This study used 2019 Finnish School Health Promotion Study data (N = 130,269) to examine bullying role involvement across immigrant background groups and adjusted psychosocial outcomes across roles. Adolescents were classified as uninvolved, victim-only, bully-only or bully-victim. Immigrant background was disaggregated into Finnish background, mixed parentage, second generation, and first generation. The clearest disparity was concentrated in bully-victim involvement among first-generation adolescents, whose relative risk remained close to twice that of Finnish background peers after full adjustment. Mixed-parentage adolescents showed modest but consistent elevations across involved roles. Bully-victims reported the highest depressive and anxiety symptoms, while victim-only adolescents showed the highest loneliness and lowest school belonging. Equity-relevant prevention in diverse schools may benefit from differentiated responses to specific roles and student groups.
This qualitative systematic review synthesizes evidence on how teachers understand and respond to identity-based bullying (race, ethnicity, religion, gender, sexuality, disability, immigration status) and how culturally rooted pedagogy shapes intervention. We define ethnopedagogical understanding as teachers' capacity to recognize, interpret, and act on bullying's cultural dimensions using pedagogical knowledge and local cultural wisdom. Following Cochrane and PRISMA 2020 guidelines, twenty-six qualitative or mixed-methods studies (2015-2025) were thematically synthesized through a three-layer framework of understanding, perception, and intervention. Most teachers struggled to recognize the cultural dimension, adopting a "colorblind" stance that reduced differential identity harms to generic peer conflict. Restorative, dialogue-based practices from Indigenous traditions were most consistently effective when cultural origins were acknowledged. The review foregrounds non-Western frameworks and proposes a teacher-education agenda.
