Is cyber-bullying a school-based or a home-based issue, or both?

What implications
might this have for how schools address this issue?

Introduction

The Irish department of education defines bullying as repeated aggression, verbal,

psychological or physical, conducted by an individual or group against others. (Department
of Education and Skills, 1993, p2). There has been research into the field of bullying for
many decades, however until recently this bullying largely consisted of direct, face-to-face
encounters. With the introduction of the internet in 1995, and the subsequent advancements
in technology to include a wide range of social communities and media online, a new form of
indirect bullying became a wide spread problem. Whilst indirect bullying would have
previously occurred through rejection, exclusion or the spreading of rumours (Balldry and
Farrington, 1999), the widespread use of the internet has greatly increased the scope of
indirect bullying.

The appropriate definition of cyber bullying is a topic that has raised much debate (Corcoran
et al., 2015). Cyber-bullying has been defined as An aggressive, intentional act carried out
by a group or individual, using electronic forms of contact, repeatedly and over time against a
victim who cannot easily defend him or herself (Smyth et al., 2008). However the
Department of Education and Skills doesnt see the necessity for the act to be carried out
repeatedly, and also includes the once-off posting of a hurtful or offensive image, statement
or public message on a social networking or public site, where it can be viewed repeatedly by
others (DES, 2013). For the purpose of this essay, these once-off postings will also be
incorporated under the heading of cyber-bullying.

Cyber-bullying has seen to increase over the past decade. Surveys carried out back in 2005
showed some 5-10% of students being cyberbullied in the previous few months, or over the
previous term. They also showed the incidence of cyber-bullying to be far less than
traditional bullying. Students surveyed were aware of image and video clip bullying
happening, however the majority of cyber bullying recorded in these surveys involved phone
calls and text messages (Smith et al., 2008). Later studies showed 14.2% of students having
been targets of cyber-bullying in the previous couple of months (OMoore and Minton,
2009). Although research into cyber-bullying shows international variences, it has clear that
it has become a significant problem in many countries (Zhou et al., 2013; Li, 2008; OMoore
& Minton, 2009; Smith et al., 2008; Li, 2008).

Children spend a great deal of their waking lives at school. For children with lack of family
stability, they may develop their longest and most stable relationships at school, among their
teachers and peers (Besag, 1989). The consequence of this may be that teachers play a key
role in a particular childs stability and would be in a central position to identify problems as
they arise.

School or home based problem?

While cyber bullying often takes place at home and at night, the impact can also be felt in
school (DES, 2013, p15). Cyberbullying has commonly been thought of as a homebased
problem, as it was seen to occur predominantly outside of school hours. Until the release of
smart phones, students were experiencing the majority of cyber-bulling occurrences outside
of the school day, with the exception of text messages (Smith et al., 2008; Agatston et al.,
2007). However, even when this was the case, the bullying may have been taking place as a
result of relationships formed at school. It has been shown that targets of school-aged cyber-
bullying usually know their perpetrators from school (Zhou et al., 2013). In 2005, 57% of the
surveyed targets of cyber-bullying knew their offenders from school (Smith et al., 2008).
However, with the introduction of the iPhone in 2007, and the first Android phone the
following year, smartphones soon became prevalent. Students can now easily post
information online between classes, during school hours, and on school grounds, and this
may make cyber-bullying an increasingly school-based issue.

It has also been suggested that while traditional school bullying may have ceased as the
students left the school gates, the addition of technology allows this school based bullying to
extend into the home environment also (Li, 2008). Technology, especially social media sites
and smartphones, has made it extremely easy to contact friends and family, but also easy to
contact people that wouldnt be counted in a students circle or friends. The nature of
technology has caused cyber-bullying to be an issue that can affect a student at any hour of
the day, as well as on school holidays. Given that schools are no longer responsible for their
students outside of school hours, parental and home support is greatly needed in order to
tackle the issue of cyber-bullying. Research has revealed that increased parental support has
been shown to correlate with less involvement with bullying of all forms (Wang et al., 2009).

