Cyberbullying: A Storm In a Teacup?

• Dieter Wolke, Kirsty Lee and Alexa Guy
• European Child and Adolescent Psychiatry, 2017

Cyberbullying (bullying that is carried out via electronic means) among children and young people has been portrayed as an "epidemic". However, it is not clear whether it creates new victims beyond those who are already being bullied through non-electronic means.

This paper explores whether cyberbullying creates new victims and has a similar impact on psychological wellbeing as traditional forms of bullying (e.g. physical and relational bullying).

This UK study found that cyberbullying creates very few new victims. It also found that those bullied by various means (poly-victims) had the lowest self-esteem and most behavioural difficulties.

Research on cyberbullying

The authors note that the reported prevalence of cyberbullying among young people varies considerably, from as low as 5-10 per cent (Smith et al, 2008) to as high as 72 per cent (Juvonen, 2008). It should be noted that these statistics are quite old and do not take account of more recent data.

There is evidence that cyberbullying co-occurs with traditional, non-electronic forms of bullying as shown by Hase et al, 2015, and Waasdorp et al in 2015 studies. This overlap suggests that cyberbullying is an extension of traditional bullying in that it is an additional tool for bullying behaviour.

Cyberbullying is associated with depression, anxiety, stress and self-esteem, and behavioural problems in adolescence and beyond. There is also evidence that young people who report both cyberbullying and traditional bullying have more emotional difficulties than those who are victims of traditional forms of bullying alone.

Study methods and findings

The study assessed 2,745 pupils aged 11 to 16 in UK secondary schools. Pupils completed an electronic survey that measured bullying involvement, self-esteem and behavioural problems using a range of validated tools.

The Bullying and Friendship Interview measured traditional forms of bullying using two measures: direct victimisation (for example, been hit or called nasty names); and relational victimization (had rumours spread about you or been made to do things you don't want to). The survey also asked about cyber-victimisation (embarrassing pictures posted online without your permission, or had private messages, emails or photos forwarded to someone else).

Young people were asked how often each behaviour had occurred within the last six months in order to categorise victim types and allow a comparison across each possible victim type.

Just under 30 per cent of pupils reported experiences of bullying. Traditional bullying on its own accounted for 73 per cent of all victims. Direct victimisation was the most prevalent form of bullying, and was associated more with boys than girls. Girls experienced more relational and cyberbullying than boys.

Cyberbullying on its own was relatively rare (four per cent of all victims; one per cent of the total pupil population). It generally occurred alongside traditional forms of bullying.

All victims had lower self-esteem and more behavioural difficulties compared to non-victims. Victims of multiple types of victimisation had the lowest self-esteem and most behavioural difficulties.

Implications for practice

This paper supports other studies that have found that "in-person" bullying, using direct or relational means, is the most prevalent form of bullying. The majority of young people who reported being victims of cyberbullying were also victims of traditional forms of bullying. The authors suggest that cyberbullying "is another tool" for bullying behaviour - for example, it is an extension of in-person bullying and not a unique phenomenon.

Pure cyberbullying has similar psychological effects as traditional forms of bullying. However, young people who are victims of multiple forms of bullying have especially low self-esteem and high behavioural difficulties.

The authors suggest that any bullying prevention measures and interventions need to be directed at combating traditional forms of bullying. They should also address cyberbullying as being an extension of traditional bullying that can reach victims at anytime of the day or night.

The strengths of this paper include the large sample of young people with experience of bullying and use of reliable and valid measures to investigate bullying experiences, emotional and behavioural difficulties and self-esteem. However, the findings reported are associations and cannot infer causality.

The research section for this special report is based on a selection of academic studies which have been explored and summarised by Research in Practice, part of the Dartington Hall Trust.

Read more from the E-Safety and Online Safeguarding special report