Not passive victims: A qualitative study of gendered understandings, experiences, and coping strategies of toxicity among Norwegian Esports students

Abstract

In esports and online gaming, toxicity represents a significant challenge that stems from negative behaviours, including harassment, hate speech, and bullying. Although prior research has documented its prevalence, not much is known about how young esports players experience and navigate these issues, particularly in educational contexts. This study examines how Norwegian high school students in an elite esports programme perceived, experienced, and managed toxicity. A reflexive thematic analysis of interviews with 12 students (9 male, 3 female) and follow-up interviews with 10 students (7 male, 3 female) revealed experiences of both performance- and identity-based toxicity. While male students primarily faced performance-based toxicity, female students encountered gendered harassment. Male peers condemned this gendered harassment but emphasised the severity of their own experiences. Beyond gender, players noted that skill level influenced the frequency and type of toxicity, with mid-tier ranks experiencing it more than those in lower or higher tiers. Although toxicity was prevalent, students rejected the victimhood mentality. They employed various coping strategies—ranging from social, technical, pedagogical, in-game, and psychological approaches—thereby demonstrating resilience and a commitment to fostering inclusive esports communities. This study reveals how educational environments shape coping strategies and awareness of toxicity. It emphasises the necessity for inclusive, gender-sensitive approaches in esports governance and mental health initiatives to tackle performance-related toxicity and gender exclusion. Future research should explore how educational interventions extend beyond schools and how skill level and intersectional factors—such as ethnicity, sexuality, and socioeconomic background—interact with gender to influence toxicity in esports.