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The rise and availability of digital technologies for young people have presented additional challenges for teachers in the school environment. One such challenge is cyberbullying, an escalating concern, associated with wide-reaching negative consequences for those involved and the surrounding community. The present systematic review explored teachers' perceptions and responses towards cyberbullying in the education system. Once the search strategy was applied across the six databases, 20 studies fulfilled the inclusion criteria for the current review. The studies were reviewed and examined for common themes. Five themes were identified: (a) Cyberbullying characteristics and student involvement, (b) Cyberbullying training and guidance for teachers, (c) School commitment and strategies to manage cyberbullying, (d) The impact and extent of cyberbullying prevalence and consequences, and (e) Teachers' confidence and concern towards cyberbullying. The themes are discussed in a narrative synthesis with reference to implications for teachers and for the continued development and review of anti-cyberbullying initiatives.

Drama, at least according to the Aristotelian view, is effective inasmuch as it successfully mirrors real aspects of human behavior. This leads to the hypothesis that successful dramas will portray fictional social networks that have the same properties as those typical of human beings across ages and cultures. We outline a methodology for investigating this hypothesis and use it to examine ten of Shakespeare's plays. The cliques and groups portrayed in the plays correspond closely to those which have been observed in spontaneous human interaction, including in hunter-gatherer societies, and the networks of the plays exhibit "small world" properties of the type which have been observed in many human-made and natural systems.