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Using data from 2,387 school-going young people [Canada ( N = 1,068), New Zealand ( N = 591), and South Africa ( N = 728)] living in marginalized communities and who participated in the Pathways to Resilience study, this article reviews how student experiences of school staff and school contexts moderated contextual risks and facilitated resilience processes. Findings of these analyses affirm that school staff play an important role in moderating the relationship between resilience resources and community\u002Ffamily risk in both global North and global South contexts. 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The impact of the intervention was assessed by a survey and by qualitative interviews with staff, peer supporters, users and potential users of the service. The survey indicated that the intervention had no overall effect on levels of bullying in the school as a whole or on the likelihood that peers would intervene to help. However, the interviews indicated that peer helpers and some victims were helped by the initiative, and some potential users of the service perceived it in a positive light. Some explanations of the findings and implications for implementation of such interventions are discussed. \u003C\u002Fjats:p>",{"EN":1386},"The Role of Peer Support in Helping the Victims of Bullying in a School with High Levels of Aggression",{"VOID":1388},"10.1177\u002F0143034300211006",[116],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F0143034300211006",[1392,1411],{"id":1393,"sortIndex":25,"researcher":24,"roles":1394,"affiliations":1395,"properties":1404,"displayName":1408,"givenName":24,"familyName":24},"7c22659d-3f0f-464b-80b4-90a04fd61b12",[],[1396],{"id":1397,"sortIndex":25,"affiliation":1398,"properties":24},"28684e58-fc65-494a-952a-ecad68153ff5",{"id":1397,"createTime":24,"updateTime":24,"relativeEntities":1399,"slug":24,"properties":1400,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1403,"statistic":24},[],{"title":1401},{"EN":1402},"Roehampton Inst London, 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D., Honolulu Program on Conflict Resolution",{},{"id":24,"text":1489,"url":24,"identifiers":1490},"Carr, R., 1994, Peer Counselling Journal, 11, 6",{},{"id":24,"text":1492,"url":24,"identifiers":1493},"10.1076\u002Fedre.4.2.108.6958",{"doi":1492},{"id":24,"text":1495,"url":24,"identifiers":1496},"Cowie, H., 1996, Peer Counselling in School: A Time to Listen",{},{"id":24,"text":1498,"url":24,"identifiers":1499},"DES, 1989, Discipline in Schools: Report of the Committee Chaired by Lord Elton",{},{"id":24,"text":1501,"url":24,"identifiers":1502},"Dryden, W., 1990, Rational Emotive Counselling in Action",{},{"id":24,"text":1504,"url":24,"identifiers":1505},"10.1080\u002F0013188980400208",{"doi":1504},{"id":24,"text":1507,"url":24,"identifiers":1508},"Hazler, R., 1996, The Journal for the Professional Counselor, 11, 11",{},{"id":24,"text":1510,"url":24,"identifiers":1511},"Naylor, P., Journal of Adolescence",{},{"id":24,"text":1513,"url":24,"identifiers":1514},"Olweus, D., 1991, The Development and Treatment of Childhood Aggression",{},{"id":24,"text":1516,"url":24,"identifiers":1517},"Pepler, D., conference 'Putting the Brakes on Violence'",{},{"id":24,"text":1519,"url":24,"identifiers":1520},"10.7870\u002Fcjcmh-1994-0014",{"doi":1519},{"id":24,"text":1522,"url":24,"identifiers":1523},"10.1080\u002F00224545.1991.9924646",{"doi":1522},{"id":24,"text":1525,"url":24,"identifiers":1526},"10.1177\u002F019874298501000207",{"doi":1525},{"id":24,"text":1528,"url":24,"identifiers":1529},"10.1080\u002F02643949409470868",{"doi":1528},{"id":24,"text":1531,"url":24,"identifiers":1532},"10.4324\u002F9780203425497",{"doi":1531},{"id":24,"text":1534,"url":24,"identifiers":1535},"Stacey, H., 1996, Pastoral Care in Education, 14, 7, 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young adults were