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Purpose Online violence has been rampant in the past decade, intensifying the victims’ suffering owing to its rapid dissemination to vast audiences. This study aims to focus on online gender-based violence directed against young Bedouin women who have left their male-dominated home territory for academic studies. This study examined how the backlash against these students, intended to stop changes in traditional gender roles, is reflected in offensive TikTok videos. Design/methodology/approach This research is based on a qualitative-thematic analysis of 77 questionnaires and 30 semistructured in-depth interviews with first-year female Bedouin students aged 18–21 years. Findings The backlash was widespread, with young Bedouin men using offensive videos as “proof” that women have violated codes of honor and morality. The videos exhibited four types of gender-based violence: claims of immoral behavior, aggressive captions that take the footage out of context, allegations of immodest clothing and digital photo editing that produced fabricated results. Examining participants' reactions to the videos, this study revealed two patterns of response: passive acceptance of the situation and an active approach that included reaching out to powerful Bedouin men for solutions. Originality/value This research enriches the literature on online gender-based violence, particularly against women in traditional societies, and suggests practical steps: developing online media literacy in traditional societies, adopting a proactive approach and nurturing social self-competence in women who have been victims of online gender-based violence.

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Scholars from various research disciplines have focused on ways of helping a civilian population withstand mass natural or human-instigated disasters. The present study examines the theoretical principles suggested by Hobfoll et al. (safety, calming, efficacy, connectedness and hope) by an analysis of the spontaneous discourse of educational radio presenters during emergency broadcasts when the region’s residents live under the constant danger of rocket fire. This study analysed 198 broadcasting hours sampled from three different periods of military conflict (2008−14). The radio presenters’ spontaneous discourse was analysed by content, drawing a distinction between resilience-promoting (function) and resilience-impairing (dysfunction) messages. The findings show that despite the presenters’ intention to help the community contend with the difficult situation, numerous resilience-impairing messages also appeared in their spontaneous discourse. The present study contributes by providing an additional layer of theoretical research on interventions in community stress situations and looks at utilizing the potential inherent in educational radio as a tool to aid development of community resilience.