Antonella Brighi

In the last decade, the escalation of armed conflicts and geopolitical tensions has profoundly affected the way the future is cognitively and emotionally represented by younger generations (Lass-He...

Homophobia is a societal process that marginalizes non-heteronormative identities through attitudes, behaviors, and institutional norms. In digital spaces, these dynamics appear as online homophobia, including homophobic cyberbullying. While prior research has examined cultural aspects of homophobia, fewer studies have explored how adolescents perceive its presence online. This study presents findings from 17 focus groups involving 95 adolescents (Mage = 17.9, SD = 1.3; 77.8% girls, 21.1% boys) conducted in Northern Italy. Participants reflected on online homophobic behavior and the factors that sustain it. Thematic analysis revealed two overarching themes: (1) the influence of cultural and social norms, and (2) personal beliefs and attitudes. Subthemes included the role of family and religion, peer conformity, social validation, gendered expectations, and reliance on stereotypes. Adolescents described online homophobia not only as an extension of offline prejudice, but also as a way to signal belonging or avoid marginalization. Participants also discussed emotional motives such as fear, insecurity, and frustration as key drivers behind online homophobic behavior. These findings point to the need for educational and policy interventions that address the normalization of homophobic language, foster critical digital literacy, and promote online spaces that support gender and sexual diversity.

Homophobic cyberbullying and other forms of anti‐LGBTQ+ bias among adolescents are an emerging and concerning form of online bias‐based aggression. However, little research has explored its prevalence and correlates. This study aims to address this gap by investigating homophobic cyberbullying through the theoretical lens of a socioecological stigma framework. Specifically, it examines the association between individual factors (socio‐emotional competencies), contextual factors (homophobic social norms), and homophobic cyberbullying. Additionally, it explores the moderating effect of socio‐emotional competencies on the relationship between homophobic social norms and social dominance orientation on homophobic cyberbullying. Parallel (in‐school and online) survey samples ( N = 3807) were collected among Italian youth ( M _age = 16.69; SD = 1.97). A series of multiple linear regression models with two‐way and three‐way interaction effects were tested. Descriptive results indicated that heterosexual boys reported higher rates of homophobic cyberbullying. The regression analysis demonstrated that socio‐emotional competencies were negatively associated with homophobic cyberbullying, whereas homophobic social norms were positively related to it. Furthermore, socio‐emotional competencies mitigated the impact of homophobic social norms on the relationship between social dominance orientation and homophobic cyberbullying. The study underscores the urgent need for evidence‐based interventions that challenge and reshape gendered and heteronormative beliefs perpetuating homophobic cyberbullying, particularly among adolescent heterosexual boys, by encouraging critical reflection on masculinity and sexuality within educational settings and peer networks.

Research has shown that a whole-school approach (WSA) is needed to increase student physical activity. There is a lack of empirical data on teachers’ opinions and needs regarding the implementation of a WSA approach to encourage physical activity. Our study aims to address this gap by identifying teachers’ and academics’ beliefs about the usefulness, content, and delivery mode of a WSA in fostering physical activity. To address the research aim, an exploratory mixed methods design was employed. Initially, a qualitative study with academics and stakeholders was conducted, followed by a quantitative investigation with teachers and school employees. In the first study, seven participants working in education took part in one-to-one interviews concerning their views on the usefulness, content, and delivery of whole-school education. The participants stressed the importance of the WSA and urged that educational authorities should consider the needs of children and the school community, promote teacher collaboration, pursue longevity, and engage with stakeholders and institutions throughout the process. In the second study, 160 school teachers and staff answered a survey about the content and delivery mode of an educational material for the promotion of WSA to fostering physical activity. The analyses indicated that participants preferred a three to six hours course, a hybrid mode of delivery, inclusion of best practices, and knowledge on how to implement a WSA. The study’s findings reveal several implications and recommendations for educators creating comprehensive school-based physical activity programs.

Background: Adolescence, acknowledged as a transformative developmental phase marked by socio-emotional challenges, introduces an elevated susceptibility to loneliness. As adolescents are exposed to loneliness, they concurrently navigate the dynamic landscape of problematic videogame use, characterised by deleterious gaming patterns with consequential impacts across various life domains. Empirical evidence indicates a significant correlation between experiences of cyberbullying victimisation and heightened feelings of loneliness, particularly within the context of peer relationships during this developmental epoch.Objectives: This study examined the critical relationships among loneliness, cyberbullying victimisation, and problematic videogame use, considering loneliness as a potential precursor to adverse developmental outcomes. Further, it assesses sex differences in these associations, seeking to elucidate the pathways through which these variables exert influence on the psychological well-being of adolescents.Methods: This study included 438 adolescents from Central Italy (50% boys), aged 11 to 16 (mean = 12.7 years, SD = 1.4 years). Participants completed a self-reported questionnaire during school hours.Results: Overall, 10.5% of participants reported experiencing cyberbullying victimisation, with no significant sex differences. Structural Equation Modelling revealed a significant association between loneliness with peers and well-being, mediated by cyberbullying victimisation and problematic videogame use. A significant interaction effect was found between sex and nervousness during gameplay, showing that nervousness was more strongly associated with problematic videogame use in boys compared to girls.Conclusions: These findings underscore the importance of targeted interventions to reduce peer-related loneliness in adolescence. Future research should explore the longitudinal, bidirectional effects of loneliness in adolescence on both problematic behaviours and well-being.