„78 Prozent der befragten Lehrkräfte in Baden-Württemberg sehen eine Zunahme von Formen des Mobbings über das Internet. Fast jede vierte befragte Lehrkraft in Baden-Württemberg gab an, dass Fälle von Cybermobbing an der Schule vorkamen.“
„BBW Magazin“ vom Mai 2019, S. 7

„Primary school students who do not speak the language of instruction at home report a lower sense of belonging and experience more bullying at school.“
EU-Kommission (Hrsg.), „Integrating Students from Migrant Backgrounds into Schools in Europe“ (2019), S. 9
Österreich und Irland bilden diesbezüglich Ausnahmen. (Quelle: ibidem, S. 184)

„Those who speak the language of instruction at home usually report a higher sense of belonging and fewer experiences of bullying at school than those who speak another language at home, in almost all education systems.“
EU-Kommission (Hrsg.), „Integrating Students from Migrant Backgrounds into Schools in Europe“ (2019), S. 42

PISA 2018: „Some 23 % of students reported being bullied at least a few times a month, on average across OECD countries.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 15
Österreich liegt mit 23 % im OECD-Durchschnitt. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.1

PISA 2018: „On average across OECD countries, students who reported being bullied at least a few times a month scored 21 points lower in reading than students who did not report so, after accounting for socio-economic status. […] Students who reported being frequently exposed to bullying also reported feeling sad, scared and less satisfied with their lives than students who did not report so.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 46
In Österreich beträgt der Leistungsrückstand 22 Punkte. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.6)

PISA 2018: „On average across OECD countries, 23 % of students reported being bullied at least a few times a month; 8 % of students were classified as being frequently bullied.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 47
Österreich liegt diesbezüglich mit 23 % bzw. 7 % im OECD-Mittelfeld. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Figure III.2.1)

PISA 2018: „On average across OECD countries, 14 % of students reported that others made fun of them at least a few times a month; 10 % reported that they were the object of nasty rumours at school; and 9% reported that they were left out of things on purpose.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 47
Österreich liegt diesbezüglich mit 14 %, 11 % bzw. 14 % über dem OECD-Durchschnitt. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Figure III.2.1)

PISA 2018: „On average across OECD countries, around 7 % of students reported that they got hit or pushed around by other students at least a few times a month. Similar proportions of students reported that other students took away or destroyed things that belong to them and that they were threatened by others.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 47
Österreich liegt diesbezüglich mit 7 % im OECD-Mittelfeld. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Figure III.2.1)

PISA 2018: „On average across OECD countries, 24 % of students attended schools whose principals reported that learning is 'not at all' hindered, 64 % of students were in schools whose principals reported that learning is hindered 'very little', and 12 % of students were in schools whose principals reported that learning is hindered to 'some extent' or 'a lot' by students intimidating or bullying other students.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 49
Die entsprechenden Werte Österreichs lauten 23 %, 64 % und 13 %. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.8)

„Research finds that both aggressors and victims tend to skip classes and drop out of school more often, and perform worse academically, than peers not involved in bullying.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 52

PISA 2018: „On average across OECD countries, students who reported that other students threatened them at least a few times a month scored 56 points lower in reading than students who reported that they were threatened by other students a few times a year or less frequently, after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 54
In Österreich beträgt der Leistungsrückstand 65 Punkte. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.6)

PISA 2018: „In schools with the lowest percentage of students who reported that they were the object of nasty rumours (that is, schools in the bottom quarter of this indicator in their country/economy), the average reading score was 507 points. In schools with the highest percentage of these students (that is, schools in the top quarter of this indicator in their country/economy), the average reading score was 455 points.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 54
Die entsprechenden Werte Österreichs lauten 496 Punkte bzw. 431 Punkte. (Quelle: OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), Table III.B1.2.7)

„Bullying is a major risk factor for adolescents’ mental and physical health, in both the short and long term. Being bullied increases the risk of depression, anxiety, low self-esteem, loneliness and sadness amongst adolescents.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 57

