cyberbullying presentation for high school students

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Teachers' Essential Guide to Cyberbullying Prevention

Topics:   Social & Emotional Learning Cyberbullying, Digital Drama & Hate Speech Digital Citizenship

What is cyberbullying? How common is it? And what can teachers do about it? Get advice and resources to support your students.

What is cyberbullying.

• What forms can cyberbullying take?

How common is cyberbullying?

How can i tell if a student is being cyberbullied, when and how should i intervene in a cyberbullying situation, what's my responsibility as a teacher in preventing cyberbullying, what lesson plans and classroom resources are available to address cyberbullying.

• How can teachers work with families to prevent and identify cyberbullying?

Cyberbullying is the use of digital media (such as apps, text messages, and websites) to intimidate, upset, or harm someone. It includes repeatedly sending, posting, or sharing negative, harmful, or mean content about someone else on purpose.

Usually, with cyberbullying, there are other people who see cyberbullying happen. In these situations, people can be bystanders, allies , or upstanders . 

• A bystander observes the conflict or unacceptable behavior but does not take part in it. 
• An ally is someone who responds to the bullying situation by supporting the person being bullied (checking in with them, being a friend to them, etc.). 
• An upstander tries to stop the bullying by directly confronting the person who is doing the bullying or by telling a trusted adult.

Cyberbullying differs from face-to-face bullying in several key ways. For one, it can feel harder to escape because it can happen anywhere, anytime. It's also harder to detect because so much of kids' digital media use is not monitored by adults. At the same time, cyberbullying can also be very public: Large numbers of people online can see what's happening and even gang up on the target. Though the target is usually exposed publicly, the people doing the cyberbullying can hide who they are by posting anonymously or using pseudonyms. And since cyberbullying isn't face-to-face, the one doing the bullying may not see or even understand the implications of their actions.

What Forms Can Cyberbullying Take?

Unfortunately, cyberbullying can take many forms . As popular social media apps for young people shift and proliferate, so have the ways kids can harass each other—or become victims themselves. Spreading rumors, sending hateful messages, or sharing embarrassing materials can occur across platforms and devices, but there are some other specific forms of cyberbullying to be aware of:

• Catfishing : Someone sets up a fictional persona online to compromise a victim in various ways, often exploiting a victim's emotions. The perpetrator's goals may be to lure them into a relationship or to intentionally upset a victim, among other reasons. 
• Cyberflashing : When someone receives an unsolicited sexually graphic image, they've been cyberflashed. This can occur on peer-to-peer Wi-Fi networks or Bluetooth Airdrop , in or outside of school. 
• Ghosting : When people cut off online contact and stop responding, they might be ghosting. Refusing to answer someone's messages can actually be a way of communicating a shift or upheaval among a group of friends. Often, instead of ever addressing the issue head-on, people will just ignore the targeted person.
• Griefing : There are people who harass or irritate you in multiplayer video games. They kill your character on purpose, steal your game loot, or harass you in chat. Repeated behavior like that is called "griefing." 
• Hate pages : On platforms like Instagram , teens may create fake accounts to harass victims, posting unflattering photos of their target, exposing secrets, or sharing screenshots of texts from people saying mean things. It's hard to trace who created the account, and the people doing the bullying can simply create a new "hate" page if one is shut down or removed. Sometimes, these anonymous accounts may be collections focused on rumors or other malicious materials targeting students schoolwide. 
• Outing : This occurs when someone reveals someone's gender identity or sexual orientation without their consent. What makes this particularly malicious is the risk this may pose for teens who report higher levels of mental health struggles and are at greater risk for self-harm.

Note that kids and teens probably use all kinds of terminology to describe the digital drama or harassment that's happening, so it's best to just ask questions than to use specific terms.

Reported data on how many kids experience cyberbullying can vary depending on the age of kids surveyed and how cyberbullying is defined. According to a 2022 Pew Research report on teens and cyberbullying, nearly half (46%) of teens reported experiencing at least one type of cyberbullying , and 28% have experienced multiple types, which represents a steady uptick over the last 15 years.

A summary of research by the Cyberbullying Research Center on cyberbullying in middle and high school from 2007 to 2021 indicated that, on average, 29% of students had been targets of cyberbullying. Nearly 16% of students admitted to cyberbullying others.

Yet not all groups of teens are experiencing cyberbullying equally, as some kids are more vulnerable than others . The Common Sense study " Social Media, Social Life " also found that girls are more likely than boys to experience it. A separate study showed that kids with a disability, with obesity, or who are LGBTQ are more likely to be cyberbullied than other kids.

Even if kids aren't the target of cyberbullying (and the majority aren't), chances are high they've witnessed it, since it often happens online and publicly. Common Sense reports that 23% of teens have tried to help someone who has been cyberbullied, such as by talking with the person who was cyberbullied, reporting it to adults, or posting positive stuff about the person being cyberbullied.

