Module 1: Introduction to Cyberbullying

1) Definition of Cyberbullying (vs Traditional Bullying)

Cyberbullying is intentional and repeated aggressive behaviour carried out by an individual or group using digital technologies (e.g., social media, messaging apps, gaming platforms, email) against a person who finds it difficult to defend themselves. While it shares the core elements of traditional bullying (intent to harm, repetition, and power imbalance), cyberbullying has specific features:

• Persistence and pervasiveness – online harassment can occur 24/7 and follow the target anywhere (home, school, public spaces).
• Amplified audience – harmful content can be seen, shared and re-shared by a large audience instantly.
• Anonymity/aliasing – aggressors can hide their identity or impersonate others, intensifying victims’ fear and helplessness.
• Permanence/replicability – digital traces (posts, images, videos) may remain accessible over time and be repeatedly re-exposed.
• Public vs private – attacks may be public (open posts/groups) or private (DMs), with public incidents often perceived as more severe.
• Power imbalance can be technological – not only physical or social status, but also superior digital skills or control of channels.

2) Typologies

Core types frequently observed in school contexts. Each type below includes a concise definition and a classroom-ready example:

• Flaming: Online fights using hostile, vulgar language in comment threads, chats or gaming lobbies.
Example: A heated exchange in a class WhatsApp group where students post insults and profanity.

• Harassment: Repeated sending of threatening, offensive or humiliating messages.
Example: A student receives daily DMs telling them they are worthless or should drop out.

• Denigration: Spreading false, cruel or demeaning information to damage someone’s reputation.
Example: Posting edited screenshots implying the victim confessed to cheating.

• Impersonation: Pretending to be someone else online to cause harm or get them into trouble.
Example: Creating a fake Instagram profile of a student to send offensive messages to others.

• Outing: Sharing private messages, secrets or intimate images without consent to shame or embarrass.
Example: Publishing a private chat where the victim disclosed a personal issue.

• Exclusion: Intentionally excluding someone from online groups, chats or collaborative platforms.
Example: Removing a student from a class group and creating a new one without them.

• Sexting (non-consensual sharing): Distribution of intimate images/videos without the subject’s consent (sometimes linked to sextortion).
Example: Sharing a peer’s private photo in a class group after a breakup.

Note: Other patterns may also appear (e.g., trolling, cyberstalking, trickery, fraping, masquerading). Teachers should adapt examples to local reality and current platforms used by students.

3) Statistics and Prevalence (European & International)

Prevalence varies by country, age group, definition and methodology, but converges on meaningful levels of exposure among adolescents:

European Union:
Surveys consistently show notable exposure among teenagers; for example, large-scale European studies report significant proportions of young people encountering cyberbullying in the previous 12 months. Rates commonly range from roughly 10% to 20%, with higher or lower figures depending on the country and the specific measure used.

International context:
Global reviews similarly indicate substantial variability across regions and studies, with comparable ranges and consistent evidence of negative health and educational impacts.

Interpretation notes for teachers:

• Underreporting is common due to fear of retaliation or shame; actual exposure may be higher.
• Different questionnaires measure different behaviours (victimisation, perpetration, witnessing), affecting reported rates.
• Platform trends and age cohorts shift quickly; schools should regularly update local diagnostics (e.g., annual anonymous student surveys).

4) Consequences (Social, Psychological, Academic)

Social:
• Isolation and withdrawal from peers; breakdown of friendships; fear of participating in online and offline activities.
• Stigmatization and reputational damage that can persist due to the permanence of online records.

Psychological:
• Increased stress and anxiety, low self-esteem, depressive symptoms; in severe cases, self-harm ideation or attempts.
• Feelings of powerlessness, anger or desire for revenge; difficulties in trust and empathy after victimization.

Academic:
• Reduced concentration and motivation; absenteeism; declining grades and school engagement.
• Avoidance of group work or digital tasks; reluctance to communicate with teachers and counselors.

Protective factors & early warning signs:
• Supportive school climate, clear policies, and rapid adult response are protective.
• Warning signs may include sudden device secrecy, mood changes after going online, sleep disturbances, avoidance of school, or declining performance.

5) Frameworks and References (for Teachers and Schools)

European Frameworks:
• DigCompEdu (European Framework for the Digital Competence of Educators):
– Relevant areas: Empowering Learners; Facilitating Learners’ Digital Competence (responsible use & safety); Digital Resources.
– Practical implications: integrate digital citizenship and online safety into subject teaching; design activities that develop critical use, respectful interaction, and privacy protection.

• GDPR (EU General Data Protection Regulation):
– Emphasises data minimisation, consent, right to erasure and safe processing of minors’ data. Schools must handle evidence and reports of cyberbullying with strict confidentiality and lawful bases.