Understanding the Psycho-Physiological Impact of Bullying on Adolescents: A Focus on Movement-Based Educational Interventions

Abstract

Bullying and cyberbullying are significant challenges faced by children and adolescents in their daily lives, often leading to severe psychological and physiological harm. A promising avenue of research in this area focuses on the physiological stress responses triggered by bullying experiences. This study aimed to examine the potential of group task-oriented physical education as a mediator between bullying and stress-related physiological responses, particularly in relation to heart rate variability. A secondary objective was to design and assess a program for stress management, named BOND (Building Opportunities through Networked Dynamics), tailored for physical education settings. The study employed a two-arm randomized parallel-group design, involving 160 students (average age = 14.67 years, SD = ±0.61) from two schools in southern Italy. The participants were split into two groups: one group attended the BOND program (held twice a week for 60 min), while the other took part in regular physical education classes, (conducted twice a week for 60 min). Measurements were taken both before and after the intervention. Students underwent assessments that included the Coping Questionnaire for Children and Adolescents, the Perceived Stress Scale, and measurements of vagus-mediated heart rate variability. The findings underscore the positive impact of the BOND program on the psycho-physiological well-being of students affected by bullying, highlighting the significant potential of a simple yet effective intervention in safeguarding student well-being and mitigating the adverse effects of bullying. However, future research is necessary to provide a more comprehensive understanding of this phenomenon.