Inside the pain that truly hurts: detecting symptoms of bullying and cyber-bullying in a comprehensive school in the Marche region (SDG 4: Quality Education)

ABSTRACT Objective: The aim of this study is to investigate the social and relational climate of classes in a Comprehensive School in the Marche Region and to identify symptoms and/or signs of bullying and cyberbullying. Theoretical Framework: This paper brings together the most recent studies on bullying in order to provide a basis for understanding the survey presented. Method: The questionnaire used for the survey, submitted to children aged 9 to 14, was designed and developed with reference to the following areas: social and relational climate, freedom of expression and emotional well-being, symptoms and signs of bullying and cyberbullying, conflicts and personal reactions to violence, reporting of conflicts. Results and Discussion: Analysis of the responses provided by the students suggests that socio-emotional and affective literacy interventions are desirable with the aim, on the one hand, of helping students develop knowledge, understanding and management of their emotions, greater assertiveness and empathy, and conflict management skills and, on the other hand, of preventing and fighting bullying and/or cyberbullying. Research Implications: The information obtained from the survey highlights the need for preventive programmes based on emotional and relational life skills to maximise personal and social well-being and minimise dysfunctional situations of distress. Originality/Value: This study contributes to the literature by providing valid and recent data on the need for preventive programmes on bullying and cyberbullying. The relevance and value of the research are highlighted by the urgency, emphasized by Sustainable Development Goal 4 (SDG 4: Quality Education) and the WHO, to address the phenomena of bullying and cyberbullying in today's society. Keywords: bullying, prevention, well-being, school, quality education, Sustainable Development Goals (SDG).