How teachers and young people perceive and respond to cyberbullying in the school environment

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Macaulay, P.J.R. ORCID: 0000-0003-4891-9940, 2020. How teachers and young people perceive and respond to cyberbullying in the school environment. PhD, Nottingham Trent University.

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Abstract

Due to the rise and availability of digital technologies, the nature of bullying has moved from traditional face-to-face bullying to via communication technologies. These bullying behaviours online are collectively known as cyberbullying. Cyberbullying results in negative outcomes for those involved and is increasingly presenting a cause for concern in the educational setting. The research takes a sequential exploratory mixed method approach to address the aims of the thesis looking at (1) how prospective and current teachers perceive cyberbullying when making judgements about how to manage and respond to it, and (2) how young people perceive cyberbullying according to the key factors that teachers considered when making judgements about how to manage cyberbullying.

Initially, a systematic review was conducted to review the existing literature regarding teachers’ perceptions of and responses to cyberbullying. Study 1 was a qualitative thematic analysis of data from nine prospective teachers exploring how they would address cyberbullying. Study 2 was a qualitative thematic analysis of data collected from 63 teachers from 10 focus groups across primary, secondary, and college educational levels. Study 2 explored how teachers perceived and managed cyberbullying in the school. Together the findings from the earlier studies informed Study 3, a quantitative exploration on how young people from England (N = 1438, 11- to 20-year-olds) perceive and respond to cyberbullying based on the criteria identified by teachers that may inhibit intervention.

Findings from across the studies reported in the thesis suggest that prospective and current teachers recognise that cyberbullying is an escalating issue that presents a problem in the school environment. The teachers also utilised different strategies to manage cyberbullying, particularly in the context of bullying severity and the unique characteristics associated with cyberbullying. The research also found that young people do respond to cyberbullying differently based on the publicity of the act, the anonymity of the bully, the type of cyberbullying perpetrated, and the extent the victim is upset. Through a sequential exploratory mixed method approach, the empirical research presented in the thesis offers a unique contribution to the literature and extends the knowledge base on how cyberbullying is managed in the school environment.

Item Type:	Thesis
Creators:	Macaulay, P.J.R.
Date:	September 2020
Rights:	This work is the intellectual property of the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed in the owner(s) of the Intellectual Property Rights.
Divisions:	Schools > School of Social Sciences
Record created by:	Jeremy Silvester
Date Added:	21 May 2021 08:41
Last Modified:	31 May 2021 15:02
URI:	https://irep.ntu.ac.uk/id/eprint/42899