„Jeder fünfte Mensch, der sich in Deutschland das Leben nimmt, geht diesen furchtbaren Schritt, weil er zuvor gemobbt worden ist. Etwa 2000 Suizide pro Jahr gehen auf das Konto von Mobbing.“

Mittelbayerische online am 12. Dezember 2018

„Bullying begins at an early age, and achievement gaps between frequently and infrequently bullied students also emerge in the early years of education. Bullying policies also need to begin in the early years.“

IEA (Hrsg.), „How systemic is international bullying and what relationship does it have with mathematics achievement in 4th grade?“ (April 2018), S. 1

„16 % of students reported being bullied about weekly, providing ample evidence that bullying is a systemic problem at the international level and that bullying is occurring during the early years of schooling. […] 76 % of Korean students report never being bullied, while only 23 % of South African students report similarly.“

IEA (Hrsg.), „How systemic is international bullying and what relationship does it have with mathematics achievement in 4th grade?“ (April 2018), S. 2

„Internationally, with respect to mathematics achievement in TIMSS 2015, students who reported they were bullied about weekly achieved 36 points (or nearly one grade level) below those students that were almost never bullied.“

IEA (Hrsg.), „How systemic is international bullying and what relationship does it have with mathematics achievement in 4th grade?“ (April 2018), S. 4

„Über ein Drittel (35 %) der österreichischen SchülerInnen gibt an, an Mobbing von MitschülerInnen beteiligt gewesen zu sein. Fast ein Drittel (32 %) berichtet, Opfer von Mobbing geworden zu sein.“

BMBWF (Hrsg.), „Mobbing an Schulen“ (2018), Vorwort

„Jeder fünfte Jugendliche gibt an, dass schon einmal (absichtlich oder versehentlich) falsche oder beleidigende Inhalte über die eigene Person per Handy oder im Internet verbreitet wurden. […] Konkret nach Bildmaterial, also Fotos oder Videos, gefragt, bestätigen elf Prozent der Jugendlichen, dass schon einmal peinliches oder beleidigendes Bildmaterial, auf dem sie zu sehen waren, verbreitet wurde.“
mpfs (Hrsg.), „JIM-Studie 2018“ (2018), S. 62

„Verlässt man die Ebene möglicherweise unbedachter oder versehentlicher Handlungen und fragt die Jugendlichen, ob im Bekanntenkreis schon einmal jemand per Smartphone oder online fertig gemacht wurde, bejahen dies 34 Prozent. […] Auf die Nachfrage, ob die Befragten selbst schon im Internet fertig gemacht wurden, geben dies wie im Vorjahr acht Prozent an.“
mpfs (Hrsg.), „JIM-Studie 2018“ (2018), S. 63

„PISA defines children as 'extreme Internet users' when they spend more than 6 hours online per day outside school. In 2015, 16 % of 15 year olds among OECD countries could be considered 'extreme Internet users' during weekdays, and 26 % during weekends. 'Extreme Internet users' reported less life satisfaction and were more likely to be bullied at school. […] 'Extreme Internet users' performed worse across all subjects in the PISA test, even after accounting for differences in socio-economic backgrounds.“

Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 12

„Cyberbullying victimisation has a significant impact on an individual’s psychological and physical health, potentially decreasing life satisfaction and increasing depression and drug and alcohol use among the victim. Victims and bullies are more likely to feel sad, angry, or anxious, to skip school and to be less focused in class. Recent HBSC (Health Behaviour in School-aged Children) data from 43 countries showed that up to 12 % of 11-15 year olds reported being a victim of cyberbullying at least twice a month.“

Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 24

„The 2010 EU Kids Online survey showed that 6 % of 9-16 year olds had been bullied online in the past 12 months, and two-thirds of this figure reported being upset about it. When in 2014 the survey was repeated across seven countries, the proportion of children being bullied online had increased to 12 %.“

