Perceptions and responses towards cyberbullying: a systematic review of teachers in the education system

Macaulay, P.J.R. ORCID: 0000-0003-4891-9940, Betts, L.R. ORCID: 0000-0002-6147-8089, Stiller, J. ORCID: 0000-0002-6122-5911 and Kellezi, B. ORCID: 0000-0003-4825-3624, 2018. Perceptions and responses towards cyberbullying: a systematic review of teachers in the education system. Aggression and Violent Behavior, 43, pp. 1-12. ISSN 1359-1789

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Abstract

The rise and availability of digital technologies for young people have presented additional challenges for teachers in the school environment. One such challenge is cyberbullying, an escalating concern, associated with wide-reaching negative consequences for those involved and the surrounding community. The present systematic review explored teachers’ perceptions and responses towards cyberbullying in the education system. Once the search strategy was applied across the six databases, 20 studies fulfilled the inclusion criteria for the current review. The studies were reviewed and examined for common themes. Five themes were identified: (a) Cyberbullying characteristics and student involvement, (b) Cyberbullying training and guidance for teachers, (c) School commitment and strategies to manage cyberbullying, (d) The impact and extent of cyberbullying prevalence and consequences, and (e) Teachers’ confidence and concern towards cyberbullying. The themes are discussed in a narrative synthesis with reference to implications for teachers and for the continued development and review of anti-cyberbullying initiatives.

Item Type: Journal article
Publication Title: Aggression and Violent Behavior
Creators: Macaulay, P.J.R., Betts, L.R., Stiller, J. and Kellezi, B.
Publisher: Elsevier Ltd.
Date: November 2018
Volume: 43
ISSN: 1359-1789
Identifiers:
NumberType
10.1016/j.avb.2018.08.004DOI
S1359178918300491Publisher Item Identifier
Divisions: Schools > School of Social Sciences
Record created by: Jill Tomkinson
Date Added: 31 Aug 2018 14:35
Last Modified: 23 Aug 2019 03:00
URI: http://irep.ntu.ac.uk/id/eprint/34401

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