Introduction
Bullying is purposeful, repeated behavior
designed to cause physical and emotional distress. Cyberbullying (or online
bullying) is bullying using technologies, particularly over the internet or via
mobile and gaming networks.
Cyberbullying, or online bullying,
can be defined as the use of technologies by an individual or by a group of
people to deliberately and repeatedly upset someone else. Cyberbullying is
often linked to discrimination, including on the basis of gender, race, faith,
sexual orientation, gender identity or special educational needs and
disabilities. For example, girls report experiencing a higher incidence of
cyberbullying than boys, and lesbian, gay, bisexual and transgender people are
more likely to experience bullying, including cyberbullying.
Responding to cyberbullying
• The school should act as soon as
an incident has been reported or identified. This will include providing
appropriate support for the person who has been cyberbullied; stopping the
incident from spreading and assist in removing material from circulation; and
working with the person who has carried out the bullying to ensure that it does
not happen again.
• The person being bullied may have evidence
of the activity and should be encouraged to keep this to assist any
investigation. Cyberbullying can also be reported to the provider of the
service where it has taken place.
• Provide information to staff and
students on steps they can take to protect themselves online – for example,
advise those targeted not to retaliate or reply; provide advice on blocking or
removing people from contact lists; and ask them to think carefully about what
private information they may have in the public domain.
Preventing
cyberbullying
• A member of the senior
leadership team should take overall responsibility for the school’s work. The
whole school community will need to be involved in prevention activities.
• Safeguarding and promoting the welfare of
children is everyone’s responsibility. All school staff are required to
undertake regularly updated safeguarding and child protection training, which
includes understanding, preventing and responding to cyberbullying.
• The key elements of an effective
approach are: understanding and talking about cyberbullying; integrating
cyberbullying prevention into relevant policies and practices; ensuring
reporting routes are accessible and visible; promoting the positive use of
technology; and evaluating the impact of prevention activities.
Conclusion
Cyberbullying can be characterized in several
specific ways that differ from face-to-face bullying. These include the profile
of the person carrying out the bullying; the location of online bullying; the
potential audience; the perceived anonymity of the person cyberbullying;
motivation of the person cyberbullying; and the digital evidence of
cyberbullying. For the majority of
people, most experiences of technology are useful and positive. Research
figures vary but indicate that around 10% of young people have experienced
cyberbullying. Cyberbullying can affect and involve all members of the school
community – pupils, staff, parents and careers. Every school must have measures
in place to prevent all forms of bullying, including cyberbullying.