An investigation into the prevalence of cyberbullying among students aged 16–19 in post-compulsory education

an article by Dean West (Centre for Education Studies, The University of Warwick, Coventry, UK) published in Research in Post-Compulsory Education Volume 20 Issue 1 (March 2015)

Abstract

Young people in society are able to use information and communication technology with ease and exploit the opportunities and benefits of social interaction that has become ingrained in their daily routines. However, as the use of technology has risen, so too has its misuse to harm others.

The phenomena of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. To date, the vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education.

The present study explores cyberbullying in the context of post-16 education in England and reports prevalence levels of perpetration and victimisation. The data presented are part of a larger research project that considers other aspects of cyberbullying such as reasons for cyberbullying, groups disproportionately involved in cyberbullying and the impact that cyberbullying has on feelings, learning and social integration.

The results of some of these areas are outlined briefly and do not feature as the focus of this article due to word limits. Previous research on cyberbullying is considered, including a brief outline of key concepts such as the definition and criteria of bullying and cyberbullying.

An online questionnaire was used to collect data from 5,690 students from 41 colleges. The results show that 7.9% of those aged 16–19 who study in colleges in England reported being victims of cyberbullying and 1.9% admitted cyberbullying others.

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The Impact of Distance to Nearest Education Institution on the Post-compulsory Education Participation Decision

an article by Andy Dickerson and Steven McIntosh (University of Sheffield, UK) published in Urban Studies Volume 50 Number 4 (March 2013)

Abstract

This paper uses data sources from England with the unique capacity to measure distances between home addresses and education institutions, to investigate, for the first time, the effect that such distance has on an individual’s post-compulsory education participation decision.

The results show that there is a small overall effect.

However, when attention is focused on young people who are on the margin of participating in post-compulsory education (according to their prior attainment and family background) and when post-compulsory education is distinguished by whether it leads to academic or vocational qualifications, then greater distance to nearest education institution is seen to have a significant impact on the decision to continue in full–time post-compulsory education.

And I suppose we could have deduced this but it feels good to have it confirmed.

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Education and Training Statistics for the United Kingdom 2012

This is the sixteenth edition of Education and Training Statistics for the United Kingdom (Ref: V01/2012). It provides statistics relating to education in the UK and includes chapters relating to schools, post-compulsory education and qualifications, and an annex containing figures on education expenditure. The 2011 edition was published on 8 December 2011.

Full text (PDF 38pp)

Note: The top of page 5 provides a link to the DfE website where you will find links to the tables in Excel (1997-2003) format (right-hand side of the page).

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