There is no commonly used definition of cyberbullying, but the characteristics of a power differential, repetition of behaviour, reasons for bullying and intent to harm are all similar to traditional "offline" bullying. Cyberbullying is more likely to occur outside of school hours, but the behaviours often carry over from home to school, and vice versa. It is unclear whether cyberbullying is more or less harmful than "offline" bullying. The literature indicates that some young people may underplay or deny the harm, or shrug it off, but others experienced decreases in mental health. Parents play a critical role in preventing and responding to cyberbullying. Monitoring Internet use and communicating with teenage children are important strategies. Efforts to encourage cybersafety need to find a balance between monitoring behaviours and allowing young people to independently and age-appropriately negotiate their own boundaries. The relationship between parents and schools is increasingly important in addressing cyberbullying and responding to incidents. Parents can be encouraged to familiarise themselves with school policy and cybersafety education initiatives, including responsible use policies. The schools that are most effective in reducing cyberbullying have excellent ongoing relationships with families and parents and young people are actively involved in developing policy. Online bullying is a new form of an old problem rather than a product of the technology itself.

Background: Early adolescence is a key stage for parents and children before increasing child independence, yet little research has explored parents' experiences during this time. Methods: Secondary analysis using a broadly representative survey of 2600 parents explored challenges and opportunities for parents of 10-12 year-olds relative to other child ages. Results: Parents of pre-teens are mostly confident in their parenting, satisfied with children's sleep and they were more confident in knowing where to seek professional help than parents of younger and older children. Nevertheless, there were several challenges, including the use of positive discipline and partner support. Parents of adolescents reported less favourable experiences in several areas, including concerns about children's use of electronic devices, confidence and help-seeking. Conclusions: Findings highlight the importance of pre-adolescence as an opportune time to support parents prior to major developmental transitions associated with adolescence.

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