An investigation into the prevalence of cyberbullying among students aged 16–19 in post-compulsory education

Abstract

Young people in society are able to use information and communication technology with ease and exploit the opportunities and benefits of social interaction that has become ingrained in their daily routines. However, as the use of technology has risen, so too has its misuse to harm others. The phenomena of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. To date, the vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education. The present study explores cyberbullying in the context of post-16 education in England and reports prevalence levels of perpetration and victimisation. The data presented are part of a larger research project that considers other aspects of cyberbullying such as reasons for cyberbullying, groups disproportionately involved in cyberbullying and the impact that cyberbullying has on feelings, learning and social integration. The results of some of these areas are outlined briefly and do not feature as the focus of this article due to word limits. Previous research on cyberbullying is considered, including a brief outline of key concepts such as the definition and criteria of bullying and cyberbullying. An online questionnaire was used to collect data from 5690 students from 41 colleges. The results show that 7.9% of those aged 16-19 who study in colleges in England reported being victims of cyberbullying and 1.9% admitted cyberbullying others.

Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system

“…Previously, , identified only 8.5% of schools in the United Kingdom had addressed cyberbullying in their school policy. Policies can be effective to encourage appropriate behaviour (Von Marées & Petermann, 2012), so schools should review the guidelines associated with their cyberbullying policies, to avoid disruptive classroom behaviour (Kowalski et al, 2014) and declining academic achievement/attainment associated through cyberbullying (Beale & Hall, 2007;West, 2015). However, while policies are directed at those who bully others, they fail to acknowledge the educational aspect of using digital technologies in a safe and responsible manner (Cassidy et al, 2012).…”

Factores Asociados la Acoso Escolar en un Centro de Educación Superior de la Ciudad de Mérida

“…La mayoría de los estudios intenta explorar la prevalencia tanto para víctimas como para los agresores; sin embargo, este último grupo no se ha podido estimar en todas las poblaciones. En Inglaterra se estimó que la prevalencia del acoso escolar en alumnos de bachillerato es de 7.9% para las víctimas y 1.9% para los agresores (West, 2015). En Latinoamérica destacan los estudios realizados en Brasil, donde se ha podido estimar para alumnos de primaria una prevalencia de 10.2% para víctimas y 7.1% para agresores (Rech, Halpern, Tedesco, y Santos, 2013).…”

Adolescents’ Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents

“…There is some empirical evidence of such spillover between cyber bullying experiences and the school environment. For example, many young people who experience cyber bullying as a victim report that they are afraid to go to school (Raskauskas and Stoltz 2007 ) and, for some young people, this fear escalates to active avoidance manifested as truancy (West 2015 ; Ybarra et al 2007 ). Involvement in cyber bullying also results in young people feeling less safe in school (Sourander et al 2010 ) and having negative attitudes towards school (Bayar and Ucanok 2012 ; Pyzalski 2012 ).…”