Abstract
Bullying victimization among school students is associated with negative psychosocial experiences such as anxiety, depression, and sometimes suicidality.1,2 Middle Eastern and North African (MENA) students experience bias-based bullying in schools at high rates compared to other non-minority groups.1,3 Although much research focuses on this phenomenon, few studies explore the possible protective factors that buffer the effects of bias-based bullying among this specific group of students, such as religious participation and certain developmental assets. Religious participation is associated with less depression and anxiety symptoms among Asian American students.4 Developmental assets of empowerment, social competence, and positive identity enable youth with the skills and values to thrive and have meaning and purpose, which may decrease the negative impact of bullying on mental health.5 Guided by the Resilience Portfolio Model,6 this study aims to examine 1) the prevalence of bias-based bullying and mental distress indicators and 2) the moderating role of religious participation and developmental assets on the association between bias-based bullying and mental health among MENA students. This is a secondary analysis of the 2022 Minnesota Student Survey, a state-wide survey collected from public school districts.7 The study sample consists of 1,634 students in 8th, 9th and 11th grades; majority were male (52%) and in 8th grade (28%). Almost one-fourth (24%) reported religious participation at least one day in a normal school week. The Developmental assets scale ranges from 1- 4. MENA students reported a mean of 2.7 (SD = .629) for the positive identity scale, 2.9 (SD = .543) for the social competence scale, and 3.1 (SD = .522) for the empowerment scale. Bias-based bullying was reported by (56%). Almost a third (31%) of students screened positive for depression and 36% for anxiety. A positive significant correlation was found between bias-based bullying with depression (r=.313, p= < .001) and anxiety (r=.314, p= < .001). Preliminary multivariable findings indicate a direct effect of bullying on mental health indicators among MENA students. Further analysis of the buffering effects of the potential protective factors is planned and will enhance our understanding of these associations. Findings will be used to identify and advocate for potential intervention strategies that adults might implement in schools to limit the negative impacts of bullying.
Notes
References:
1. Albdour M, Hong JS, Zilioli S, Lumley MA. Self-reported physical and psychological symptoms among victims and perpetrators of bullying in Arab American Adolescents. Journal of Child & Adolescent Psychiatric Nursing.33(4):201-208.
2. Stapinski LA, Araya R, Heron J, Montgomery AA, Stallard P. Peer victimization during adolescence: concurrent and prospective impact on symptoms of depression and anxiety. Anxiety, Stress, & Coping. 2015;28(1):105-120.
3. Albdour M, Lewin L, Kavanaugh K, Hong JS, Wilson F. Arab American Adolescents' Perceived Stress and Bullying Experiences: A Qualitative Study. Western Journal of Nursing Research.39(12):1567-1588.
4. Kang PP, Romo LF. The role of religious involvement on depression, risky behavior, and academic performance among Korean American adolescents. Journal of Adolescence. 2011;34(4):767-778.
5. Search Institue. Developmental Assets Framework. https://searchinstitute.org/resources-hub/developmental-assets-framework. Published 2024. Accessed.
6. Hamby S, Grych J, Banyard V. Resilience portfolios and poly-strengths: Identifying protective factors associated with thriving after adversity. Psychology of Violence. 2018;8(2):172-183.
7. Minnesota Student Survey. What is the Minnesota Student Survey (MSS)? https://education.mn.gov/mde/dse/health/mss/. Published 2024. Accessed.
Sigma Membership
Psi Kappa, Zeta
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Health Equity, Social Determinants of Health, Public and Community Health, Interprofessional and Global Collaboration, Bullying, School Bullying, Middle East, North Africa
Recommended Citation
Alshakhshir, Nadeen; McMorris, Barbara; and Eadeh, Hana-May, "Bias-Based Bullying among Middle Eastern & North African Students: Potential Protective Factors" (2025). Biennial Convention (CONV). 15.
https://www.sigmarepository.org/convention/2025/posters_2025/15
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-19
Funder(s)
Maternal and Child Health Bureau
Bias-Based Bullying among Middle Eastern & North African Students: Potential Protective Factors
Indianapolis, Indiana, USA
Bullying victimization among school students is associated with negative psychosocial experiences such as anxiety, depression, and sometimes suicidality.1,2 Middle Eastern and North African (MENA) students experience bias-based bullying in schools at high rates compared to other non-minority groups.1,3 Although much research focuses on this phenomenon, few studies explore the possible protective factors that buffer the effects of bias-based bullying among this specific group of students, such as religious participation and certain developmental assets. Religious participation is associated with less depression and anxiety symptoms among Asian American students.4 Developmental assets of empowerment, social competence, and positive identity enable youth with the skills and values to thrive and have meaning and purpose, which may decrease the negative impact of bullying on mental health.5 Guided by the Resilience Portfolio Model,6 this study aims to examine 1) the prevalence of bias-based bullying and mental distress indicators and 2) the moderating role of religious participation and developmental assets on the association between bias-based bullying and mental health among MENA students. This is a secondary analysis of the 2022 Minnesota Student Survey, a state-wide survey collected from public school districts.7 The study sample consists of 1,634 students in 8th, 9th and 11th grades; majority were male (52%) and in 8th grade (28%). Almost one-fourth (24%) reported religious participation at least one day in a normal school week. The Developmental assets scale ranges from 1- 4. MENA students reported a mean of 2.7 (SD = .629) for the positive identity scale, 2.9 (SD = .543) for the social competence scale, and 3.1 (SD = .522) for the empowerment scale. Bias-based bullying was reported by (56%). Almost a third (31%) of students screened positive for depression and 36% for anxiety. A positive significant correlation was found between bias-based bullying with depression (r=.313, p= < .001) and anxiety (r=.314, p= < .001). Preliminary multivariable findings indicate a direct effect of bullying on mental health indicators among MENA students. Further analysis of the buffering effects of the potential protective factors is planned and will enhance our understanding of these associations. Findings will be used to identify and advocate for potential intervention strategies that adults might implement in schools to limit the negative impacts of bullying.
Description
This project explores the prevalence of bias-based bullying and mental health indicators among Middle Eastern and North African students in public schools in Minnesota. Additionally, this project examines the potential protective effect of religious participation and developmental assets of empowerment, social competencies, and positive identity on the impact of bias-based bullying on mental health.