Kirkham Elizabeth J, Huggins C F, C Fawns-Ritchie
Centre for Clinical Brain Sciences, University of Edinburgh, Edinburgh, UK.
Centre for Clinical Brain Sciences, Division of Psychiatry, Kennedy Tower, Morningside Terrace, EH10 5HF Edinburgh, UK.
J Child Adolesc Trauma. 2022 Dec 22;17(1):1-8. doi: 10.1007/s40653-022-00509-7.
Establishing how the Covid-19 pandemic and related lockdowns have affected adolescent mental health is a key societal priority. Though numerous studies have examined this topic, few have focused on the wellbeing of pupils who experience school bullying. This is particularly important as pupils who experience bullying represent a vulnerable group at increased risk of mental illness. Therefore, we sought to investigate the relationship between experience of bullying and adolescent wellbeing during lockdown and subsequent re-opening of schools.
We used the TeenCovidLife dataset to examine the relationship between experience of bullying and pupils' perceived stress and wellbeing across three timepoints. Pupils aged 12-17 (n = 255) completed surveys during the first Covid-19 lockdown (May-July 2020), when they returned to school after the first lockdown (August-October 2020), and during the summer term of 2021 (May-June 2021).
Perceived stress was higher in the group of pupils that experienced bullying than in the group that did not, though this difference between groups was smaller during lockdown than when pupils were attending school in person. Pupils who were bullied showed lower wellbeing across all timepoints. For the full sample of pupils, wellbeing was lowest (and perceived stress highest) at Time 3, one year after the first Covid-19 lockdown.
The findings challenge previous assumptions that Covid-19 lockdowns were associated with a generalised decline in adolescent mental health. Instead, the picture is more nuanced, with perceived stress, though not wellbeing, varying according pupils' experiences of school bullying.
确定新冠疫情及其相关封锁措施如何影响青少年心理健康是一项关键的社会优先事项。尽管已有大量研究探讨了这一话题，但很少有研究关注遭受校园欺凌的学生的幸福感。这一点尤为重要，因为遭受欺凌的学生是一个弱势群体，患精神疾病的风险更高。因此，我们试图调查在封锁期间及随后学校重新开学时，欺凌经历与青少年幸福感之间的关系。
我们使用了“青少年新冠生活”数据集，在三个时间点考察欺凌经历与学生感知到的压力及幸福感之间的关系。12至17岁的学生（n = 255）在第一次新冠疫情封锁期间（2020年5月至7月）、第一次封锁后返校时（2020年8月至10月）以及2021年夏季学期（2021年5月至6月）完成了调查。
遭受欺凌的学生群体感知到的压力高于未遭受欺凌的学生群体，不过两组之间的这种差异在封锁期间比学生亲自上学时要小。在所有时间点，遭受欺凌的学生幸福感较低。对于全体学生样本来说，在第一次新冠疫情封锁一年后的时间点3，幸福感最低（感知到的压力最高）。
这些发现挑战了此前认为新冠疫情封锁与青少年心理健康普遍下降有关的假设。相反，情况更为微妙，感知到的压力虽而非幸福感，会因学生的校园欺凌经历而有所不同。
