Rapid technological development has made the world a small village, resulting in new global problems. No doubt, technology has simplified the life of humankind in several ways. For instance, one can surf and access the required information through the internet with a button click. However, the rise of technology also has a negative side; in particular, it has enhanced cyberbullying among students with the intention to hurt or harass them. This paper discusses the legal definition of cyberbullying as incidences of victimization among American students and the harmful effects of the vice. State legislation on cyberbullying and teacher-school response to online victimization are also discussed in this paper.
Legal Definition of Cyberbullying
Cyberbullying is posing a serious health concern among American students. It is defined as any behavior or activity carried out through digital devices by individuals that repetitively send aggressive information to inflict pain or discomfort on the victims (Assistant Secretary for Public Affairs, 2021). The definition depicts the important characteristics of cyberbullying: the technological aspect, the hostile activities carried out, the perpetrator’s intention to cause suffering, and the repetitiveness of the act. Cyberbullying is mostly done through mobile phones and computers. The common forms of cyberbullying includes but are not limited to impersonation and forgery, cyberstalking, and sexual harassment (Zhu et al., 2021). The increased rate of internet adoption worldwide and students’ popularity of social media platforms have worsened the situation as most students face online victimization.
Statistics of Cyberbullying incidents among children and adolescents
A report produced by Assistant Secretary for Public Affairs (ASPA) (2021) revealed that about 20% of students in America aged between 12 -18 are subjected to bullying countrywide. Of the 20 % of students who get bullied countrywide, 15 % experienced online victimization. Most American students experience bullying in cyberspace, which is considered a serious health concern associated with student behavior, mental well-being, and development.
Harmful effects of Cyberbullying
Every cyberbullying perpetrator intends to hurt their peers. Online victimization is not a light issue and should be addressed with much concern as it causes harmful effects on the victims, such as lowered self-esteem. Students are subjected to cyberbullying in their development stage, which is the time when they are still establishing and experimenting with the kind of person they want to be in life (Ferrara et al., 2018). The exposure to online victimization at the development stage of a student’s life results in low self-esteem among the victims. The most targeted group of children are those struggling to keep friends and positive peers, which translates to lower self-esteem among these victims.
Students victimized online also develop mental health issues such as depression, anxiety, and reduced concentration and may start contemplating suicide (Kwan et al., 2020). The mental issues developed by students who fall victim to cyberbullying may compel them to skip school, develop substance abuse and irritability problems, and get involved in crimes.
Patterns in children and adolescents
In a study conducted by (Mindrila, 2020) to develop a typology of victimization among children and adolescents in the U.S., the study revealed that most adolescents experienced a low level of cyberbullying. However, a minor percentage of the respondents experienced various forms of cyberbullying, such as defamation.
State legislation related to Cyberbullying
The California State government has developed regulations protecting students from cyberbullying (Code Section, 2023). The declaration of purpose [200 – 201] is a policy developed in the State of California to protect all students in public and private schools, regardless of gender identity, nationality, religion, or ethnicity. State code 200 protects all students from all forms of bullying within the schools in California.
Teachers and school responses to Cyberbullying and prevention
Teachers play a vital role in the management of cyberbullying in schools since students need the affirmation that an adult is always available to support them by constantly reminding them of that appropriate behavior and condemning inappropriate bullying behavior which may occur within the school setup. Students have trust in their teachers, and whenever learners get bullied, teachers are the first adults they report to when they get victimized (Wachs et al., 2018). Teachers who develop healthy relationships with their students and successfully establish a positive classroom environment are in a great position to stop cyberbullying.
School administration should provide clear policies regarding cyberbullying. When a student reports a harassment claim to the school, the institution must take action to investigate and resolve the solution (Assistant Secretary for Public Affairs, 2021). The investigation is done by interviewing the targeted student and witnesses, and written documentation of the case is kept. When the investigation findings reveal that cyberbullying occurred, the institution should stop the harassment from recurring by providing necessary remedies. In response to cyberbullying, the school must be active in responding to victimization claims and develop appropriate remedies to reduce the occurrence of this crime on targeted students (Assistant Secretary for Public Affairs, 2021). For instance, the institution may develop policies prohibiting harassment and discrimination.
Cyberbullying poses a great challenge to students. Student’s subjected to online victimization struggle in school because they get distracted. Cyberbullies use electric devices to carry out these crimes. The targeted students cannot escape since adolescents have developed a great attachment to their mobile phones and computers, which causes the vice to increase. To end cyberbullying, teachers should focus on professional development in classes and encourage the students to build upon their strengths and appreciate everyone’s diversity. Through this intervention, the student may have less desire to participate in cyberbullying. The school administration should also be active in dealing with victimization claims and develop policies preventing cyberbullying.
References
Assistant Secretary for Public Affairs (ASPA). (2021, October 6). Federal laws. StopBullying.gov. Retrieved January 27, 2023, from https://www.stopbullying.gov/resources/laws/federal
Ferrara, P., Ianniello, F., Villani, A., & Corsello, G. (2018). Cyberbullying is a modern form of bullying: Let us talk about this health and social problem. Italian Journal of Pediatrics, 44(1). https://doi.org/10.1186/s13052-018-0446-4
Kwan, I., Dickson, K., Richardson, M., MacDowall, W., Burchett, H., Stansfield, C., Brunton, G., Sutcliffe, K., & Thomas, J. (2020). Cyberbullying and children and Young People’s Mental Health: A Systematic Map of Systematic Reviews. Cyberpsychology, Behavior, and Social Networking, 23(2), 72–82. https://doi.org/10.1089/cyber.2019.0370
Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2018). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the student’s perspective. The Journal of Early Adolescence, 39(5), 642–668. https://doi.org/10.1177/0272431618780423
Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.634909
Mindrila, D. (2020). Patterns of cyberbullying victimization in U.S. adolescents: A latent class analysis. Georgia Educational Researcher, 17(2), 1–29. https://doi.org/10.20429/ger.2020.170201
Code section. Law section. (n.d.). Retrieved February 3, 2023, from https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=200.
