Bullying Awareness and Prevention in a Multicultural University Context: Student Adaptation in Cluj-Napoca

This paper examines bullying awareness and prevention in a multicultural university context, focusing on students’ adaptation to a new cultural environment in Cluj-Napoca, Romania. Although bullying has been widely documented in schools, less attention has been paid to how it is perceived and addressed in higher education, where mobility and diversity are strongly present. Babeș-Bolyai University (UBB), as a large academic centre attracting students from different regions of Romania and from abroad, provides a relevant context for exploring how everyday interactions, communication practices and institutional messages shape students’ understanding of bullying. The study aims to investigate how students define and recognize bullying, how they experience or witness it in academic and social settings, and how they evaluate existing prevention and awareness efforts. Particular attention is paid to differences between local students and those who relocate to Cluj-Napoca, often encountering a new cultural, linguistic and social environment. The research also explores how factors such as perceived belonging, openness to diversity and trust in university structures relate to students’ willingness to seek help or report bullying situations. Methodologically, the paper is based on a questionnaire survey conducted among undergraduate and postgraduate students enrolled in several faculties at UBB in Cluj-Napoca. The instrument includes items on perceptions of bullying prevalence, personal or observed experiences, bystander reactions, attitudes towards diversity and inclusion, and perceived accessibility of support servicesand reporting mechanisms. Descriptive and comparative analyses are used to identify patterns and differences among student groups. Preliminary insights highlight the role of communication in facilitating or hindering adaptation and in shaping bullying awareness. Students who report a lower sense of belonging and limited social networks appear more vulnerable to subtle forms of exclusion and more hesitant to report negative experiences. At the same time, many respondents indicate a preference for clear, studentcentred communication strategies, peer-led initiatives and online campaigns that address bullying and discrimination in relatable language. The paper discusses implications for designing more inclusive, culturally sensitive prevention and awareness programmes in higher education, with a focus on strengthening institutional communication, student engagement and support structures at UBB.