Purpose Cyber bullying perpetration (using communication technology to engage in bullying) is a recent phenomenon that has generated much concern. There are few prospective longitudinal studies of cyber bullying. The current paper examines the individual, peer, family and school risk factors for both cyber and traditional bullying (the latter is bullying that does not utilize technology) in adolescents. Methods This paper draws on a rich data set from the International Youth Development Study, a longitudinal study of students in Victoria, Australia and Washington State, United States, which began in 2002. In this paper, data from almost 700 Victorian students recruited in Grade 5 is analyzed to examine Grade 7 (aged 12-13 years) predictors of traditional and cyber bullying perpetration in Grade 9 (aged 14-15 years). Results Fifteen per cent of students engaged in cyber bullying, 21% in traditional bullying and 7% in both. There are similarities and important differences in the predictors of cyber and traditional bullying. In the fully adjusted model, only prior engagement in relational aggression (a covert form of bullying such as spreading rumors about another student) predicted cyber bullying perpetration. For traditional bullying, previous relational aggression was also predictive, as was having been a victim and perpetrator of traditional bullying, family conflict, and academic failure. Conclusions The use of evidence-based bullying prevention programs is supported to reduce experiences of all forms of bullying perpetration(cyber, traditional, and relational aggression). In addition, for traditional bullying perpetration, addressing family conflict and student academic support are also important.

Aims To examine the associations between self-reported bullying perpetration and victimization in Years 7 and 10 and a range of psychosocial outcomes in Year 11. Method This analysis draws on data from the International Youth Development Study (IYDS), a longitudinal study of 5,769 students from Victoria, Australia and Washington State, United States (US) who were recruited through schools in Years 5, 7, and 9 in 2002. Data for the current results are taken from participants in the youngest (Year 5) Victorian cohort of the study. Results Rates of bullying victimisation exceeded 30% and up to one in five students had engaged in bullying. Adjusted logistic regression analyses revealed that bullying perpetration and bullying victimisation in Year 7 did not significantly predict psychosocial outcomes in Year 11. Bullying perpetration in Year 10 was associated with an increased likelihood of theft, violent behaviour, and binge drinking. Year 10 bullying victimisation was associated with an increased likelihood of Year 11 depressive symptoms. Conclusions Prevention approaches that target bullying perpetration and victimization are necessary. Programs that lessen bullying may also have an impact on other proximally related behaviours, including binge drinking and depression.

Prevention approaches that target traditional and cyber-bullying, and established risk factors are necessary. Such multi-faceted programs may also reduce problem behavior and mental health problems.