In the PARTICIPATE project, we have the unique opportunity to engage in both academic and non-academic secondments abroad. Currently, I’m doing my academic secondment at Goldsmiths, University of London, under the supervision of Dr. Peter Smith. My stay lasts from October to December 2024. I’m glad to document this fruitful and unforgettable academic secondment experience through this blog.

Academic Learning During My Secondment

As suggested by Dr. Peter Smith, I’m attending the Research Design and Analysis course every Monday at Goldsmiths. It’s always beneficial to revisit the basics and deepen my fundamental understanding. For example, clarifying different types of validity—internal, external, and construct—has reaffirmed the importance of measurement issues, which are closely related to my project.

The use of charts by Dr. Karina J Linnell to explain factorial and time-series designs has been particularly insightful, offering a clear understanding of variable effects and types of change. This knowledge is invaluable for my upcoming longitudinal analyses. Simultaneously, I’m also taking the hybrid course Contemporary Perspectives on Diversity, Inclusion, and Education at the University of Stavanger, which provided me with the skills to create a research poster. I presented this poster during my academic secondment at the 28th Workshop on Aggression held in Nottingham on November 21–22.

Key Insights and Networking Opportunities

As my main supervisor, Dr. Dagmar Strohmeier, described, the workshop had a welcoming and engaging atmosphere. I really enjoyed the discussions and found some presentations very interesting. Katelynn Wilson from the University of York shared research suggesting that girls are more likely to experience bullying, a conclusion differing from my literature review findings. After clarification, I learned her findings were based on studies focusing on appearance-based victimization. This highlighted the importance of considering the specific contexts and scopes of studies when interpreting and comparing results.

I was also impressed by a presentation from Dr. Saskia M. Fischer, who used HBSC data and applied cutoffs recommended by the HBSC survey, which differ from the lenient and strict cutoffs used in my research. This flexibility in applying cutoffs based on research goals is an important takeaway.

Additionally, Dr. James O’Higgins Norman from DCU in our PARTICIPATE project presented lessons from the FUSE Anti-Bullying Programme in Ireland and delivered a keynote on adolescent perspectives regarding smartphone bans in schools. I was particularly intrigued by the program’s success, which involved collaboration among psychologists, sociologists, and economists. With 1.5 million in funding from Meta, the program created four times its value—a testament to its societal impact and a great encouragement for me during my academic secondment.

I was also fortunate to have the opportunity to discuss and learn from researchers like Dr. Susanne Robinson, Dr. Anke Görzig, and Dr. Claire Monks, members of Dr. Peter Smith’s research group, and Dr. Hana Machackova, co-author of the EUKO 2020 report—the dataset central to my project. These discussions enriched my academic secondment by providing fresh perspectives and valuable insights.

Cultural Experiences and Personal Growth

During my stay, apart from the regular Research Day Meeting, I also participated in the Institute for Lifecourse Development Anti-Bullying Policy Network Roundtable at the University of Greenwich. This regular gathering of researchers, practitioners, and policymakers fosters dialogue on bullying, combining insights from research, practice, and policy recommendations. Hearing perspectives from charities, local councils, and schools enriched my understanding, especially regarding cyberbullying.

Given children’s expertise in digital environments compared to many parents or carers, I believe including young representatives in future roundtables could provide even more comprehensive insights. These insights have been particularly valuable during my academic secondment.

Three months might seem long, but the time has flown, especially as this is my first time in London. Thanks to its rich history, there is always something to explore. With guidance from Dr. Simone Paludo, I got to experience London like a local and delve into its fascinating past. I learned about William the Conqueror, the first Norman king of England, and the distinction between the City of London—a small, financially powerful area—and Westminster, known for its political and royal landmarks.

Thanks to Dr. Peter Smith, I also visited the Cutty Sark, a 19th-century clipper ship renowned for its role in the tea trade with China. I was amazed by the ingenuity of its design, which balanced speed and capacity while accommodating the sandbars of Chinese rivers. It’s remarkable that the ship has been so well preserved. Similarly, the world-famous musical The Phantom of the Opera—performed for over 30 years—still attracts full audiences today, showcasing the timeless appeal of cultural icons.

Looking back on my academic secondment, I am deeply grateful for the diverse learning opportunities, both academic and cultural. From enriching courses and engaging workshops to thought-provoking discussions with experts, every moment has contributed to my growth as a researcher and individual. This academic secondment experience has not only broadened my academic perspective but also strengthened my resolve to contribute meaningfully to the field of bullying prevention and intervention.

Hu Shan