Summary
This systematic review synthesises literature from 2015–2020 to identify and characterise the distinct roles adopted by bystanders in cyberbullying incidents involving adolescent students. The authors reviewed nine articles meeting inclusion criteria and identified between two and five bystander sub-types, with outsiders representing the largest proportion and assistants to the aggressor the smallest. The findings suggest that bystander behaviours are systematically associated with demographic and psychological variables including sex, age, empathy, and prior exposure to cyberbullying.
UK applicability
The findings are potentially applicable to UK schools and youth contexts, as cyberbullying is a universal phenomenon affecting adolescents across high-income countries. However, the review does not specify whether any of the included studies were conducted in the UK, and contextual differences in digital platform usage and school policies may influence the relevance of identified bystander roles to UK practice.
Key measures
Bystander role typologies (outsiders, defenders, reinforcers, assistants); demographic variables (sex, age); psychological variables (empathy, previous experience)
Outcomes reported
The systematic review identified and characterised two to five distinct types of bystander roles in cyberbullying situations involving adolescent students. Bystander types were analysed across variables including sex, age, previous experience, and empathy levels.
Topic tags
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