Cyberbullying

Cyberbullying refers to the use of technological communication tools and devices to intentionally inflict harm on an individual or group. This emerging public health problem is increasing around the world. In this entry, characteristics and consequences of cyberbullying are described. The prevalence of cyberbullying, and the various ways in which cyberbullying is perpetrated, are presented. Legal issues are noted, and suggestions for prevention and intervention are offered.

Research shows that victimization by cyberbullying is associated with decreased learning at school and with depression and anxiety. Individuals may be targeted based on their membership in diverse groups. A recent study found that intolerance was the motive for 16% of cases of cyberbullying. Students were targeted for their sexual orientation (most common), gender, disability, and religion. Other research found that about 70% of high school students in all racial groups had witnessed online racial discrimination; 29% of African American, 20% of White, and 42% of multiracial/other had been directly victimized based on race.

Several characteristics of cyberbullying increase the potential for harm. The anonymity in cyberspace means perpetrators can post hurtful content without fear of being identified. They feel free to say things that are unacceptable in usual interpersonal interactions. Anonymity also elevates fear and anxiety for the target. If a target does not know the source of the cyberbullying, it is easy to become suspicious of everyone, even friends.

The perpetrator of cyberbullying can act at any time and from any place, which denies the target a safe haven from the torment. Particularly for young people—whose social lives are increasingly conducted via technology—disconnecting from technology means ostracizing oneself, and is not generally considered a viable option. Another potent feature of cyberbullying is the enormous size of the potential audience. Rather than being seen by a few classmates, the cruelty can be witnessed by a seemingly limitless audience, intensifying the feelings of humiliation.

Nonverbal gestures, tone of voice, and emphasis give the listener in face-to-face communication critical information, but these clues are absent in online and text communications. Some messages intended to be humorous or joking are received as insulting and insensitive. Furthermore, the perpetrator does not witness the target's reaction, which deprives the perpetrator of feedback that could encourage empathy, remorse, or regret. Finally, the absence of any authority overseeing cyberspace diminishes perpetrators' concerns about consequences. Face-to-face bullying at school incurs the risk of being observed by a teacher, or by another student who could tell an authority; such risks are absent in cyberspace

It is difficult to estimate the prevalence of cyberbullying. Different researchers use different surveys, different definitions of cyberbullying, and different time frames for reporting (e.g., ever, in the last school term, in the last few months, in the last 2 weeks), leading to different prevalence rates. In addition, some studies have sampled children in school, whereas others have recruited participants from websites popular with young people. Thus, although one study shows much higher rates than another, the difference is likely to be caused by these measurement issues rather than a real difference in behavior. Although there are no absolutely reliable figures, one recent study, using a nationally representative sample of students in Grades 6 to 10, found 14% were involved in cyberbullying. Another study of youth ages 10 to 17 reported that 19% had been involved. These studies indicate that a significant number of students are involved in cyberbullying. Although younger students also are affected, no data from a nationally representative sample have been reported.

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