CYBERBULLYING
by Caroline Hejja
Considering the increased use of technology among students today, it is imperative that
teachers and other school staff are aware of the types of activities that fall under the
definition of cyberbullying, as well as the motivation behind students’ engagement in
these activities. It is equally important to become informed of effective means of dealing
with incidents of cyberbullying when they occur.
Cyberbullying is defined as the use of any technological means of communication, such
as email, text messaging, websites, or discussion forums, to intentionally hurt, defame, or
intimidate another. Cell phones are increasingly being used for cyberbulllying, as bullies
may use pictures taken with cell phones to intimidate or embarrass others, or send
frightening or degrading comments by phone text messaging.
The proliferation of cyberbullying is of growing concern, and its effects are enormous.
There have been reports of cyberbullying leading to suicide, school violence (including
school murder), school failure, and school avoidance. Results of a recent survey
conducted by the National Crime Prevention Council indicate that, nationwide, more
than 40% of teens have been victims of taunts and threats via social network web sites,
such as MySpace and Facebook, Instant Messages, or text messages from cell phones.
Furthermore, 1 in 8 reported feeling scared enough to stay home from school due to these
messages.
Unlike cases of traditional bullying, size and strength are not issues when considering
cyberbullying. Whereas most cases of traditional bullying involve a more powerful
person or group attacking a less powerful one, it is not unusual for a less powerful person
to use the Internet to engage in cyberbullying activities directed towards the more
powerful. This is often the case when cyberbullying is utilized as someone’s attempt at
gaining revenge for previous ill treatment received from another.
Girls are just as likely to be involved as “online bullies” as boys are. In fact, there is
some indication that girls are more likely to engage in cyberbullying than boys, since
girls are more inclined towards using the Internet and cell phones for communication,
whereas boys are more likely to use technology to engage in gaming and violence against
fictional characters. Traditionally, bullying among girls tends to be more indirect and
verbal in nature and, therefore, more consistent with the characteristics of cyberbullying,
whereas male bullying tends to be more physically or verbally direct.
Forms of Cyberbullying
Nancy Willard, M.S., J.D. (2007) has identified the following seven forms of
cyberbullying:
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Flaming- Online “fights” using electronic messages with angry and vulgar language;
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may include insults or threats
Harassment- The repeated, ongoing sending of offensive, rude, and insulting
messages to another
Denigration- “Dissing” someone online by sending or posting derogatory comments,
cruel gossip, or rumors about the person to damage his or her reputation or
friendships; creating a web page or web site devoted to insulting another classmate or
classmates
Impersonation- Breaking into someone’s account, posing as that person, and sending
messages to make the person look bad, get that person in trouble or danger, or
damage that person’s reputation or friendships
Outing and Trickery- Sharing someone’s personal or embarrassing information or
images online or via cellphone, or tricking someone into revealing secrets or
embarrassing information, which is then shared online
Exclusion- Intentionally designating someone for exclusion from an online group,
like a “buddy list,” a gaming environment, or a group blog
Cyberstalking- Repeatedly sending messages that include threats of harm or that are
highly intimidating, or engaging in other online activities that make a person afraid
for his/her safety
Motivation for Cyberbullying
The motivation for students’ engaging in cyberbullying is the same as that which
motivates those who engage in offline bullying. Bullying gives the student a sense of
power over his/her victim. However, unlike traditional bullying, cyberbullies usually do
not see or hear the effects of their threats or teasing, therefore they are less likely to feel
uncomfortable regarding their actions or feel empathy for their victims as they might had
they witnessed their victims’ responses face-to-face. Therefore, more students are likely
to engage in cyberbullying than would bully another if it meant facing their victims
personally.
Additionally, cyberbullies have the “advantage” of being able to attack from their
computers or cellphones while hiding behind the anonymity of screen names or online
persona. They often communicate in a way that is unknown by adults and away from
adult supervision. Therefore, the risk of being caught is lessened, although the harm
caused by their actions can be enormous, as hurtful messages can be communicated to an
incredibly wide audience within a remarkably short period of time. In addition,
cyberbullying is often beyond the legal reach of schools when it occurs outside of school
property and time.
Although cyberbullying may be less personalized for the bully, it can be far more
invasive and personal to the victim than traditional bullying might be. Cyberbullying
invades others’ personal space in the form of their own cell phones, email boxes, or
homes. Unlike schoolyard bullying, cyberbullying can occur any time and any place, and
it is almost impossible for a victim of cyberbullying to walk away or avoid his/her
attacker. In addition, in most instances, although the cyberbully knows the victim, the
victim does not know the identity of the attacker. Victims are sometimes fearful of
reporting cyberbullying to adults, fearing that adults will over-react and take away their
cell phone, computer, or Internet access.
Dealing with Cyberbullying within the School Setting
All schools should have a clear anti-harassment policy that includes definite guidelines
for the acceptable use of technology in the classroom and clearly defined consequences
for misuse. The Broward County Code of Student Conduct indicates that disciplinary
action will be taken against those who engage in cyberbullying or who use district
technology to libel another student or staff member.