While research may suggest that cyber-bullying of school children may be predominantly
stemming from school issues and relationships, it is still both a school-based and home-based
problem. The Irish State acknowledges that the primary and natural educator of the child is
the Family and (it is the) duty of parents to provide, according to their means, for the
religious and moral, intellectual, physical and social education of their children
(Constitution of Ireland, 1937, Article 42). It must be then concluded that family is
responsible for the guidance of a child in relation to the moral and social issues surrounding
cyber-bullying.

Implications on how schools address the issue of cyber bullying

Given that cyber-bullying is both a home and school based problem, it may be concluded that
the best methods of prevention and intervention would also require the cooperation of both
home and school. While cyber-bullying is an increasing and widespread problem, surveys of
students found them to believe that schools have not been discussing or dealing with the
problem of cyber-bullying sufficiently (Agatston et al., 2007). Surveys have shown that, in
the eyes of a student, teachers are viewed as more knowledgeable than parents, in relation to
incidents of cyberbullying, and that parents are perceived to have very little knowledge about
cyberbullying in general (Mark & Ratliffe, 2011). It may therefore be concluded that schools
may need to increasingly incorporate parents into cyberbullying programs, and raise parents
awareness on the issue. Research has shown four areas that, given increased attention, can
reduce the occurrences of traditional bullying. These are supervision, whole school policy,
anti-bullying programs and awareness raising (Campbell, 2005). These could also be seen to
have an effect on the incidents of cyber-bullying. While supervision may not be as feasible
considering the vast amount of areas where images, videos or comments can be posted
online, there are still ways in which schools and parents can partially monitor internet use.
The other three areas would definitely be suitable for application to the issue of cyber-
bullying.
School and Home-based Supervision

It has been highlighted in previous studies that restriction of internet access will not solve the
issue of cyber-bullying. Having a ban on mobile phones at school would not reduce the
occurrences of cyber-bullying, inside or outside of school. Phones may still be used in secret,
and it would still take place after school hours (Smith et al., 2008; Agatston et al., 2007).
Even as far back as 2005, only a minority of students surveyed (20%) believed that banning
phone and internet use in schools would help to prevent cyber-bullying from taking place
(Smith et al., 2008).

Previous studies have also shown that while parents tend to put limits on their childrens time
using the internet, there is not the same restriction placed on where their computers are
situated. It was also displayed that these children who had their own internet access located
within the privacy of their bedroom, were more likely to be either perpetrators or targets of
cyberbullying (Zhou et al., 2013).

Whole school policy

A clearly stated policy on the topic of cyber-bullying, means that parents are made aware of
the schools stance on the issue. This may also encourage further discussion between parents
and schools around the topic of cyber-bullying. A culture of silence may be adopted by some
schools around the issue of cyber-bullying, perhaps in the hope that, in giving the issue less
attention, it may lessen the degree to which it occurs. However, this is not conducive toward
reaching positive solutions, nor will it encourage students to report incidents of cyber-
bullying when it does occur (Cassidy et al., 2013). Previous studies have already shown that
most targets of cyber-bullying tend not to report it (Li, 2010; OMoore & Minton, 2009;
Smith et al., 2008). Ensuring that a school has an open-door environment when it comes to
cyber-bullying may put targeted students at ease and encourage them to report incidents more
freely. An environment where cyber-bullying is openly talked about and where discussion is
promoted may also encourage onlookers to report incidents, which they may not be inclined
to report in a school where a culture of silence is fostered. Clear policy would keep teachers,
students and parents informed as to the schools stance on cyber-bullying. This may also
encourage increased awareness and discussion on the topic, both in the classroom, and in the
home.
Anti-bullying programs

In order for an anti-bullying program to be effective, it must involve the whole school
community. This means involving teachers, students and parents (Cassidy et al., 2013).
Cyber-bullying prevention and dissuasion should not be the sole responsibility of any
member of staff. All staff in a given school should be trained in best practice for bullying
intervention and prevention (Kowalski et al., 2012).

