Young people’s perspectives on school support for cyberbullying victims: A qualitative study

Background: To date, research shows that multiple barriers exist in post-primary schools preventing cyberbullying victims from accessing support. Studies reveal that school personnel’s limited understanding of cyberbullying and a deficit in youth-centred support systems hinder victims from coming forward for support. There continues to be a dearth of qualitative research on cyberbullying from adolescents’ perspectives and scarce studies looking at how forms of school support can be improved for young adolescent victims. As such, this study aimed to investigate young people’s (aged 13-15) perspectives on school support for cyberbullying victims, focusing on the Irish post-primary school context. Methods: Semi-structured focus group interviews were conducted with 51 post-primary school students (16 girls, 34 boys, and 1 student who preferred not to label their gender) in Galway County, Ireland who were between the ages of 13 and 15. Participants were recruited through convenience sampling (i.e. school PPI research contacts). Interviews were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis. Results: Two main themes were found: (1) Trusting relationships and trustworthy systems of school support, and (2) Peer support. Being able to trust educators and support services for victims is key to helping young people feel comfortable reaching out for help. Building a trusting relationship with students involves adults showing their care for them. It also requires staff to possess appropriate knowledge and skills to help stop cyberbullying. Systems of support at school also need to be tailored to young people’s needs and recognise their agency. Moreover, peers’ demonstrating empathy for victims can help individuals recover and reconnect with classmates. Victims can cultivate better resilience by making new friends and strengthening their social connections at school. Lastly, schools can support students in building healthy rapport and friendships by hosting group social activities and workshops to help young people connect with one another. Conclusion: Good relationships with educators and peers are the most valuable form of support for cyberbullying victims at school. Emotional support from both groups helps victims recover psychologically and socially. Furthermore, support systems need to change to meet victims’ privacy and emotional needs better. Schools need to also support staff in building trusting relationships with students and should also prioritise teaching youth how to support victims after an incident.

Publisher

University of Galway

Rights

CC BY-NC-ND

cbn

Collections

University of Galway Theses (Research Masters Theses)