Julie Hooft Graafland, „New technologies and 21st century children“ (2018), S. 24

„Positive, trustworthy, good-quality relationships protect students from loneliness, low academic performance, and mental and physical health problems. By contrast, negative and poor-quality relationships and experiences at school, such as bullying, can result in students skipping classes, performing poorly and even dropping out of school entirely.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 51

„Data from PISA show that bullying of students is widespread. […] Bullying at school has long-lasting consequences for both the bully and the victim and should therefore never be considered a normal part of childhood, but a serious education and public health problem.“
OECD (Hrsg.), „Teaching for the Future“ (2018), S. 43f

„Adolescents engaged in bullying as perpetrators, victims, or both, are more likely to skip classes, drop out of school, and perform worse academically than schoolmates who have no conflictual relationships with their peers.“
OECD (Hrsg.), „Teaching for the Future“ (2018), S. 44

„A Norwegian study found that former school bullies were four times more likely than non-bullies to commit a relatively serious crime later in life, while a similar UK study found that bullying at age 14 was a good predictor of later life outcomes, including selfreported violence in the teens, violent convictions before the age of 20, and drug use by the age of 30.“
OECD (Hrsg.), „Teaching for the Future“ (2018), S. 44

„Adolescents who bully or are bullied are more likely to show symptoms of depression and anxiety, have low self-esteem, feel lonely, change their eating patterns, and lose interest in activities.“
OECD (Hrsg.), „Teaching for the Future“ (2018), S. 45

„Children with an immigrant background with language difficulties are found to be more likely to be bullied, discriminated against and are more likely to suffer emotional problems, such as depression and low self-esteem. The sooner children become fluent in the host-country language, the more they can benefit from new opportunities. Thus, in many countries, schools emphasise language acquisition for children with an immigrant background.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 121

„Angst vor Mobbing und schlechten Ergebnissen in Prüfungen führen zu enormem Stress unter Japans Schülern. […] Das Land hat die höchste Selbstmordrate der G7 Länder, jährlich nehmen sich ca. 20.000 Menschen das Leben. Während die Gesamtzahl zwar sinkt, steigt die Selbstmordrate bei jungen Erwachsenen, gerade wenn sie ihren ersten Job beginnen oder die Schule wieder los geht.“

sumikai.com am 3. September 2017

„Schools where the incidence of bullying is high by international standards (more than 10 % of students are frequently bullied) score 47 points lower in science, on average, than schools where bullying is less frequent (schools where less than 5 % of students are frequently bullied). This difference in performance between the two types of schools remains substantial (around 25 score points) even after accounting for differences in schools’ socio-economic profile.“

OECD (Hrsg.), „PISA In Focus 74“ (Juli 2017), S. 3

„Being bullied is one of the most severe forms of stress that children can experience. Prolonged exposure to the stress hormone cortisol can alter parts of the brain architecture, such as the amygdala and the hippocampus, that are critical for regulating emotions. These negative effects are more problematic for young people because the body’s system for handling stress is particularly sensitive during this period of development.“

OECD (Hrsg.), „PISA In Focus 74“ (Juli 2017), S. 4

„On average across OECD countries, about 42 % of students who are frequently bullied – but only 15 % of students who are not frequently bullied – reported feeling like an outsider at school. Bullying can lead to depression, anxiety and sleep disorders. About 26 % of frequently bullied students reported relatively low satisfaction with life (a value less than or equal to 4 on a scale from 0 to 10). Only around 10 % of students who are not frequently bullied reported such low satisfaction with their life.“

OECD (Hrsg.), „PISA In Focus 74“ (Juli 2017), S. 4

„On average across OECD countries, about 9% of frequently bullied students (but only 4% of students who are not frequently bullied) reported that they had skipped school more than three or four times in the two weeks prior to the PISA test.“

