This study focuses on the risks of online activity within the social network sites used by primary and secondary school pupils, with regard to bullying in cyberspace. Questionnaires were used to collect the empirical data. In the first scale, an exploratory factor analysis related to the online activity of pupils was used. It indicated four factors, namely: passive use of social networking sites, active communication on social networking sites, access to high-risk media content, and searching for self-development media content. In the second scale that focused on the forms of cyberbullying, two factors were indicated, namely: bullying through online communication and bullying through visual aggression. The study identified 189 respondents out of 931 pupils from the research sample who had been repeatedly cyberbullied. The research was conducted with pupils of secondary schools and high schools in the Slovak Republic. A relationship between the frequency types of social networking sites' usage and the extent of bullying in cyberspace was observed. The research confirmed the existence of a direct dependence between the frequency of active communication on social networking sites and the extent of bullying through online communication. No statistically significant connection was confirmed between the other factors.

Th e aim of the study was to map teachers' preferred approaches to handling bullying among students. Th e scaled Handling Bullying Questionnaire (Bauman et al., 2008) was used. Th e structure of the research tool was determined using exploratory factor analysis indicating the existence of 5 dimensions. Th e good fi t of the model to the actual data was verifi ed using confi rmatory factor analysis returning very good values of the good fi t indices (CFI, TLI, RMSEA, SRMR, GFI). 696 teachers of the elementary school second level participated in the research. Th eir mean age was 46.53 years (SD = 9.34) and the mean length of their experience was 21.10 years (SD = 10.44). Male teachers scored statistically signifi cantly higher on the dimension "Disciplining the bully"; teachers who had obtained their qualifi cation through a supplementary pedagogical study scored statistically signifi cantly lower on the dimension "Ignoring the incident" and higher on the dimensions "Enlisting other adults" and "Disciplining the bully"; class teachers scored statistically signifi cantly higher on the dimension "Working with the bully"; teachers having received anti-bullying training within their continuing education scored statistically signifi cantly higher on the dimensions "Working with the bully" and "Enlisting other adults"; teachers with functions aimed at sorting out students' problem behaviour scored the lowest on the dimension "Ignoring the incident". Neglectful and weak eff ects were identifi ed of the diff erences in resulting values. Also, a weak direct dependence appeared between working with the bully as the preferred approach and the length of teachers' experience.