Summary
The Blurred Lives project applied a quality circle methodology to engage disadvantaged 14–16-year-olds across five European countries in co-creating anti-cyberbullying resources. An initial survey of 2,658 teenagers informed subsequent small-group work with 237 pupils across 10 schools, who developed diverse resource formats for teachers, parents, peers, and social media providers. The intervention demonstrated mixed but generally positive outcomes in knowledge and skills development, while surfacing important design considerations around facilitator support and school-level commitment.
UK applicability
The quality circle approach and identified implementation challenges are directly transferable to UK educational settings addressing cyberbullying and digital safety. UK schools could adopt the methodology and resource formats, though success depends on institutional support and careful calibration of adult facilitation—factors highlighted as critical across the five-country pilot.
Key measures
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 cyberbullying knowledge, e-safety skills, problem-solving abilities, confidence, and group work skills among 237 adolescents who participated in quality circle groups. Participant feedback indicated increased knowledge and skills for most but not all participants, alongside identification of operational challenges in school-level implementation.
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