Runions Kevin C, Sae-Koew Jonathan H, Pearce Natasha, Sarasjärvi Kiira, Attey Matilda, Mitrou Francis
The Kids Research Institute Australia, Perth, WA, Australia.
University of Western Australia, Perth, WA, Australia.
Health Educ Behav. 2025 Feb;52(1):122-134. doi: 10.1177/10901981241275631. Epub 2024 Sep 22.
Growing up in socioeconomic disadvantage increases risk of peer bullying at school. Both socioeconomic status and involvement in bullying are predictive of a range of adverse developmental outcomes. However, neither (a) the mechanisms whereby disadvantage increases bullying risk nor (b) the developmental outcomes for which bullying may mediate disadvantage are clear. This review scoped the literature on the relationships between socioeconomic disadvantage, bullying, and health and developmental outcomes for school-aged children and adolescents. Four databases were searched up to June 3, 2023 with 565 studies retrieved, of which 17 met criteria. Most studies were cross-sectional, and studies varied greatly in their definition and measurement of both bullying involvement and disadvantage. No intervention studies were found. Mediators of the disadvantage-bullying association ranged from individual level (e.g., depression) to the national level (e.g., homicide rate); only two studies examined bully-victim status. Of studies where bullying was a mediator, none examined bullying perpetration; the range of outcomes examined was narrowly focused on mental health, failing to capture the full range of developmental outcomes associated with either socioeconomic disadvantage or bullying involvement. This review highlights that future research is needed on identifying and understanding the mediators of the association between disadvantage and bullying victimization, and on the developmental outcomes mediated by bullying perpetration for disadvantaged children. These insights are critical to increase the effectiveness of community- and school-based bullying prevention, particularly in communities with high proportions of socioeconomically disadvantaged families.
在社会经济劣势环境中成长会增加在学校遭受同伴欺凌的风险。社会经济地位和卷入欺凌行为都预示着一系列不良的发展结果。然而，（a）劣势增加欺凌风险的机制以及（b）欺凌行为可能介导劣势的发展结果都尚不明确。本综述梳理了有关社会经济劣势、欺凌行为以及学龄儿童和青少年健康与发展结果之间关系的文献。截至2023年6月3日，检索了四个数据库，共检索到565项研究，其中17项符合标准。大多数研究为横断面研究，且在欺凌卷入和劣势的定义及测量方面差异很大。未发现干预性研究。劣势与欺凌关联的中介因素范围从个体层面（如抑郁）到国家层面（如凶杀率）；仅有两项研究考察了欺凌者 - 受害者身份。在以欺凌行为作为中介因素的研究中，没有一项研究考察欺凌行为的实施情况；所考察的结果范围狭窄地聚焦于心理健康，未能涵盖与社会经济劣势或欺凌卷入相关的全部发展结果。本综述强调，未来需要开展研究，以识别和理解劣势与欺凌受害之间关联的中介因素，以及欺凌行为实施对弱势儿童介导的发展结果。这些见解对于提高基于社区和学校的欺凌预防措施的有效性至关重要，尤其是在社会经济弱势家庭比例较高的社区。
