Journal of Educational Administration · 2009 · 377 citations · 15 references
Reactive BehaviorEducationSteps School LeadersCommunicationVictimisationSocial MediaSocial IssuesCyberpsychologyYouth Well-beingBehavioral SciencesSchool PsychologyBullyingSocial ImpactProblematic Social Medium UseAdolescent LearningCyberbullyingBullying PreventionSchool ViolenceOnline HarassmentInterpersonal CommunicationSocial ComputingSociologyArtsAggressionSchool Leaders
Technological advances have created new challenges for schools to keep students safe, and this paper builds on limited research to focus on cyberbullying’s causes, psychological effects, and remedies. The study aims to explore cyberbullying’s prevalence, causes, and psychological impact on students, and to provide school leaders with understanding and actionable steps, while suggesting further research across age groups and cultures. Data were collected from 351 students via a mixed-method survey with limited choice, scaled, and open-ended questions, enabling both large-scale quantitative analysis and rich qualitative insight. Cyberbullying most often stems from relationship problems, inflicts severe social well‑being harm on victims, and school and student responses are largely inappropriate or absent, yet the study offers policy and practice implications for leaders. The study’s findings are limited by self‑reported data from a single institution’s students recalling pre‑college experiences.
Purpose The purpose of this paper is to present research exploring the pervasiveness and causes of cyberbullying, the psychological impact on students, and the responses to cyberbullying from students and administrators. The goal is to give school leaders a greater understanding of this phenomenon and suggest steps to deal with this challenging issue. Design/methodology/approach The data are collected from 351 students using a survey, which contains limited choice, scaled response, and open‐ended questions. This qualitative/quantitative design enables collection of data from a large population along with rich qualitative data that expand and explain students' experiences. Findings The paper reveals that cyberbullying emerges most commonly from relationship problems (break‐ups, envy, intolerance, and ganging up); victims experience powerfully negative effects (especially on their social well‐being); and the reactive behavior from schools and students is generally inappropriate, absent, or ineffective. Research limitations/implications This is self‐reported data collected from a group of students in one institution, who are asked to recall instances from their pre‐college experience. Additional research on from a variety of age groups and cross‐culturally would add another layer of understanding about cyberbullying among teens. Practical implications Technological advances have created new challenges for schools in keeping students safe. This paper has implications for educational policy and practice, including steps school leaders can take to curtail cyberbullying. Originality/value This paper builds on a small body of research on cyberbullying and focuses on underlying causes, categories of psychological effects, and specific remedies.
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Bullies Move Beyond the Schoolyard
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