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This paper aims to examine the role of bullying victimization in predicting psychopathology, encompassing post-traumatic stress disorder (PTSD), risk of developing prodromal psychosis and emotional and behavioural problems, among in-school Nigerian adolescents.

A total of 351 junior secondary students (n = 173 males, 178 females; age range: 9–17 years) were recruited from five randomly selected public secondary schools in Nigeria. Students completed a variety of self-report measures, including a socio-demographic questionnaire, the prodromal questionnaire – brief version, the strengths and difficulties questionnaire (SDQ) and the multidimensional peer victimization scale. They were also interviewed using the PTSD module of the Mini International Neuropsychiatric Interview-Kid Version.

Although bullying victimization was not found to predict the presence of PTSD, it predicted the risk of developing prodromal psychosis. All SDQ subscales also held significant positive associations with bullying victimization. This indicates that higher levels of victimization are associated with increased behavioural and emotional difficulties among adolescents.

The study findings add support to whole system approaches involving relevant stakeholders in health, education, social and criminal justice sectors via protective policies to address the problems of bullying in schools.

The study contributes to evidence demonstrating a need for improved understanding regarding the role of exposure to bullying victimization in predicting various forms of psychopathology. Furthermore, there is specifically a need for research with this focus in developing countries in sub-Saharan Africa and the Nigerian education system.

Sport organizations hold substantial ideological power to showcase and reinforce dominant cultural ideas about gender. The organization and portrayal of sporting events and spaces continue to promote and reinforce a hierarchical gender binary where heroic forms of masculinity are both desired and privileged. Such publicly visible gender hierarchies contribute to the doing of gender beyond sport itself, extending to influence gender power relations within sport and non-sport organizations. Yet, there has been a relative absence of scholarship on sport organizations within the organizational sociology field. In this paper, we review findings of studies that look at how formal and informal organizational dimensions influence the doing and undoing of gender in sport organizations. Subsequently, we call for scholars to pay more attention to sport itself as a source of gendered organizational practices within both sport and non-sport organizations. We end with suggestions for research that empirically explores this linkage by focusing on innovative theoretical perspectives that could provide new insights on gender inclusion in organizations.

The purpose of this paper is to investigate the impact of three predictors (emotional intelligence, perceived supervisor support and work–life balance) on employee engagement.

The employee engagement and its predictor variables considered have been assessed by a survey using a structured questionnaire. Data were collected for 628 government school teachers of Punjab state of India. SEM using SmartPLS software was used to estimate the relationship between employee engagement and its predictors (emotional intelligence, perceived supervisor support and work–life balance).

The results reveal that the three predictors (emotional intelligence, perceived supervisor support and work–life balance) have a significant positive impact on employee engagement of the government school teachers.

School authorities need to draft teacher-friendly policies so that teachers can stay deeply engrossed in their work and can handle work and family demands. Engaged teachers brim with positive energy, thereby energetically and vigorously preoccupying themselves in their work, leaving no time and space for negative thoughts.

The influence of emotional intelligence, perceived supervisor support and work–life balance on employee engagement of government school teachers is unprecedented. The study also tested the model in a holistic manner. Since the study is based on an Indian sample, it also adds to growing literature on employee engagement in nonwestern countries. The results are of great value to government authorities, school managements, HR managers and policymakers who are seeking to develop practices that enhance employee engagement at workplaces.