OECD (Hrsg.), „PISA In Focus 74“ (Juli 2017), S. 4

„Mobbing ist einer der zentralen Risikofaktoren für das Auftreten nicht nur psychischer Erkrankungen, sondern auch von selbstverletzendem Verhalten und Suizidalität im Kindes- und Jugendalter.“

Dr. Michael Kaess, Jugendpsychiater, Süddeutsche Zeitung online am 17. Jänner 2017

„On average across OECD countries, students attending schools where bullying is frequent, by international standards, score 47 points lower in science than students in schools where bullying occurs less frequently.“

OECD (Hrsg.), „PISA In Focus 2017/71“ (April 2017), S. 2

Deutschland: „In 31 % der Schulen tritt mindestens mehrmals im Monat eine Form von Cybermobbing auf, in weiteren 39 % der Schulen finden solche Vorkommnisse seltener als monatlich statt. Lediglich 24 % der befragten Lehrkräfte geben an, im Lauf des vergangenen Jahres keinen konkreten Fall von Cybermobbing bei ihren Schülern erlebt zu haben. 6 % konnten hierzu keine Aussage machen.“

Bündnis gegen Cybermobbing (Hrsg.), „Cyberlife II. Spannungsfeld zwischen Faszination und Gefahr. Cybermobbing bei Schülerinnen und Schülern“ (2017), S. 47

„Am häufigsten beobachten Lehrer (74 %) bei den betroffenen Schülern niedergeschlagene bzw. bedrückte Stimmungen. Fast jeder Zweite bemerkte zudem Angstzustände (48 %) und ein Leistungsabfall in der Schule (47 %). Weitere häufiger beobachtete Symptome sind Konzentrationsprobleme (42 %), plötzliche Verschlossenheit (40 %) und häufiges Fehlen im Unterricht (32 %).“

Bündnis gegen Cybermobbing (Hrsg.), „Cyberlife II. Spannungsfeld zwischen Faszination und Gefahr. Cybermobbing bei Schülerinnen und Schülern“ (2017), S. 47

„Adolescents who experience bullying as perpetrators and/or victims are more likely to have depressive and anxiety symptoms, low self-esteem, feel lonely, and lose interest in activities. Bullying also has negative influences on bystanders who report feelings of guilt or helplessness.“

Anne Choi, „Emotional well-being of children and adolescents“ (2017), S. 19

„Cyberbullying is significantly related to multiple psychosocial and behavioural problems such as feeling angry, anxious, depressed, skipping schools and not being able to focus on school tasks that often deteriorate children's emotional well-being and educational outcomes. When it becomes extreme, cyberbullying victims can ideate or attempt suicides.“

Anne Choi, „Emotional well-being of children and adolescents“ (2017), S. 19

„Evidence shows that bullying, cyberbullying, discrimination, exclusion and violence lower performance at school.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2017“ (2017), S. 87

„Both sexes are at about equal risk of being bullied, but boys are more likely to be subjected to physical violence and threats, while girls seem more prone to be victims of psychological/relational forms of bullying, which can involve such actions as excluding others or spreading rumours.“

UNICEF (Hrsg.), „A Familiar Face. Violence in the lives of children and adolescents“ (2017), S. 39

„Many victims of school violence and bullying do not tell anyone about their experience. Reasons include lack of trust in adults, including teachers, fear of repercussions or reprisals, feelings of guilt, shame or confusion, concerns that they will not be taken seriously or not knowing where to seek help. […] School violence and bullying harms the physical health and emotional well-being of children and adolescents.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 9

„Cyberbullying is a growing problem. Most available data on the prevalence of cyberbullying is from surveys conducted in industrialised countries, and this suggests that the proportion of children and adolescents who are affected by cyberbullying ranges from 5 % to 21 % and that girls appear to be more likely to experience cyberbullying than boys.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 9

„Those who are bullied are also more likely than those who are not bullied to experience interpersonal difficulties, to be depressed, lonely or anxious, to have low self-esteem and to have suicidal thoughts or to attempt suicide.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 9

