Summary
This qualitative study analysed in-depth interviews with 55 adolescents (aged 13–16) and 45 teachers across 25 junior high schools to understand cyberbullying experiences and prevention needs from multiple perspectives. Analysis identified distinct psychosocial mechanisms operating in public versus private cyberbullying, demonstrated a clear connection between offline and online peer violence, and highlighted empathy as a protective factor against cyberbullying perpetration. The findings revealed significant limitations in existing adult-led interventions, providing empirical grounds for school-based prevention recommendations that account for the perspectives of all stakeholders.
UK applicability
The findings on cyberbullying mechanisms and the inadequacy of current adult interventions are likely applicable to UK school contexts, where similar adolescent populations and teacher support structures operate. However, the specific geography of the original study is redacted, and direct policy transferability would depend on contextual similarities in educational systems and social media use patterns.
Key measures
Qualitative categories derived from in-depth interviews regarding cyberbullying experiences, causes, support, and preventive measures; thematic analysis of narratives from victims, perpetrators, and bystanders
Outcomes reported
The study identified psychosocial mechanisms underlying cyberbullying and documented adolescents' and teachers' perceptions of prevention measures. Key findings included connections between offline and online peer violence, differential mechanisms in public versus private cyberbullying, and inadequacies in adult support and interventions.
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