1st Edition

International Perspectives on Migration, Bullying, and School Implications for Schools, Refugees, and Migrants

Edited By Hildegunn Fandrem, James O’Higgins Norman Copyright 2024
    192 Pages 4 B/W Illustrations
    by Routledge

    This edited volume consolidates research from 32 countries in order to address the implications of the recent global wave of migration on educational opportunity, and assess link between migration and bullying in Europe and further afield.

    Using data gathered from the European Commission-funded TRIBES project (Transnational Collaboration on Bullying, Migration, and Integration at School Level), chapters cover first-hand accounts, policy document analysis, and lived experience through comparative themes such as school climate, governmental policy, diversity and inclusion, technology, student voice, and school design to demonstrate how bullying can be understood as a threat to developing inclusive and diverse schools and societies globally. Rooted in a bio-ecological model that recognizes the intersectionality of migrant lives, ultimately the book will advance collaboration between stakeholders to ensure better integration, a reduction in bullying, and better safety and well-being for refugee and migrant students.

    Reflecting the truly cross-disciplinary, cross-cultural, and intersectional nature of the volume, the book will be of interest to researchers, scholars, and postgraduate students in migration and education studies, bullying and cyberbullying, and the sociology of education. Policy makers and practitioners in psychology, technology, youth studies more broadly will also benefit from the book.

    About the Editors and Lead Authors

    List of Co-authors



    Chapter 1

    Migration and Bullying in European Perspectives: A Bio-Ecological Approach

    Hildegunn Fandrem & James O’Higgins Norman


    Chapter 2

    Student Voices, Migration and Bullying: A Narrative Review Across Six Countries

    Niamh O'Brien.

    Faye Acton, Christina Hajisoteriou, Elisabeth Stefanek, Angelika Echsel, Kirsi Hipp,

    Katrin Hahn-Laudenberg, Christina Schulze, Georg Spiel & Maritta Valimaki


    Chapter 3

    Exploring School Climate Among First and Second-Generation Immigrant Students, and School Educators: A Qualitative Study

    Angela Mazzone.

    Márta Fülöp, Ruth Berkowitz, Orit Nutman-Shwartz, Tiziana Pozzoli, Anja Schultze-Krumbholz & Ahmet Yirmibes


    Chapter 4

    Diverse Responses to Differing, Complex Realities: Inclusive Educational Programmes for Newly Arrived Migrant Students in Five European Countries

    Øystein Lund Johannessen. Silvia de Almeida, Nathanaël Friant, János Gordon Győri, Jarmila Duhácek Sebestova, Janne Støen, Dina Tsagari & Hildegunn Fandrem


    Chapter 5

    School practices to involve parents in the integration of Newly Arrived Migrant Students

    Glorianne Borg Axisa.

    Amalee Meehan, Monica Roman, Edita Štuopytė, Bárbara Bäckström & Onur Ergünay



    Chapter 6

    Cross-National Legal Frameworks Relating to School Bullying and Migration: An Analysis of Six European Countries

    Janne Støen.

    Eveline Gutzwiller-Helfenfinger, Sedat Ucar, Aleksandar Bozic, Vebina Resuli, Angela Mocanu & Hildegunn Fandrem


    Chapter 7

    How do Anti-Bullying Programs Target Immigrant Children and Youth and what is their Evidence Base? An Analysis in Five European Countries

    Eveline Gutzwiller-Helfenfinger.

    Aleksandar Bozico, Janne Støen, Sedat Ucar, Vebina Resuli & Angela Mocanu


    Chapter 8

    School physical design and its relation to bullying and student wellbeing.

    Muthanna Samara.

    Peter Smith, Jacinta Francis, Paul Horton, Marijana Markovikj, Liat Franco, Gabriella Kulcsar, Adeem Massarwi, Alaa Albawab, Aiman El-Asam, Suresh Sundaram & Seung-ha Lee


    Chapter 9

    A cross-national perspective of prejudice-based cyberbullying and cybervictimisation:

    An empirical study across 17 countries

    Bojana M. Dinić.

    Bojana Bodroža, Tamara Jovanović, Darko Hinić, Zrinka Puharić, Filip Puharić, Roman Sperka, Radka Bauerová, Veronika Kopřivová, Ana Iolanda Voda, Cristina Cautisanu, Daniel-Rareș Obadă, Dean Iliev, Tatjana Atanasova Pachemska, Marjan Angeleski, Annaleda Mazzucato, Jasper Van Assche, Ann DeSmet, Shang Gao, Bibo Xu, Zhuo Chen, Mai Helmy, Esraa Osama, Israa Gad, Nikolett Arató, Anna Siegler, Gabriella Kulcsár, Neena Kohli, Sarabjeet Kaur Chawla, Vipul Kumar, Arooj Najamussaqib, Rizwana Amin, Marta Kowal, Joanna Piskorz, Monika Szczygieł, Dmitriy Kornienko, Alexander Veraksa, Katja Košir, Tina Pivec, Igor Peras, Jennifer Chavanovanich, Piraorn Suvanbenjakule,Eda Ermagan-Caglar, Tugba Turk-Kurtca, Nurcan Hamzaoglu & Jacek Pyżalski


    Chapter 10

    A Comparative Analysis of Child Helplines in Europe related to bullying and ethnic-cultural bullying.

    Sandra Feijóo.

    Amador Ordóñez, M. Sirajul Islam, Shang Gao, Šárka Zapletalová, Manuel Isorna & Antonio Rial






    Hildegunn Fandrem is Professor in Education, Norwegian Centre for Learning Environment and Behavioural Research in Education (NSLA), University of Stavanger, Norway.

    James O’Higgins Norman is a Clinical Sociologist and UNESCO Chair on Bullying and Cyberbullying, Dublin City University, Ireland.