In this integrative chapter, we summarize insights emerging from the volume as a whole with respect to the main propositions outlined in the introduction, namely, that (a) revenge is part and parcel of children’s and adolescents’ lives, manifesting various normative forms and functions, and (b) throughout childhood and adolescence, revenge can be both a consequence and a predictor of adverse psychological and social processes. In addressing the ways in which these two overarching concerns are woven throughout the chapters in this book, we summarize the contributions of individual, interpersonal, and institutional-level influences on the development of revenge. We conclude with proposed future directions and implications for intervention.

Chapter 15, ‘Women and Music Education in Schools: Pedagogues, Curricula, and Role Models’, surveys women’s contribution to music education. Although women in music has gained a steady foothold in university and conservatoire education over the last two decades, music education at school level (this chapter’s focus) has tended to remain fairly conservative. Robert Legg discusses women’s access to the teaching profession, highlighting that, while it has always been relatively open to women, persistent barriers remain, including a lack of women in leadership roles and the gender pay gap. He also critiques the body/mind dualist view of music education, the lack of female role models in many curricula, and recent pedagogical debates of the twenty-first century.

This chapter explores the development of primary education, the relative role of state and church, and battles over governance.

Human dignity is inextricably tied to health equity. In the past quarter century, concerns about widening health inequalities and inequities have increased worldwide. Highlighting this concern is the fact that the Sustainable Development Goals include one health goal and more than fifty health-related targets that are applicable to all countries. Psychology, with an understanding of the importance of the person–environment interaction, can help to meaningfully address health equity and promote the sustainable development goals of the UN 2030 Agenda. In this chapter, we focus on the contributions of psychology to promoting health equity and dignity, and well-being overall, highlighting pertinent research surrounding maternal health, HIV/AIDS, and mental health and well-being.

Emma Coger, the plaintiff in Coger v. Northwestern Union Packet Company (1873), was a feisty young schoolteacher who physically resisted steamboat officers when they refused to treat her as a lady because of her color. Emma was not the first woman of African descent to sue a common carrier over race discrimination in the United States, but her suit was unusual for being planned, and for being brought in cooperation with organized men. One of the earliest civil rights lawsuits brought under the Fourteenth Amendment led the Iowa Supreme Court to outlaw race segregation on common carriers. In the 1870s, when she orchestrated her challenge to the discrimination practiced by a steamboat company, she did so with the support both African American crew members as well as with that of the Prince Hall Masons, a US organization deeply engaged in civil rights work. Her case went all the way to the Iowa Supreme Court, and it is still used cited in legal decisions today.

A student’s hope – their ability to both envision paths to desirable future goals and believe that they will get there – is a powerful force within the school context. In this chapter, I discuss the relevance and utility of hope within the school setting for school psychologists. The chapter begins with an overview of hope theory, including how it is typically measured and its documented relationships with the achievement, academic engagement, mental health, and socioemotional functioning of students. Next, I discuss several ways school psychologists can promote hope schoolwide through various school policies and actions. Lastly, I go over several research-based hope interventions that can be employed in small groups as well as several informal hope-based interventions that can be utilized by school personnel more broadly. There are many ways that hope can be useful to school psychologists. This chapter provides a starter hope toolkit for how it can be leveraged.

In this chapter, we provide an overview of the theoretical basis of, barriers to, and interventions aimed at improving belonging in schools. Our discussion focuses on interpersonal relations and individual perceptions as fundamental to the sense of belonging. We review research on belonging as a fundamental human motive as well as newer work exploring variability in the experience of belonging. We also address barriers to belonging, illustrating the relational role of peers and teachers. We conclude by highlighting three interventions shown to foster belonging in an educational context, focusing on challenging psychological perceptions of threat (Walton & Cohen, 2011), changing the climate (Walton et al., 2015), and promoting cross-group friendships (Page-Gould, Mendoza-Denton, & Tropp, 2008). Throughout the chapter, we highlight the importance of the roles of the institution, community, and individuals involved.

Located in Anhui and Jiangxi provinces, the fieldwork counties of Eastern County, Western County, Tranquil County and Jade County shared many characteristics. These included: a devalued ‘rural’ status; a prevalence of low-quality and low-paying local off-farm jobs; histories of economic and educational deprivation manifest in the grandparents’ and parents’ emplaced biographies; and a patriarchal family culture. In the 2010s these counties also had high rates of labour migration with over half of rural children affected by the migration of at least one parent. At the same time, the four fieldwork sites had distinctive features that impacted on the children’s lives. Specifically, the counties each had their own linkages to certain ‘outside’ places and economic sectors that intersected with other aspects of local geographic context such as physical location, the local school regime characteristics – including whether there were school boarding facilities, school lunches and private schools – and customary gender relations and divisions of labour. These factors affected the immediate setting within which families deliberated who should and could migrate and who should and could deliver childcare, which in turn influenced the children’s experiences of daily care and routines in and around school, and their expectations of parental support for their education.

At the heart of this chapter’s fertile question is the recognition that effective professional relationships are built – only rarely do they ‘grow themselves’ – and that a range of resources need to be in place for development to happen.

Research within Australia and around the world underscores the short– and long–term negative effects of bullying on children’s socio-emotional health and wellbeing. While there has been a significant increase in the number of studies conducted with upper primary and secondary students, comparatively fewer studies have focused on the prior-to-school and early school contexts. The few studies that have examined the impact of bullying in the early years underscore its negative effects, with victims and bullies exhibiting psycho-social maladjustment and psychosomatic problems similar to outcomes reported with older samples (see Neilsen-Hewett, Bussey & Fitzpatrick, 2017). Bullying poses a significant risk to children’s socio-emotional wellbeing and mental health. A growing awareness of how bullying manifests itself in early peer contexts is therefore critical in the development of effective preventative anti-bullying initiatives. The goal of this chapter is to provide a synthesis of this research including an overview of the causes and correlates of bullying and its effects on children’s socio-emotional wellbeing.

Research within Australia and around the world underscores the short– and long–term negative effects of bullying on children’s socio-emotional health and wellbeing. While there has been a significant increase in the number of studies conducted with upper primary and secondary students, comparatively fewer studies have focused on the prior-to-school and early school contexts. The few studies that have examined the impact of bullying in the early years underscore its negative effects, with victims and bullies exhibiting psycho-social maladjustment and psychosomatic problems similar to outcomes reported with older samples (see Neilsen-Hewett, Bussey & Fitzpatrick, 2017). Bullying poses a significant risk to children’s socio-emotional wellbeing and mental health. A growing awareness of how bullying manifests itself in early peer contexts is therefore critical in the development of effective preventative anti-bullying initiatives. The goal of this chapter is to provide a synthesis of this research including an overview of the causes and correlates of bullying and its effects on children’s socio-emotional wellbeing.