Middle School Students' Experiences with Cyberbullying and Perspectives Toward Prevention and Bystander Intervention in Schools

• Published in: Journal of school violence Vol. 22; no. 3; pp. 339 - 352
• Main Authors: Biernesser, Candice, Ohmer, Mary, Nelson, Lisa, Mann, Elizabeth, Farzan, Rosta, Schwanke, Beth, Radovic, Ana
• Format: Journal Article
• Language: English
• Published: United States Routledge 2023; Taylor & Francis LLC
• Subjects: Audiences; Bullying; bullying prevention; bystander intervention; Computer Mediated Communication; Cyberbullying; Empathy; Focus groups; Intervention; Learning; Mentors; middle school; Middle School Students; Peer Relationship; Peers; Prevention; Private Schools; Public Schools; School Role; Social Support Groups; Student Attitudes; Student Behavior; Victims; Pennsylvania (Pittsburgh); cyberbullying; bullying prevention; middle school; bystander intervention
• ISSN: 1538-8220; 1538-8239
• DOI: 10.1080/15388220.2023.2186417

Cyberbullying is a growing problem for middle school students. Bystander interventions that train witnesses to positively intervene can prevent cyberbullying. Through six focus groups, we explored forty-six middle school students' experiences with cyberbullying and opportunities for school-based prevention programs to encourage positive bystander behavior. Focus groups were recorded, transcribed, and analyzed using content analysis. Students viewed cyberbullying as an important problem with significant consequences. They noted hesitancy in reporting to parents and school personnel and felt more comfortable discussing cyberbullying with a near-peer (e.g. older sibling or friend). Students desired combining school-based and online programming with near-peer mentorship. This study suggests need for targeted prevention programs that center middle school students' lived experiences with cyberbullying and their preferences for learning and utilizing positive bystander strategies.