The emergence of cyberbullying in childhood: Parent and teacher perspectives

Abstract

This study examined the awareness and perceptions of parents/guardians and school staff regarding cyberbullying among primary school-aged pupils. Eight focus groups (total sample size N = 41) explored the emergence of cyberbullying, characteristics of cyberbullies and cybervictims, the impact of cyberbullying, and the role of adult supervision. Participants were generally aware of cyberbullying and its various forms and felt that it could occur among primary school-aged pupils. Thematic analysis was used to identify themes emerging from the focus groups. Relating to the emergence of cyberbullying, themes included children's ability (literacy and computer skills), access to ICT (Information and Communication Technology) and external factors such as peer pressure. When asked about the characteristics of children involved in cyberbullying, themes included the relationship between involvement in cyberbullying and traditional bullying, the role of gender, and different motivations for cyberbullying. None of the groups felt that cyberbullying was less upsetting for victims than traditional bullying and themes surrounding the impact of cyberbullying referred to the nature of cyberbullying and discussions relating to the characteristics of the victim were raised. When talking about the role of adult intervention, participants mentioned the use of rules/restrictions and the perceived generation gap in ICT skills. Participants agreed that supervision of Internet and mobile phone use at home would be beneficial, but was less in accord regarding the usefulness of supervision at school. The findings are discussed in terms of their implications for research and interventions.