Summary
The Blurred Lives project employed a Quality Circle approach—small, peer-led problem-solving groups—to engage 237 disadvantaged adolescents across five European countries in co-creating anti-cyberbullying resources for multiple audiences. Building on data from 2,658 baseline surveys, participating pupils produced diverse outputs including videos, comic strips, board games, and leaflets. Whilst most participants reported increased cyberbullying knowledge, e-safety and problem-solving skills, and enhanced confidence, the study identified important implementation prerequisites including adequate school support and careful calibration of facilitator involvement.
UK applicability
The findings are applicable to UK secondary schools seeking to embed pupil voice in safeguarding policy and e-safety education, particularly in areas of socio-economic disadvantage. The emphasis on school-level infrastructure and staffing support reflects resource constraints relevant to UK contexts.
Key measures
Pupil feedback on cyberbullying knowledge, e-safety skills, problem-solving skills, confidence, group work skills; qualitative documentation of operational challenges
Outcomes reported
The study measured pupil knowledge of cyberbullying and e-safety skills, problem-solving abilities, confidence levels, and group work skills following participation in Quality Circle groups. Operational challenges related to school-level support, planning, staffing, and the balance between facilitator support and pupil agency were also documented.
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