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Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

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  • Jacek Pyżalski

    (Faculty of Educational Studies, Adam Mickiewicz University of Poznań, 60-568 Poznań, Poland)

  • Piotr Plichta

    (Institute of Pedagogy, Faculty of Historical and Pedagogical Sciences, University of Wrocław, 50-139 Wrocław, Poland)

  • Anna Szuster

    (Faculty of Psychology, University of Warsaw, 00-183 Warsaw, Poland)

  • Julia Barlińska

    (Faculty of Psychology, University of Warsaw, 00-183 Warsaw, Poland)

Abstract

The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students’ and teachers’ perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13–16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens’ testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.

Suggested Citation

  • Jacek Pyżalski & Piotr Plichta & Anna Szuster & Julia Barlińska, 2022. "Cyberbullying Characteristics and Prevention—What Can We Learn from Narratives Provided by Adolescents and Their Teachers?," IJERPH, MDPI, vol. 19(18), pages 1-26, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:18:p:11589-:d:914853
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    References listed on IDEAS

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    1. Schneider, S.K. & O'donnell, L. & Stueve, A. & Coulter, R.W.S., 2012. "Cyberbullying, school bullying, and psychological distress: A regional census of high school students," American Journal of Public Health, American Public Health Association, vol. 102(1), pages 171-177.
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    1. Hongzhe Kang & Yao Wang & Min Wang & Megat Imran Yasin & Mohd Nizam Osman & Lay Hoon Ang, 2024. "Navigating Digital Network: Mindfulness as a Shield Against Cyberbullying in the Knowledge Economy Era," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(3), pages 13233-13271, September.
    2. Bárbara Machado & Paula Lobato de Faria & Isabel Araújo & Sónia Caridade, 2024. "Cyber Interpersonal Violence: Adolescent Perspectives and Digital Practices," IJERPH, MDPI, vol. 21(7), pages 1-22, June.
    3. Sławomir Rębisz & Aleksandra Jasińska-Maciążek & Paweł Grygiel & Roman Dolata, 2023. "Psycho-Social Correlates of Cyberbullying among Polish Adolescents," IJERPH, MDPI, vol. 20(8), pages 1-34, April.

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