Symons Award Recipient Uncovers Shifts in Bullying When Identity and Socioeconomic Status Intersect
Dr. Nour Hammami finds affluent newcomer youth reported higher rates of in-school and cyberbullying than expected, pointing to the role of identity and belonging in classrooms and school environments
New research from Trent University Durham GTA is challenging assumptions about bullying among newcomer youth in Canada and pointing to classrooms as one of the most important places to create change.
Led by Dr. Nour Hammami, a professor in Child & Youth Studies at Trent Durham GTA, the research analyzed survey data from more than 21,000 adolescents across Canada, collected through the cross-national Health Behaviour in School-Aged Children (HBSC) study, exploring the relationship between migration status, socioeconomic position and bullying.
One of Professor Hammami's most unexpected findings in the data is that newcomer youth from affluent households were more likely to experience certain forms of bullying, including cyberbullying, than some peers living in lower socioeconomic conditions.
The finding challenges long-held assumptions that bullying follows a straightforward link to disadvantage.
“This is not a single-story issue,” says Prof. Hammami. “Young people are navigating identity, culture and social dynamics all at the same time. We need to understand those intersections if we want to respond in meaningful ways. Literature also needs to adapt to us as complex humans and the societal structures that we live in.”
The research, which was supported by Child & Youth Studies students Josie Del Rosso and Sarah Elkhoury, emphasizes that bullying is shaped by broader social attitudes and group dynamics, not just individual behaviour. Inclusive classrooms, empathy-building and stronger school communities are among the most effective ways to reduce harm and support student well-being.
An exemplary educator
Those ideas also define Prof. Hammami’s approach as an educator. Recently recognized with Trent University’s Symons Award for Excellence in Teaching, Prof. Hammami is known for creating classroom environments where students feel safe asking questions, sharing perspectives and learning from one another. Students who nominated her described a teaching style that builds confidence, reduces anxiety and ensures “no one is left behind.”
“When people know you have their best interest at heart, that creates a safe environment,” Prof. Hammami explains. “I always ask, ‘who is left out here?’ to create space for students to see themselves and others in what they’re learning.”
Her classroom practices include anonymous live chat questions during lectures, open discussions about identity and lived experiences and teaching strategies designed to meet students where they are.
As conversations around immigration, inclusion and youth mental health continue across Canada, Prof. Hammami says schools have an important role to play in shaping how young people understand difference, empathy and community.
“Children and youth need guidance on how to form community,” she says. “Adults have to help co-create that space as adults bring in a societal lens that children and youth learn with time. When we build classrooms that value empathy and understanding, we’re improving learning and shaping how people treat each other.”