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<p>Peer-to-peer bullying is a widespread, persistent form of harm among young people with profound and lasting impacts on their development and wellbeing. Anonymous harm reporting tools, like Stymie, offer a valuable response to known help-seeking barriers, enabling earlier identification and intervention to prevent or limit these harms. This paper reports on findings from a foundational study exploring educators’ (<i>n</i> = 14) experiences of Stymie in Australian schools. Semantic thematic analysis identified five overarching themes, demonstrating the utility and positive impact of Stymie in creating safer school environments. Specifically, the results showed that Stymie addressed an identified need and pathway for reporting concerns within schools, with anonymity a core feature. Educators suggested Stymie had helped to facilitate early intervention and deterrence, while creating positive shifts in school safety culture. However, the results also suggested that scaffolded implementation and integration is essential to ensure active engagement with the tool and to maximise outcomes.</p>

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Exploring the Utility of an Anonymous Harm Reporting Tool for Adolescents: Educators’ Experiences of Stymie

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月24日

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  • Stephanie Price,
  • Madeline Lee,
  • Nadine McKillop,
  • Andrew Allen,
  • Susan Rayment-McHugh,
  • Amanda Boyes,
  • Rachel Downie

摘要

Peer-to-peer bullying is a widespread, persistent form of harm among young people with profound and lasting impacts on their development and wellbeing. Anonymous harm reporting tools, like Stymie, offer a valuable response to known help-seeking barriers, enabling earlier identification and intervention to prevent or limit these harms. This paper reports on findings from a foundational study exploring educators’ (n = 14) experiences of Stymie in Australian schools. Semantic thematic analysis identified five overarching themes, demonstrating the utility and positive impact of Stymie in creating safer school environments. Specifically, the results showed that Stymie addressed an identified need and pathway for reporting concerns within schools, with anonymity a core feature. Educators suggested Stymie had helped to facilitate early intervention and deterrence, while creating positive shifts in school safety culture. However, the results also suggested that scaffolded implementation and integration is essential to ensure active engagement with the tool and to maximise outcomes.