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note

Cyberbullying: A review of the literature

  • Inclusion numérique et solidarité

Cyberbullying: A review of the literature

  • Inclusion numérique et solidarité

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Key findings 

  • Cyberviolence consists of occasional acts of violence whereas cyberbullying consists of repeated acts of violence.
  • A power imbalance between the bully and victim may be linked to an imbalanced familiarity with digital tools.
  • The reflex for represial can be stronger in cyberbullying, turning the victim into the aggressor.
  • Most cases of cyberbullying occur outside of the school environment.
  • Cyberbullying effects disproportionately: girls, members of sexual, racial and ethnic minorities and children suffering from mental health or behavioral issues.
  • Victims supported or defended by bystanders are less depressed and anxious, have better self esteem and are less rejected by their peers.
  • When children understand that cyberbullying isn’t the norm, bullying rates decrease.
  • School programs to address cyberbullying are less efficient when they are conceived for the short-term rather than the long-term.
  • Students often feel that teachers and adults are not sufficiently aware of the problem, and are therefore unable to properly intervene.
  • There is a phenomenon of migration of bullying activity between platforms that deserves further investigation.
  • Children rarely read and understand the privacy policies of the services they use, and do not fully understand the boundaries between public and private in these spaces, or the diverse security options and recourse mechanisms that are available to them.
  • The most effective prevention and detection programs involve children themselves.
  • Despite a proliferation of resources availables online on cyberbullying, searching for advice online as a coping mechanism for victims is less efficient than other strategies.

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