Summary
The Blurred Lives project employed a Quality Circle methodology to engage 237 disadvantaged adolescents across five European countries in co-creating anti-cyberbullying resources for multiple stakeholder audiences. Building on survey data from 2,658 teenagers on internet use and negative online experiences, peer-led groups facilitated by adults produced diverse resource formats including videos, comic strips, board games, and leaflets. Evaluation indicated improved e-safety knowledge, problem-solving and confidence in most participants, though the paper also documents operational challenges related to school support, planning, staffing, and the balance between facilitator guidance and pupil autonomy.
UK applicability
The Quality Circle approach and findings may be directly applicable to UK secondary school settings, particularly in areas of socio-economic disadvantage where similar cyberbullying vulnerabilities exist. However, resource adaptation and consideration of UK-specific digital environments and school organisational contexts would be necessary for implementation.
Key measures
Pupil self-reported knowledge of cyberbullying and e-safety skills; problem-solving skills; confidence levels; group work skills; qualitative feedback on resource creation process and outcomes
Outcomes reported
The study measured changes in participants' knowledge of cyberbullying and e-safety skills, problem-solving abilities, confidence levels, and group work skills following co-participatory resource creation using the Quality Circle approach. Qualitative and quantitative feedback from 237 adolescents across 10 schools in five European countries was assessed.
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