Summary
The Blurred Lives project employed a quality circle approach—small, peer-led problem-solving groups—to engage 237 adolescents from socio-economically disadvantaged areas across five European countries in co-designing anti-cyberbullying resources. Participating pupils produced diverse outputs (videos, comic strips, board games, leaflets, posters, newsletters) targeted at teachers, parents, peers, and social media providers. Most participants demonstrated increased cyberbullying knowledge, e-safety skills, confidence, and group work capability, though the paper notes operational challenges including the critical importance of school-level support, planning, staffing, and balancing facilitator guidance with pupil agency.
Regional applicability
One of the five participating European countries was the United Kingdom, making findings directly applicable to UK youth engagement and pastoral care contexts. The methodology's emphasis on co-participatory design with disadvantaged young people aligns with UK educational policy priorities around student voice and resilience-building, though transferability to other UK regions depends on availability of equivalent facilitator training and school-level commitment.
Key measures
Pupil feedback on cyberbullying knowledge, e-safety skills, problem-solving skills, confidence levels, group work skills; resource outputs in multiple formats
Outcomes reported
The study assessed changes in participants' knowledge of cyberbullying and e-safety skills, problem-solving abilities, confidence, and group work competencies following participation in quality circle workshops. Operational challenges and facilitator support requirements were also documented.
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