High school teachers' perceptions of cyberbullying prevention and intervention strategies

Abstract

Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long-lasting negative effects and that cyberbullying "prepares students for life." Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy-in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

Student and School Staff Strategies to Combat Cyberbullying in an Urban Student Population

“…Literature in the cyberbullying prevention field, both in the United States and internationally, reflected a need to include different kinds of individuals (e.g., teachers, school psychologists, school administrators, students, parents, community members) in combating cyberbullying in schools and developing adequate prevention strategies (Couvillon & Ilieva, 2011;Cowie & Colliety, 2010;Diamanduros et al, 2008;Englander, 2013;Snakenborg et al, 2011;Stauffer et al, 2012;Thaxter, 2010). A holistic approach to cyberbullying prevention will benefit both students and schools.…”

Cyberbullying: Adolescents’ Experiences, Responses, and Their Beliefs about Their Parents’ Recommended Responses

“…Unfortunately, adolescents are not necessarily alone in these beliefs. For example, research examining high school teachers' attitudes concerning cyberbullying indicates that although they view cyberbullying as a significant problem (Bradshaw, Waasdorp, O'Brennan, & Gulemetova, 2013), they are relatively uncertain how they should handle cyberbullying, especially when it occurs outside of the school (Stauffer, Heath, Coyne, & Ferrin, 2012).…”

How are Teenage Students in a Private Christian School Using Social Media and What are the Implications for Education?

“…(Patchin & Hinduja, 2010). Cyberbullying does not "toughen kids up", has longlasting negative effects on students, and does not "prepare students for life" (Stauffer, Heath, Coyne, & Ferrin, 2012). Some examples of students who have ended their life through suicide due to cyberbullying are Holly Grogan, Megan Meier, and Ryan Halligan.…”

“…The power of teacher buy-in is very important. Teachers are likely to report cyberbullying to school administrators when it happens at school, and they are more likely to talk with the victim and the bully and take away the bully's privileges (Stauffer, Heath, Coyne, & Ferrin, 2012). Being prepared to combat this with having a process in place and administrative policies defined is critical in regards to presenting the information to parents and to the court.…”

“…All educators need to understand the importance of reporting cyberbullying cases to administrators and to parents (Stauffer, Heath, Coyne, & Ferrin, 2012). The power of teacher buy-in is very important.…”