performed to investigate how young people with dyslexia experienced school in terms of well-being, educational achievement, self-esteem, peer relations and belief in their future. Results from earlier studies suggest that secondary emotional problems are common. The first six grades in school were experienced by the interviewees as full of distress and failure for a majority. Though peer relations were often good, many had experienced bullying. As they grew older, problems were more limited to reading and writing activities. This was thought to be an effect of acknowledgement and compartmentalization of the disability along with choices of school curricula and occupations in line with subjects' talents and capacities. Academic self-esteem seemed low, and most subjects had chosen vocational programmes in secondary school and had decided not to go to college. The most optimistic subjects were those who had finished school and were permanently employed. Early diagnosis along with careful explanation of the disability was recommended as well as the encouragement of dyslexic children in areas where they can do well and which makes them view themselves positively. \u003C\u002Fjats:p>",{"EN":1553},"Growing Up with Dyslexia",{"VOID":1555},"10.1177\u002F0143034307085659",[116],"http:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F0143034307085659",[1559],{"id":1560,"sortIndex":25,"researcher":24,"roles":1561,"affiliations":1562,"properties":1571,"displayName":1575,"givenName":24,"familyName":24},"42fc784b-3b26-4d68-aae1-950ae5791bf4",[],[1563],{"id":1564,"sortIndex":25,"affiliation":1565,"properties":24},"898a3a77-d943-4ab6-8ac7-87cc4478b31a",{"id":1564,"createTime":24,"updateTime":24,"relativeEntities":1566,"slug":24,"properties":1567,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1570,"statistic":24},[],{"title":1568},{"VI":1569},"Department of Psychology, Lund University, Sweden",[],{"orcid":1572,"title":1574,"openalex":1576},{"VOID":1573},"https:\u002F\u002Forcid.org\u002F0000-0003-2425-0891",{"EN":1575},"Stina Ingesson",{"VOID":1577},"A5059268776",{"url":24,"publisher":1579,"properties":1620},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1580,"slug":10,"properties":1581,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":1586,"manageAffiliations":1599,"indexDatabases":1605,"url":91,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":1582,"eissn":1583,"issn":1584,"title":1585},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[1587,1591,1595],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":1588,"label":1589,"description":1590,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31},{},{"id":34,"createTime":24,"updateTime":24,"relativeEntities":1592,"label":1593,"description":1594,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":37},{},{"id":40,"createTime":24,"updateTime":24,"relativeEntities":1596,"label":1597,"description":1598,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":43,"VI":44},{},[1600],{"id":48,"createTime":24,"updateTime":24,"relativeEntities":1601,"slug":24,"properties":1602,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1604,"statistic":24},[],{"title":1603},{"EN":52},[],[1606,1613],{"id":56,"indexDatabase":1607,"url":67,"indexYears":68,"academicFieldIds":1612,"indexDatabaseRanking":73},{"id":58,"createTime":24,"updateTime":24,"relativeEntities":1608,"label":1609,"description":1610,"key":64,"publicationTags":1611,"standard":24},[],{"EN":61,"VI":61},{"EN":61,"VI":63},[66],[70,71,72],{"id":75,"indexDatabase":1614,"url":88,"indexYears":24,"academicFieldIds":1619,"indexDatabaseRanking":24},{"id":77,"createTime":24,"updateTime":24,"relativeEntities":1615,"label":1616,"description":1617,"key":84,"publicationTags":1618,"standard":24},[],{"EN":80,"VI":80},{"EN":82,"VI":83},[86,87],[90],{"issue":1621,"pages":1623,"volume":1625},{"VOID":1622},"5",{"VOID":1624},"574-591",{"VOID":1626},"28",135,{"total":1627,"publishYear":1629,"statisticByYear":1630},2007,{"2012":228,"2013":675,"2014":675,"2015":1631,"2016":942,"2017":941,"2018":676,"2019":228,"2020":227,"2021":1234,"2022":226,"2023":1234,"2024":227},16,"2007-12-01",[86,73],[1635,1638,1641,1644,1647,1650,1653,1656,1659,1662,1665,1668,1671,1674,1677,1681,1684,1687,1690,1693,1696,1699,1702,1705,1708,1711,1714,1717,1720,1723,1726,1729,1732,1735,1738,1741,1744,1747,1750,1753,1756,1759,1762,1765,1768,1771,1774,1777,1780],{"id":24,"text":1636,"url":24,"identifiers":1637},"APA, 