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Cyberbullying can be harmful to adolescents using online technology, and one way of combating it may be to use interventions that have been successfully utilised for traditional bullying, such as encouraging peer bystander intervention. The online environment, however, differs notably from the environment in which traditional bullying takes place raising questions about the suitability of transferring traditional bullying approaches to the cyber environment. This study explored the perceptions of, and key influences on, adolescent bystanders who witness cyberbullying. In all, 24 interviews were conducted with students aged 13–16 years. Relationships emerged as a key theme with participants believing that a bystander’s relationship with both the perpetrator and the target influenced whether they would intervene when witnessing cyberbullying. Relationships also influenced their ability to understand the context of the situation, the perceived severity of the effect of the incident on the target and therefore the need, or otherwise, to seek help from adults.

Researchers' understanding of bystanders' perspectives in the cyber-environment fails to take young people's perceptions into account and remains imperfect. Interventions encouraging adolescents to help targets of cyber-aggression are therefore typically based upon traditional school-based aggression research. Twenty-four in-depth interviews with Australian 13e16 year-olds revealed two themes that reflect how young bystanders perceive differences between aggression online and at school. The physical presence theme suggests that young bystanders struggle to determine online intentions in the absence of body language, leading to hesitancy in reactions and furthermore make it easier for them to ignore online transgressions and avoid becoming involved. The authority theme indicates young bystanders perceive that, compared to the school environment, the online environment lacks clearly established rules, authority figures and formal reporting mechanisms. These differences indicate that unique strategies should be developed to encourage young bystanders to intervene in cyber-aggression situations.

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Purpose Children who are deaf and hard of hearing (DHH) face a wide array of issues that can impact their mental health and well-being. This study aimed to explore the role of schools and classroom teachers in supporting the mental health and well-being of DHH children. Method A qualitative study comprising telephone and semistructured interviews with 12 mainstream school classroom teachers who directly support the education and well-being of DHH children was conducted. Thematic analysis was used to analyze the data. Result Classroom teachers indicated they play an important role in supporting the mental health and well-being of DHH children but identified a range of constraints to providing this support. Four themes were identified: (a) “culture of professional practice,” (b) “operationalized practice,” (c) “constraints to practice,” and (d) “solutions for constraints.” Conclusions Classroom teachers play an important role in supporting the mental health and well-being of DHH children but face several constraints in their practice, including limited training and awareness and access to resources. While further research is needed, this study suggests that classroom resources and teacher professional development are needed to enhance classroom teachers' understanding of how to support the mental health and well-being of DHH children.