Although there are currently no laws directly addressing when a school may monitor and
search student Internet use records or files, generally accepted standards based upon the
outcome of cases regarding the search and seizure of a student’s personal possessions in
the school setting have been applied in these instances. Students should have a clear
understanding that there is a limited expectation of privacy when using technology on
school property. This may be accomplished by giving students a clear notice that Internet
use on school property is likely to be monitored. Posting such a notice at each computer
station may serve as a deterrent in itself. Routine monitoring may lead to the discovery
that a student has been involved in the misuse of school technology.
It is generally agreed that an individual search may occur if there is reasonable suspicion
that a user has violated district policy or broken the law. Based upon the outcome of
previous cases, it is recommended that individual searches only occur upon the approval
of an authorized staff member, generally the administrator who is responsible for the
student, and that they be conducted by the district’s technology director or someone
designated by the technology director.
Communication is important, both as an attempt to deter cyberbullying and as a means of
dealing with it. It is important that communication occur between the schools’
technology department and the committee involved in school safety issues. Getting the
topic of cyberbullying on the school’s agenda to be discussed with students, parents,
other staff, and administrators may result in increased awareness and vigilance. Teachers
should talk with their classes, perhaps using news stories about cyberbullying for the
purpose of opening discussions.
In addition, school personnel should provide a way for students to anonymously report
instances of cyberbullying while letting them know that all reports will be taken seriously
and that the privacy of the reporter will be respected. Students will be more likely to
report if they are assured that adults understand and that they will attempt to take action
to stop the harm.
Some other recommendations related to school-based cyberbullying include:
 Expanding current bullying/threat report procedures to specifically include
cyberbullying and cyberthreats
 Surveying classes to gain feedback on the occurrence of cyberbullying
 Educating students regarding ethical issues in the appropriate use of technology,
(Banning and filtering sites alone will not stop cyberbullying, but may only drive
the problem deeper, or off campus, making it more difficult to deal with.)
 Making students aware that it is illegal to use technology to make threats of
physical harm to another and that it may be illegal to post derogatory information
about another with the intent to harm
 Striking at the assumption of anonymity that is behind a lot of cyberbullying by
explaining how identities can be tracked through IP addresses, email headers, and
other information; No one is truly anonymous on the web.
 Making sure that students know the steps to take if they are being harassed,
intimidated, or ridiculed through IM’s, email, text messages, or web sites; sites
and services have terms of use that prohibit the posting of harmful material and
they will remove harmful content and terminate the membership of the offender,
but someone must report it.
When Cyberbullying Occurs Outside the School Setting
The law is extremely unclear related to administrators’ rights to intervene in instances of
off-campus cyberbullying, especially as it applies to personal cell phone use away from
school grounds. A recent Federal case determined that the review of cell phone records
by school officials in such cases could be considered a violation of state wire-tapping
law. However, it is generally agreed that school districts are within their legal rights to
intervene in cyberbullying incidents, even those initiated off-campus, if those incidents
result in a substantial disruption of the educational environment.
Cyberbullying activity that is occurring off campus should be reported to parents. School
personnel may assist victims’ parents by informing them of the steps they might take to
stop the cyberbullying and to have all harmful material removed from web sites. Parents
can file a complaint with the Internet service provider, web site, or cell phone company.
They might send a letter to the parents of the cyberbully if the school does not do so. In
addition, parents may consider contacting an attorney if the cyberbullying is extensive, as
it could justify civil litigation. Parents may contact the police in cases of severe
cyberbullying. An incident may be a violation of criminal laws if it involves death
threats; threats of violence; excessive harassment or extortion; threats that involve
discrimination based on race, religion, gender, or sexual orientation; or any evidence of
sexual exploitation.
Schools have a responsibility for the safety of students and to assure that every student
receives an education without substantial interference. Although less visible, the
resulting harm from cyberbullying may reach further and deeper than the harm caused by
traditional schoolyard bullying. All school personnel must understand that bullying in
any form is unacceptable; and they must be willing to become involved in prevention and
application of consequences to those who violate school rules and policies.
Resources Related to Cyberbullying for Educators
www.ctap4.org/cybersafety/ This website has numerous resources for educators,
including the Educators’ Guide to Cyberbullying, an online tutorial for educators, teacher
lesson plans related to cyberbullying, online video clips with activity cards,
downloadable posters, and links to view other school districts’ policies on cyberbullying.
www.ncpc.org/media/cyberbullying.php This website has information and
recommendations for teens regarding cyberbullying.
http://www.netsmartz.org/ This website has numerous resources for educators, parents,
and youth related to internet safety, including three Real Life Cyberbullying stories with
activity cards and related news articles that may be used in facilitating classroom
discussion.
Willard, N. (2007). Cyberbullying and Cyberthreats: Responding to the Challenge of
Online Social Agression, Threats, and Distress, Champaign, IL: Research Press.