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Cyberbullying in schools

One in four school children has experienced “cyberbullying”, according to research carried out at Australian Catholic University's (ACU) Canberra Campus (Signadou).

“Cyberbullying generally focuses on the repetition of cruel and hostile behaviours towards others,” said education lecturer Jill Burgess, whose educational research expertise includes challenging behaviours.

“It also includes, repetition of these behaviours and an imbalance of power. Unfortunately, cyberbullying may have a negative impact on students’ emotional wellbeing and psycho-social stability.”

Importantly, the research showed that some victims were not reporting incidences to their teachers, for fear of losing access to new technologies. For this reason, teachers may underestimate the amount of cyberbullying taking place.

“Students don’t report it because it means whatever rights they have now, it is likely they will be taken away,” said chief researcher Associate Professor Catherine McLoughlin, who coordinates the University’s (SIMERR) National Centre for Science, ICT, Mathematics for Rural and Regional Australia, ACT.

Cyberbullying, carried out through mobile phone and computer technology, may include written fights online, sending gossip or untrue stories about another, impersonating others and, as with traditional physical and emotional bullying, can also involve harassment and denigration, sometimes over long periods of time.

The study involved nearly 700 students in Years 7 to 10 and more than 160 teachers.

Girls were found to be most at risk,” Ms Burgess said. “Chat rooms, emails and mobile phones were the most common media, but social networking sites such as Facebook and Bebo seemed to be also a prime place for cyber bullying.

“The safe use of technology needs to be implemented across the curriculum,” she said. “Students are taught how to use computer technology for word processing, essay writing and research, but often not protocols and e-safety strategies.”

The participants in the survey indicated that the safety strategies they were using were generally learnt from their parents and friends, rather than from their schools.

“There is an ongoing need for Australian schools to introduce or update preventative policies, frameworks and programs, and to educate trainee and practising teachers about the risks,” Associate Professor McLoughlin said.