文部科学省表示，霸凌事件增加一定程度上缘于学校更积极"定性"，但严重事件持续增加"令人担忧"。 报告提到，有8名学生因遭校园霸凌而自杀。 新华社北京11月4日电日本文部科学省近期发布的调查结果显示，日本2024财年共报告近77万起校园霸 凌事件，为有相关记录以来新高。 共同社3日援引这项调查报道，2024财年日本中小学经确认的校园霸凌事件共计76.9万起，范围遍及全 国3万多所学校，占全部学校的83.9%。发生在小学的霸凌事件最多，超61万起。 调查显示，经认定导致身体伤害或学生长期缺课的"严重事件"达1405起，创有记录以来新高。所有霸凌 事件中，有肢体冲突的校园暴力事件增至12.8万余起，同比增长18.2%。 校园霸凌是日本面临的严重社会问题，甚至引发杀人和自杀悲剧，也是不少学生拒绝上学的原因之一。 这项调查同时显示，日本全年缺勤30天以上的小学生和初中生达35.3万余人，同比增长2.2%，连续12年 增加。其中，小学生长期缺勤事件约13.7万起，初中21.6万起。文部科学省认为，长期缺勤增加与更多 家长认为"不应强迫孩子上学"有关。 （文章来源：新华网） ...

Core Insights - The article highlights the alarming issue of school bullying in Japan, reporting a total of 730,000 cases within a year, which averages to a significant number of incidents daily [1] Group 1 - The Japanese Ministry of Education, Culture, Sports, Science and Technology released data indicating a severe bullying problem in schools [1] - The article aims to compare the severity of school bullying among Japan, China, and South Korea, raising concerns about the global implications of this issue [1]

Core Viewpoint - The article discusses various topics of curiosity and knowledge, highlighting the importance of understanding contemporary issues and trends in society, particularly for the youth [1][2]. Group 1: Podcast Information - The podcast "Knock Knock World" is produced by "Sounding Alive" and "One-Tenth," aimed at unlocking global fresh insights for teenagers [3][5]. - It updates every Monday, Wednesday, and Friday at 6:00 AM, with each episode lasting 10 minutes [5]. - The first season runs from March 25, 2025, to March 24, 2026, priced at 365 yuan [3][6]. Group 2: Content Themes - The podcast addresses a variety of questions related to technology, culture, and societal issues, such as the impact of mobile apps on privacy, the rise of new car brands, and the economics of shared bicycles [1][2]. - It also explores the significance of gaming in youth culture and the popularity of Japanese manga and animation [2].

Core Viewpoint - The article highlights the ongoing issue of student bullying in China, emphasizing the inadequacies of the current juvenile justice system in addressing such behaviors, particularly regarding the leniency shown towards underage offenders [1][27]. Group 1: Case Study of Bullying Incident - A case involving a middle school student, Xiaorong, who was bullied and extorted for "protection fees" by a gang of peers, illustrates the severity of the bullying problem [3][4]. - The incident escalated to a robbery and assault on Xiaorong's father, leading to serious injuries, highlighting the violent nature of these bullying incidents [4][5]. - The case involved 13 minors, with 7 directly participating in the robbery and assault, and others acting as accomplices, indicating a broader issue of delinquency among youth [6][10]. Group 2: Intervention Mechanisms - The article discusses the tiered intervention mechanisms for juvenile offenders, which include educational and corrective measures based on the severity of their actions [7][10]. - For less severe cases, such as those involving minors who did not directly participate in violence, authorities may impose educational measures rather than punitive actions [8][10]. - The article emphasizes the need for state intervention when family-based corrective measures fail, as seen in the case of a minor who faced severe behavioral issues due to family dysfunction [11][12]. Group 3: Challenges in the System - The article outlines the challenges faced by specialized schools designed for juvenile rehabilitation, including a significant imbalance in the availability of such institutions across different regions [23][24]. - There is a noted shortage of resources, including qualified staff and adequate facilities, which hampers the effectiveness of these specialized schools [23][24]. - Parental resistance to sending children to specialized schools, often viewed as punitive, further complicates the situation, leading to a lack of necessary intervention for at-risk youth [24][28]. Group 4: Legal Framework and Execution - Recent legal reforms aim to strengthen the accountability of juvenile offenders and enhance the intervention mechanisms available to authorities [27][28]. - The article critiques the gap between legal provisions and their execution, as demonstrated by the lenient treatment of a 13-year-old offender in a bullying case, which reflects a broader issue of administrative complacency [27][29]. - The need for a more robust and effective deterrent system is emphasized, suggesting that increasing the number of specialized schools and improving public perception of these institutions could lead to better outcomes for juvenile offenders [28][29].

Group 1 - The article discusses the limitations of the law in addressing issues like online violence and campus bullying, highlighting the case of the Wuhan University library false accusation as a classic example of these problems [1] - It emphasizes that campus bullies often target those perceived as weak, showcasing the ability of bullies to identify vulnerable individuals [2] - The article points out that the victim, Xiao, lacked awareness of human malice and was easily intimidated, leading to a series of unfortunate events [2][3] Group 2 - The response of individuals who are not easily bullied can differ significantly, with some choosing to confront their accusers aggressively [4] - The article illustrates how bystanders often contribute to the perpetuation of bullying by remaining passive, akin to a crowd ignoring violence [5] - It criticizes the typical school response to bullying, which often involves equal punishment for both parties, rather than a thorough investigation [6] Group 3 - The article raises doubts about the plausibility of the accusations against Xiao, questioning the circumstances and logic behind the claims [7][8][9] - It discusses the long-term psychological impact of bullying on victims, noting that the scars from such experiences can last a lifetime [10] - The article concludes that the consequences for bullies are often minimal, as societal memory fades and they may continue to thrive without accountability [14][15]