1995, Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)",{},{"id":24,"text":1639,"url":24,"identifiers":1640},"10.1097\u002F00004583-199708000-00009",{"doi":1639},{"id":24,"text":1642,"url":24,"identifiers":1643},"10.2307\u002F1511128",{"doi":1642},{"id":24,"text":1645,"url":24,"identifiers":1646},"Berk, L.E., 2003, Development through the Lifespan, 3",{},{"id":24,"text":1648,"url":24,"identifiers":1649},"10.1177\u002F0272431695015004005",{"doi":1648},{"id":24,"text":1651,"url":24,"identifiers":1652},"10.1017\u002FS0954579400007264",{"doi":1651},{"id":24,"text":1654,"url":24,"identifiers":1655},"Burden, R., 2005, Dyslexia and Self-Concept: Seeking a Dyslexic Identity",{},{"id":24,"text":1657,"url":24,"identifiers":1658},"10.1097\u002F00004703-199208000-00003",{"doi":1657},{"id":24,"text":1660,"url":24,"identifiers":1661},"Cohen, J., 1988, Statistical Power Analysis for the Behavioural Sciences",{},{"id":24,"text":1663,"url":24,"identifiers":1664},"Cosden, M., Brown, C. and Elliott, K. (2002) `Development of Self-Understanding and Self-Esteem in Children and Adults with Learning Disabilities', in B. Y. L. Wong and M. Donahue (eds) The Social Dimensions of Learning Disabilities. Essays in Honor of Tanis Bryan , pp. 33—51. Mahwah, NJ: L. Erlbaum Associates.",{},{"id":24,"text":1666,"url":24,"identifiers":1667},"Davenport, L., 1991, Dissertation Abstracts International, 52",{},{"id":24,"text":1669,"url":24,"identifiers":1670},"10.1176\u002Fjnp.5.2.195",{"doi":1669},{"id":24,"text":1672,"url":24,"identifiers":1673},"Fink, R.P., 2000, Thalamus, 8, 3",{},{"id":24,"text":1675,"url":24,"identifiers":1676},"10.1037\u002F0012-1649.21.6.1016",{"doi":1675},{"id":24,"text":1678,"url":24,"identifiers":1679},"Furman, W. and Robbins, P. (1985) `What's the Point? Issues in the Selection of Treatment Objectives', in B. H. Schneider, K. H. Rubin and J. E. Ledingham (eds) Children's Peer Relations: Issues in Assessment and Intervention, pp. 41—54. Berlin: Springer Verlag.",{"doi":1680},"10.1007\u002F978-1-4684-6325-5_3",{"id":24,"text":1682,"url":24,"identifiers":1683},"10.1111\u002F1540-5826.00077",{"doi":1682},{"id":24,"text":1685,"url":24,"identifiers":1686},"10.1177\u002F074193250002100405",{"doi":1685},{"id":24,"text":1688,"url":24,"identifiers":1689},"10.1111\u002Fj.1467-9604.1995.tb00037.x",{"doi":1688},{"id":24,"text":1691,"url":24,"identifiers":1692},"10.1111\u002F1467-8527.00234",{"doi":1691},{"id":24,"text":1694,"url":24,"identifiers":1695},"10.1111\u002F1467-8527.00269",{"doi":1694},{"id":24,"text":1697,"url":24,"identifiers":1698},"10.1177\u002F002221949302600303",{"doi":1697},{"id":24,"text":1700,"url":24,"identifiers":1701},"Høien, T., 1999, Dyslexi. Från teori till praktik (Dyslexia. From Theory to Practice)",{},{"id":24,"text":1703,"url":24,"identifiers":1704},"10.1002\u002Fdys.306",{"doi":1703},{"id":24,"text":1706,"url":24,"identifiers":1707},"10.1598\u002FRRQ.23.3.1",{"doi":1706},{"id":24,"text":1709,"url":24,"identifiers":1710},"10.1111\u002Fj.1469-7610.1995.tb01296.x",{"doi":1709},{"id":24,"text":1712,"url":24,"identifiers":1713},"McNulty, M.A., 2003, Journal of LearningDisabilities, 36, 363",{},{"id":24,"text":1715,"url":24,"identifiers":1716},"10.2307\u002F1511092",{"doi":1715},{"id":24,"text":1718,"url":24,"identifiers":1719},"Olweus, D., 1998, Mobbning i skolan. Vad vi vet och vad vi kan göra (Bullying in School. 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