Research has shown that in some cases, one in three targets of cyber-bullying would be
willing to talk to their parents about cyber-bullying incidents (Zhou et al., 2013), while in
other studies this result was far lower with only one in ten students turning to an adult
(predominantly parent) for support (Li, 2010). Overall, students are far more likely to turn to
their parents for help, rather than a teacher (Zhou et al., 2013; Li, 2010). Therefore, it is very
important that parents are well educated in the field of cyber bullying so that they know how
to positively deal with the situation. Given that older people are less likely to use the internet
and technology than younger individuals (Czaja et al., 2006), parents may also need to be
educated and kept up to date with the technology and social media that school children are
using. A home environment where conversations relating to cyber-bullying are frequently
brought up will also encourage reporting of incidents. The frequent discussion of cyber-
bullying at home and at school, can dissuade those likely to bully and also make it easier for
victims to come forward and report incidents (Wingate et al., 2013).

Awareness raising

Awareness raising as to what constitutes cyber-bullying is very important. Given that cyber
bullying is both a school and home based problem, awareness needs to be raised both at
school and also at home. While cyber-bullying in itself has been a difficult concept to define
in certain terms, the full effects and the extent of it should be made known to students, school
staff, and parents alike. Some parents and teachers see bullying as merely a natural part of
childhood, and may even refer to it as character building. These views only exacerbate the
problems surrounding bullying as children may not feel as if they can confidently report
incidents of bullying, to the supervising adults. This open acceptance of bullying as a right of
passage may also encourage bullies further as their actions seem to be condoned (Campbell
2005).
Through education and consciousness raising as to the potential effects of cyber bullying,
both adults and children can be made aware of the severity of bullying. One of the most
effective interventions for cyber-bullying may be awareness and proper guidance (Zhou et al.,
2013). It is only through cooperation of teachers and parents that the magnitude of cyber-
bullying can be made clear to students. This must be tackled by moral means, and the wrong-
doing be labelled as such. If it is made clear to students that a single negative post can
constitute as bullying due to the repeated viewing, it make encourage an increased
understanding of the implications of flippant actions. This may deter many incidents of cyber
bullying. It is highly important to educate students so that they understand that targeting
classmates and directing negative images or messages toward others online is in fact a form
of bullying (Kowalski et al., 2012). As technology is constantly advancing, the school
curriculum must also advance to incorporate cyber-bullying educations and awareness
(Cassidy et al., 2013). Studies have shown that there is a great need to address cyber-bullying
through education and awareness raising (Mark & Ratliffe, 2011).

While many of the targets and/or perpetrators peers may witness an act of cyberbullying. It
is rare that these students will report the incident, either to school staff or parents. (Li, 2010).
There are many possible reasons for a lack of assistance from other students who may see the
posts online. One possible suggestion would be that of the bystander effect in which
onlookers, either male or female, are less likely to react to an emergency to which others are
also witness (Darley and Latane, 1968). This may be escalated when bullying takes place
online, as the audience is far larger. This would suggest that because a large group of
students can view a particular post, onlookers are less likely to report the incident. Grigg
(2010) highlighted that the term cyber-aggression could be used to include bystanders in the
act, as even though a repetition of acts may not take place, the repeated sharing of a single
video, photo or post, can increase its effect on the target.

Conclusion

It is clear that cyber-bullying has become a significant issue in many schools. Research
shows young and varied results. Some research has shown that boys tend to be more likely
than girls to be on the giving or receiving end of cyber bullying, (Zhou et al., 2013). Other
studies have shown the opposite, that girls are more susceptible to cyberbullying, either as
targets or perpetrators (Mark & Ratliffe, 2011). Due to the variances in surveys carried out, it
should perhaps be assumed that the risk of cyber-bullying is similar amongst either males or
females.

The issue of cyber-bullying will need to be addressed both in school, and in the home
environment, and incorporating and including parents in schools education and procedures in
the area of cyber-bullying may be the only way to have suitable affect. The area of awareness
and education around cyber bullying comes up time and time again throughout studies and
research literature. A major practical step is to increase awareness among adults (Smith et
al., 2008, p384). Education is the key, not only for students, but also for educators, parents,
and the wider community (Cassidy et al., 2013).