Authors
Anna Lange Moi, Hildegunn Fandrem, Kari‑Anne Bottegård Næss and Johannes Nilsson Finne.
Abstract
This scoping review enhances the understanding of follow-up actions taken to reduce consequences from bullying, in terms of both what such actions currently entail and what they can or should encompass. Based on a comprehensive literature search of six databases, the review examines 20 peer-reviewed articles.
The results highlight that there has been little empirical research on follow-up actions towards students exposed to bullying, but the existing research has been conducted worldwide and at different educational levels. When synthesized, follow-up work is not a unified concept within the literature. The examined studies were predominantly quantitative and experimental, using richly diverse measurements primarily assessing different mental health outcomes through self-report questionnaires. No common timepoint for initiate follow-up actions was shared amongst the authors. The most commonly used approach within follow-up work was to offer psychosocial support to reduce the impact of bullying on students. Less attention has been given to systemic work, particularly in the classroom environment, and to studies combining systemic and individual support. Thus, this overview contributes to the knowledge on how follow-up actions are understood and used in research and identifies important areas of focus for further research aiming to prevent prolonged consequences from bullying.