental health teaching programme on adolescent pupils' understanding.

Teachers' and pupils' definitions of bullying.

Background: Comparison of teachers' and pupils' definitions of bullying is important for considering the implications for reports of its incidence in schools, for the study of developmental trends in children's and adolescents' perceptions of the phenomenon and for evaluating the effectiveness of interventions designed to combat bullying.

Aims: To investigate the effects of gender, teacher/pupil status and, for pupils, bullied/non-bullied (target/non-target) status and age on the definition of bullying.

Samples: Teachers (N=225: 158 women, 67 men) and pupils (N=1,820: 466 boys, 460 girls were 11-12 years old, year 7, and 415 boys, 479 girls were 13-14 years, year 9) in 51 UK secondary schools participated in a questionnaire survey.

Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying.

Background: Victims of school bullying are known to be at risk in peer relationships and to sometimes use ineffective coping strategies, but little previous research has examined differences among escaped victims, continuing victims and new victims.

Aim: A follow-up design compared friendships, behavioural characteristics, victimization experiences and coping strategies of pupils who had 2 years previously answered a questionnaire identifying themselves as victims (V) or non-victims (NV) of school bullying and whose current victim status could be identified.

Sample: 406 pupils aged 13-16 years (190 boys, 216 girls): 175 non-victims (NV-NV), 146 escaped victims (V-NV), 27 new victims (NV-V) and 58 continuing victims (V-V).

Interventions to reduce school bullying.

In the last 2 decades, school bullying has become a topic of public concern and research around the world. This has led to action to reduce the problem. We review interventions targeted at the school level (for example, whole school policy, classroom climate, peer support, school tribunal, and playground improvement), at the class level (for example, curriculum work), and at the individual level (for example, working with specific pupils).

Knowledge, use of and attitudes towards peer support: a 2-year follow-up to the Prince's Trust survey.

This present study investigated how school peer support systems studied 2 years earlier in a survey funded by The Prince's Trust have evolved. In all, 413 pupils (actual and potential users of the systems) aged 13-14 (Year 9--Y9) and 15-16 (Year 11--Y11), 34 teachers in charge of systems and 80 peer supporters in 35 secondary schools were interviewed using structured schedules for the pupils and semi-structured ones for the teachers and peer supporters. All of these interviews focussed on the respondents' perceptions and experiences of the school's peer support system, including: the perceived benefits to users of the system; benefits to peer supporters; problems with the system and the attempts made to overcome them.

Definitions of bullying: a comparison of terms used, and age and gender differences, in a fourteen-country international comparison.

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them.