Summary
This systematic review and meta-analysis of 44 RCTs assessed school-based cyberbullying interventions across 15 countries. Interventions produced small but significant reductions in cyberbullying perpetration, victimisation, and negative behaviour, and increased knowledge; however, no meaningful effects were detected on bystander involvement, attitudes, awareness, or broader psychosocial well-being. Interventions with longer duration (≥5 hours total) showed greater effectiveness, though the authors note the evidence certainty was low to very low and recommend future rigorous trials with extended follow-up.
Regional applicability
This international meta-analysis does not isolate United Kingdom findings, though schools in the UK operate in the same global cyberbullying context. The review's conclusions on intervention design (notably that longer, sustained programmes are more effective) may inform UK school policy and safeguarding frameworks, particularly as digital literacy and online safety become increasingly integrated into the curriculum.
Key measures
Cyberbullying perpetration (Hedges' g = −0.15), victimisation (g = −0.11), behaviour (g = −0.28), knowledge (g = 0.15), and psychosocial well-being outcomes at post-intervention and follow-up (≤6 months) assessments
Outcomes reported
The study examined the effectiveness of school-based interventions on cyberbullying perpetration, victimisation, behaviour, knowledge, and psychosocial well-being in children and adolescents across 44 RCTs involving 65,707 participants from 15 countries.
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