„In the USA, according to the 2013 Youth Risk Behaviour Survey, 15 % of children in grades 9-12 were bullied electronically through emails, chat rooms, instant messaging, websites or texting in the past year. Girls were more than twice as likely to report having been victims of cyberbullying than boys, at 21 % and 9 % respectively.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 23

„In many cases, bullying leads victims to suicide or attempted suicide, anxiety, depression and self-harm. Being a perpetrator of bullying is associated with later violent behaviour and anti-social personality disorder.“

NESET (Hrsg.), „How to Prevent and Tackle Bullying and School Violence“ (2017), S. 6

„The prevalence of bullying varies considerably across Europe. Lithuania, Belgium, Estonia, Austria and Latvia are some of the countries with relatively high victimisation rates between around 20 % and 30 %, compared to the lower rates of Denmark, Sweden, Czech Republic, Croatia, Italy and Spain below 10 %.“

NESET (Hrsg.), „How to Prevent and Tackle Bullying and School Violence“ (2017), S. 6

„Victims are likely to experience low self-esteem, anxiety, depression, and suicidal ideation. Victimisation (i.e. being bullied) has also been linked to lower academic achievement and other behaviours such as disengagement, absenteeism and early school leaving.“

NESET (Hrsg.), „How to Prevent and Tackle Bullying and School Violence“ (2017), S. 18

„Cybermobbing wird ein immer größeres Phänomen. 77 Prozent der Befragten sehen eine Zunahme von Formen des Mobbings über das Internet. Fast jede dritte befragte Lehrkraft gab an, dass es Fälle an der Schule gab.“

bildungsklick.de am 14. November 2016

„Children who are bullied are likely to experience interpersonal difficulties, to be depressed, lonely or anxious, to have low self-esteem and to suffer academically, but all actors, including bystanders, and the school climate as a whole are affected detrimentally.“

UNO, General Assembly (Hrsg.), „Protecting children from bullying. Report of the Secretary-General“ vom 26. Juli 2016, S. 4

„In Europe, where over 80 per cent of children between 5 and 14 years of age use mobile telephones, it is reported that between 2010 and 2014 cyberbullying increased from 8 to 12 per cent, especially among girls and children at younger ages.“

UNO, General Assembly (Hrsg.), „Protecting children from bullying. Report of the Secretary-General“ vom 26. Juli 2016, S. 6

„Für eine Facette des sozialen Selbstkonzepts – die soziale Anerkennung – berichteten Schülerinnen und Schüler der Begabtenklassen im Vergleich zu denjenigen der Regelklassen über eine bessere soziale Akzeptanz durch Mitschülerinnen und Mitschüler.“

Univ.-Prof. Dr. Wolfgang Schneider u. a., „Ergebnisse der Folgestudie PULSS II (Laufzeit 2014–2015)“ (2016), S. 29

„Knapp ein Drittel der befragten Schülerinnen und Schüler waren in den letzten paar Monaten Opfer von Bullying. Burschen sind im Vergleich zu Mädchen vermehrt Opfer. Am stärksten ist die Altersgruppe der 13-Jährigen (Anm.: 37 % der Mädchen und 45 % der Burschen) betroffen, mit zunehmenden Alter geht der Anteil der Betroffenen zurück.“

BMFJ (Hrsg.), „Fokus Jugend“ (2016), S. 54

„Adults who experienced violence and/or neglect in childhood have lower levels of education, more limited opportunities for employment, lower earnings, and fewer assets.“

Gillian Huebner u. a., „Beyond Survival: The Case for Investing in Young Children Globally“ (2016), S. 16

„Safety and order in schools refer to the degree of physical and emotional security, along with an orderly disciplinary climate. Both safety and order are positively associated with student outcomes in a number of countries.“

Dr. Trude Nilsen u. a., „Teacher Quality, Instructional Quality and Student Outcomes“ (2016), S. 53f

