@article{ref1,
title="Examining bullying victimization, bullying perpetration, and positive childhood experiences",
journal="Journal of school health",
year="2023",
author="Crouch, Elizabeth and Figas, Kristen and Radcliff, Elizabeth and Hunt, Ethan T.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="BACKGROUND: The National Academy of Sciences has recognized bullying as a serious public health issue, with the outcomes of bullying immediate and long-term. The purpose of this study was to examine the relationship between 7 selected positive childhood experiences, such as having a mentor, and bullying victimization, and bullying perpetration. <br><br>METHODS: We used cross sectional data from the 2019-2020 National Survey of Children's Health, children ages 6 to 17 (n = 43,999). Bivariate analyses were used, with p < .05 deemed significant. To examine the association between experiences and bullying victimization or perpetration, multivariable regression models were used. <br><br>RESULTS: Children who experienced any of the following positive childhood experiences had a lower odds of perpetration of bullying victimization: resilient family; safe neighborhood; supportive neighborhood; or connected caregiver. The following covariates had a lower odds of perpetrating bullying, across all models: race other than white, female sex, age of 13 or older, primary language not English, and a guardian education of a high school diploma or less. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools can play a formative role in promoting positive childhood experiences identified herein. <br><br>CONCLUSIONS: Findings from this study may be beneficial for educators, policy makers, and child advocacy stakeholders as they design and implement school or community-based youth development programs.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.13323",
url="http://dx.doi.org/10.1111/josh.13323"
}