Purpose Cyber-bullying is a form of harassment that is perpetrated using electronic media. The practice has become increasingly common especially with the growing ubiquity of social media platforms. Most cyber-bullying cases inevitably occur on Facebook because it is the most preferred social media platform. However, little is known about cyber-bullying research in Kenya. This paper aims to analyse the quantity, quality, visibility and authorship trends of scholarly publications on cyber-bullying from and/or about Kenya. Design/methodology/approach This study was conducted as a systematic literature review. A meta-analysis approach was used. Bibliometrics approaches were used to conduct the analysis. Data on the publications was collected from Google Scholar using Harzing's “Publish or Perish” software and then analysed and presented using Microsoft Excel, Notepad and VOSviewer. Findings The study yielded 359 research publications on cyber-bullying in Kenya. There was a gradual increment in the number of publications, peaking in 2018. Nearly half of the publications have not been cited indicating low uptake of research on cyber-bullying in Kenya. It also emerged that most of the research has been published on subscription channels thereby restricting their visibility, access and use. Minimal collaboration in research on cyber-bullying in Kenya was also observed since 67.4% of the publications were written by a single (one) author. The authors conclude that the quantity, quality and visibility of research on cyber-bullying in Kenya is low. Originality/value This is an empirical study. The findings can be used to promote and mainstream research on cyber-bullying in Kenya.

This study investigated on factors influencing the occurrence of cyberbullying on Facebook among undergraduate students in Kenyan Universities. The study employed the mixed methods. Data was collected from 3,020 undergraduate students and 24 deans of students from 16 public and 8 private chartered universities in Kenya. A questionnaire was used to collect quantitative data from students while qualitative data was collected through focus group discussions with the students and key informant interviews with the deans of students. Qualitative data was analysed thematically using ATLAS.ti while quantitative data was analysed statistically using STATA. The findings revealed that most undergraduate students in Kenyan universities experienced cyberbullying on Facebook. Factors which influenced the prevalence include number of friends and interactions on Facebook as well as selected demographic attributes. The study recommends that students should be made aware of the prevalence of cyberbullying through a comprehensive sensitisation programme in universities. Users of Facebook should be cautious about their interactions online by limiting friendships with strangers. Finally, students should use security settings to block or report bullying offences.

Cyberbullying is the wilful and repeated use of electronic devices and platforms to harm others. It is becoming increasingly practised amongst university students in digital spaces. This paper examines the mitigation strategies Kenyan university students and administrators adopt to help curb cyberbullying. The study underpinning this paper applied mixed methods research approach employing both qualitative and quantitative studies. The total population of undergraduate students was 610,563, while that of the dean of students was 49. The study used stratified and information-oriented sampling techniques. The study sample comprised 4,770 undergraduate students and 24 deans of students from 16 public and eight private chartered universities in Kenya. Quantitative data was collected from the students using questionnaires. Qualitative data was also collected from the students using focus group discussions and deans of students using key informant interviews. The study's findings indicate that students responded to cyberbullying by enhancing their online security, blocking perpetrators of cyberbullying, flagging and reporting offenders, seeking counselling, and taking legal action against them. The effectiveness of these strategies varied depending on the type of cyberbullying suffered. The authors conclude that cyberbullying is a prevalent socio-technological ill affecting undergraduate students in universities in Kenya. A myriad of strategies to cope with the vice has been adopted. However, this paper recommends concerted efforts of the students, deans of students, universities, government, and society in devising and implementing comprehensive strategies for curbing cyberbullying in universities in Kenya.