„The most negative association with science performance, both before and after accounting for the socio-economic status of students and schools, is students lacking respect for their teachers, followed by student truancy, students skipping classes and students intimidating or bullying other students.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 93

„Mobbing kommt dem Bericht (Anm.: OECD-Studie „How’s Life“ (2015)) zufolge nirgends so oft vor wie in Österreich und Estland. Ganze 17,5 Prozent der österreichischen 11-, 13- und 15-Jährigen gaben an, in den vergangenen zwei Monaten mindestens zweimal von Schulkameraden körperlich oder verbal angegriffen worden zu sein.“

Die Presse online am 14. Oktober 2015

„Von wiederholtem Bullying, also mehrmals monatlich oder öfter, waren nach eigenen Angaben 14,1 % der (Anm.: 11- bis 17-jährigen) Schülerinnen und Schüler betroffen.“

Bundesministerium für Gesundheit (Hrsg.), „Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern“ (2015), S. 53

„The largest difference in prevalence of bullying victimization was measured in Sweden 2011, where 8.6% of the native children were bullied, to be compared with the 27.8% of the immigrant children.“

Ylva Bjereld u. a., „Differences in prevalence of bullying victimization between native and immigrant children in the Nordic countries“. In: „Child: care, health and development“, 41, 4, 2015, S. 593

„Children who are perceived as being different from their peers in their appearance or in other ways, such as overweight children, those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), or children with hearing or speech problems, are at a higher risk for being bullied.“

Ylva Bjereld u. a., „Differences in prevalence of bullying victimization between native and immigrant children in the Nordic countries“. In: „Child: care, health and development“, 41, 4, 2015, S. 594

„Children and young people who are bullied often suffer immediate harm and distress as well as longer term impacts on their social, physical and mental health.“

Dr. Stacey Fox, „Better Systems, Better Chances“ (2015), S. 283

„The insidious advent of cyberbullying poses a new challenge as bullying assumes a faceless yet ubiquitous presence. Recent research explicates that victims of cyberbullying and school bullying are at a significantly increased risk of mental distress (girls specifically), and suicidal ideation, plans and attempts, in comparison to teenagers who have not endured these threats. Moreover, cyberbullying has been suggested to have stronger associations with suicidal ideation for adolescents in comparison to traditional bullying.“

Aoibheann McLoughlin u. a., „Global trends in teenage suicide: 2003–2014“. In: „The Quarterly Journal of Medicine“, 2015, 108, S. 776

„Victims of bullying are likely to experience several problems, such as depression, anxiety and loneliness, which can persist into adulthood.“

OECD (Hrsg.), „How’s Life? 2015“ (2015), S. 171

„The incidence of bullying among school children is high in some OECD countries, such as Estonia, Austria and Belgium, where more than 15 % of teenagers report having experienced bullying twice or more over the past 2 months.“

OECD (Hrsg.), „How’s Life? 2015“ (2015), S. 173

„The percentages of tenth grade students with low psychological health were 6.5 % for those who had not been bullied, 12.1 % for those who had been bullied only in the past, 30.7 % for those bullied only currently, and 44.6% for those bullied both in the past and present (nearly 7 times the percentage of those who had not been bullied).“

Dr. Laura Bogart u. a., „Peer Victimization in Fifth Grade and Health in Tenth Grade“ in „PEDIATRICS“, Volume 133 (März 2014), S. 443

„Students who are bullied are more likely to experience academic difficulties, including underachievement, lower attendance and dropping out, among others.“

UNICEF (Hrsg.), „Hidden in Plain Sight: A statistical analysis of violence against children“ (2014), S. 120

„Children who are bullied are likely to experience a range of negative psychological outcomes, including depression, anxiety, thoughts of suicide and low life satisfaction. […] The social, emotional and psychological effects of bullying can be severe and can persist throughout childhood into adulthood.“

