Abdulkadiroğlu, A., Hu, W. & Pathak, P.A. (2013). Small High Schools and Student Achievement: Lottery-Based Evidence from New York City. NBER Working Paper No. 19576.
Allen, J.P. (1989). Social impact of age mixing and age segregation in school; A context-sensitive investigation. Journal of Educational Psychology, 3; 408-416.
Al Ramiah, A. & Hewstone, M. (2013). Intergroup contact as a tool for reducing, resolving, and preventing intergroup conflict: Evidence, limitations, and potential. American Psychologist, 68: 527-542.
Berg, Y. van den (2015). Peers in proximity: New perspective on interpersonal processes in the classroom. Nijmegen.
Blaffer Hrdy, S. (2009). Een kind heeft vele moeders. Hoe de evolutie ons sociaal heeft gemaakt. Amsterdam.
Brooker, R.J., Buss, K.A., Lemery-Chalfant, K. et al. (2013). The development of stranger fear in infancy and toddlerhood: normative development, individual differences, antecedents, and outcomes. Developmental Science, 16; 864-878.
Hall, J.A. (2019). How many hours does it take to make a friend? Journal of Social and Personal Relationships, 36: 1278-1296.
Kaufman, T.M.L. (2020). Toward tailored interventions: explaining, assessing, and preventing persistent victimization of bullying. Groningen.
Laninga-Wijnen, L., Harakeh, Z., Garandeau, C.F. et al. (2019). Classroom Popularity Hierarchy Predicts Prosocial and Aggressive Popularity Norms Across the School Year. Child Development, 90: e637-e653.
Li, Y. & Wright, M.F. (2014). Adolescents’ social status goals: relationships to social status insecurity, aggression, and prosocial behavior. Journal of Youth and Adolescence, 43; 146-160.
Lu, Y., Avellaneda, F., Torres, E.D. et al. (2018). Adolescent bullying and weapon carrying: A longitudinal investigation, Journal of Research on Adolescence, 30: 61-65.
Makara, K.A. & Madjar, N. (2015). The role of goal structures and peer climate in trajectories of social achievement goals during high school. Developmental Psychology, 51, 473-488.
McClellan, D.E. & Kinsey, S.J. (1999). Children’s social behavior in relation to participation in mixed-age or same-age classrooms. Early Childhood Research & Practice, 1 (https://ecrp.illinois.edu/v1n1/mcclellan.html).
Nelen, W., Wit, W. de, Golbach, M. et al. (2018). Sociale veiligheid in en rond scholen. Nijmegen.
Oldenburg, B. (2017). Bullying in schools. The role of teachers and classmates. Groningen.
Onderwijsraad (2013). Grenzen aan kleine scholen. Den Haag.
Orobio de Castro, B., Mulder S., Van der Ploeg, R. et al. (2018). Effectiviteit van kansrijke programma’s tegen pesten in de Nederlandse onderwijspraktijk. Den Haag (NRO).
Pouwels, l. (2018). The group process of bullying: Developmental, methodological, and social-cognitive perspectives. Nijmegen.
Ryan, A.M. & Shim, S.S. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin. 32: 1246- 1263.
Scheepers, D. & Knight, E.L. (2020). Neuroendocrine and cardiovascular responses to shifting status. Current Opinion in Psychology, 33, 115-119.
Smets, P. (2009). Schaalgrootte in het onderwijs. In J.L.T. Blank (red.), Schaal op maat. Essays over schaalvergroting in zorg en onderwijs (pp. 51-62). Maastricht.
Truijens, A. (2020). Soms werken antipestprogramma’s, en soms maken ze het erger. Volkskrant 28-02-2020.
Volksgezondheidenzorg.info. Prevalentie angststoornissen in huisartsenpraktijk. https://www.volksgezondheidenzorg.info/onderwerp/angststoornissen/cijfers-context/huidige-situatie#node-prevalentie-angststoornissen-huisartsenpraktijk.
Vos, H. de (2004). Community and human social nature in contemporary society. Analyse & Kritik, 26: 7-29.
Warneken, F. & Tomasello, M. (2011). The roots of human altruism. British Journal of Psychology, 100: 455-471.
Wolke, D., Copeland, W.E., Angold, A. et al. (2013). Impact of bullying in childhood on adult health, wealth, crime, and social outcomes. Psychological Science, 24, 1958-1970.
