Developmental Effects of Screen Time on Gender Diverse Student’s Experiences of Bullying Victimization

Abstract

We used a large state-wide sample of adolescent students (N = 58,689) to examine the predictive value of screen time on bullying victimization, as well as its interaction with age by gender, including transgender and gender nonconforming identities. Students were sampled in a routine statewide survey that included 8th, 10th, and 12th graders. Participants were majority male (52.3%), heterosexual (88.1%), and White (73.7%). Findings generally supported previous literature related to cisgender differences, but highlighted differences for transgender and gender nonconforming youth. While screen time and technology use, as well as development and maturation, appear to be important predictors of bullying victimization for cisgender male and female students, they did not predict bullying victimization for transgender or gender nonconforming youth. Results of this study suggest we cannot assume previous bullying research on binary cisgender students can be generalized to transgender and gender nonconforming youth. Practical implications and suggestions for advancing bullying and victimization research with gender diverse students are outlined.