UNICEF (Hrsg.), „Hidden in Plain Sight: A statistical analysis of violence against children“ (2014), S. 120

„The psychological and behavioural consequences of bullying victimisation are detrimental. Aside from its immediate health and psychological impact, being a bully victim in school is a predictor of low self-esteem, anxiety, and depression during adulthood, and has a negative impact on subsequent socio-economic attainment.“

Dr. Stella Chatzitheochari, „Bullying experiences among disabled children and young people in England“ (2014), S. 4

„A number of studies using different methodologies have reported an increased risk of being bullied among students with SEN (Anm.: students with special educational needs).“

Dr. Stella Chatzitheochari, „Bullying experiences among disabled children and young people in England“ (2014), S. 7

„Being frequently bullied was associated with an increased risk of both depression and anxiety disorders at age 45, and also with suicidality. Children who were occasionally bullied were at increased risk of depression.“

Dr. Ryu Takizawa u. a., „Adult Health Outcomes of Childhood Bullying Victimization“ (2014), S. 3

„17 % der Schülerinnen und Schüler waren nach eigenem Bekunden bereits Opfer von Cybermobbing-Attacken. 19 % bekennen sich dazu, bereits Täter von Cybermobbing-Attacken gewesen zu sein.“

Bündnis gegen Cybermobbing (Hrsg.), „Cyberlife – Spannungsfeld zwischen Faszination und Gefahr“ (2013), S. 8

„Insgesamt sind über 80 % der befragten Pädagogen der Meinung, dass das Internet die Bereitschaft der Jugendlichen fördere, böse und gemein gegenüber anderen zu sein. Darüber hinaus sind fast drei Viertel der Ansicht, dass die Umgangssprache zwischen den Jugendlichen härter und gewaltbereiter geworden sei (72 %).“

Bündnis gegen Cybermobbing (Hrsg.), „Cyberlife – Spannungsfeld zwischen Faszination und Gefahr“ (2013), S. 69

„Harassment and bullying from peers or personnel in the school are clearly the most common causes, 46 percent cite that as a reason.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 11

„For more than half of them, bullying is the foremost reason for dropping-out. For many, bullying started as early as their later compulsory school years. School personnel and other adults working closely with the young people have been criticized because they do nothing despite the fact that they are aware of what is going on.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 6

„TIMSS and PIRLS 2011 results showed that students who attended schools with disorderly environments and who reported more frequent bullying had much lower achievement than their counterparts in safe and orderly schools.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 113

„Bullying has been identified as an important risk factor for suicidal ideations and behaviours in adolescents and youth.“

Univ.-Prof. Dr. Dianne Byers u. a., „Teachers' attitudes towards overt and covert bullying, and perceived efficacy to intervene“ in „Australian Journal of Teacher Education“, 36(11), November 2011

„Jeder vierte männliche Jugendliche war im letzten halben Jahr mindestens zweimal Opfer direkter Gewalthandlungen, jeder dritte war mindestens zweimal Täter.“

Univ.-Prof. Dr. Ferdinand Eder, „PISA 2009, Nationale Zusatzanalysen – Einzelzusammenfassungen“ (2011), S. 3

„Insgesamt zeigen die auf Selbsteinschätzungen beruhenden Ergebnisse, dass österreichische Jugendliche vielfältige und häufige Gewalterfahrungen aufweisen. Die Angaben für direkte Gewalterfahrungen fielen noch höher aus als in den beiden HBSC Studien der OECD.“

Mag. Dr. Dagmar Strohmeier, „PISA 2009, Nationale Zusatzanalysen – Einzelzusammenfassungen“ (2011), S. 26

„Bullying and discrimination at school can have a profound effect on both academic achievement and potential absenteeism. Young people subject to bullying or discrimination are more likely to be depressed, lonely or anxious, and have low selfesteem.“

Anne-Marie Nevala, „Reducing Early School Leaving in the EU“ (2011), S. 98