Be aware of your students' emotional state. Do they seem depressed? Fearful? Distracted? Pay attention to what's happening for students socially at lunchtime, in the hallways, or in other areas of your school campus. Has their friend group changed? Do you sense a conflict between students? Are you overhearing talk about "drama" or "haters" (two words kids might use to describe cyberbullying situations)? Don't be afraid to check in with students directly about what's going on. And reach out to their support networks, including parents or caregivers, the school counselor, a coach, or other teachers.

Obviously, cyberbullying is something to take seriously. At the same time, it's important to remember that, depending on their ages, kids are still developing skills like empathy, self-regulation, and how to communicate respectfully online. These situations can be learning opportunities for everyone involved.

School, district, and/or state policies might determine what actions you take once you've verified that cyberbullying has in fact occurred. Sometimes the recommended response is different depending on whether the bullying occurred on a school-issued device, and whether it happened outside of school hours or during the school day. Be sure to involve the students' families, school administrators, and counselor as appropriate, to ensure the intervention is effective and follows policy.

Here are a few resources to support teachers and schools in responding to cyberbullying:

• Helping Students Deal with Cyberbullying (NEA)
• Cyberbullying Fact Sheet: Identification, Prevention, and Response (Cyberbullying Research Center)
• Bullying: What Educators Can Do About It (PennState Extension)
• Responding to Cyberbullying: Guidelines for Administrators ( The No Bully School Partnership )

As educators, it's our responsibility to teach students how to use digital media in respectful and safe ways. This includes helping kids learn how to identify, respond to, and avoid cyberbullying. Given the demands on teachers to meet school, district, and state goals, it can be a challenge to figure out where these lessons fit into the school day. Fortunately, as technology becomes part of every aspect of our lives, including how we teach and learn, more schools and districts are giving teachers the time and resources to prioritize these skills. Here are a few ways to approach cyberbullying prevention in the classroom:

• Promote a positive and safe classroom culture. Whether or not you have technology in the classroom, setting norms of respectful communication sends a message to your students about what is and isn't acceptable. Find ways to demonstrate that your classroom is a safe, emotionally caring environment. Provide resources in the classroom to help students identify, respond to, and avoid cyberbullying. This could be tips on how to respond to cyberbullying (for elementary school or middle and high school ) or the phone number for the Crisis Text Line .
• Embrace teachable "dig cit" moments. Step up when you encounter a teachable moment related to cyberbullying or respectful online communication. Encourage students to pay attention to "red flag moments"—when something happens on digital media that makes them feel uncomfortable, worried, sad, or anxious. Explain to students the three ways they can and should respond if they witness cyberbullying: support the target of the bullying (be an ally); try to stop the cyberbullying (be an upstander); and/or tell a trusted adult (report it). It may not be part of your lesson plan, and it may set you off track for a bit, but every time you reinforce anti-cyberbullying messages, you're doing the critical work of cyberbullying prevention. And as hard as it may be to admit, ignoring these teachable moments also sends a message your students will remember.
•   Incorporate lessons on cyberbullying into your existing curriculum. Find connections to the content you're already teaching and make time to address cyberbullying directly. From setting norms of online communication to using historical examples of propaganda and hate speech to discussing a bullying situation in a novel you're reading, the possible connections to cyberbullying can be made with a little planning. And since it's possible someone in class is dealing with cyberbullying, it's helpful to stay attuned and sensitive to students.
• Advocate for a school- or district-wide digital citizenship program. The most effective cyberbullying prevention strategy has to involve the whole community. A fully integrated digital citizenship program gives teachers the time and resources to tackle these topics head-on, provides kids with consistent and frequent opportunities to build their skills, and supports families as they reinforce the messages at home.

The Common Sense K–12 Digital Citizenship Curriculum teaches students about the effects of cyberbullying on both themselves and their larger communities. They are encouraged to take the active role of upstander and build positive, supportive online communities, and they can learn how to cultivate empathy, compassion, and courage to combat negative interactions online.

Grades K–5:

• Putting a STOP to Online Meanness (Grade 2): What should you do if someone is mean to you online?
• The Power of Words (Grade 3): What should you do when someone uses mean or hurtful language on the internet?
• Be a Super Digital Citizen (Grade 4): How can we be upstanders when we see cyberbullying?
• Is It Cyberbullying? (Grade 5): What is cyberbullying, and what can you do to stop it? 
• Don't have time for a full lesson? Here's a quick activity .

Grades 6–8 :

• Digital Drama Unplugged (Grade 6): How can you de-escalate digital drama so it doesn't go too far?
• Upstanders and Allies (Grade 7): How can you respond when cyberbullying occurs?
• Responding to Online Hate Speech (Grade 8): How should you respond to online hate speech?

Grades 9–12 :

• What You Send in "That Moment When... " (Grade 9): How can we act with empathy and positivity when we're online?
• Countering Hate Speech Online (Grade 10): How can we counter online hate speech and xenophobia?
• Online Disinhibition and Cyberbullying (Grade 11): How does online disinhibition sometimes lead to cyberbullying?
• The Consequences of Online Hate Speech (Grade 12): Should online hate speech be censored?

How can teachers work with families to identify and prevent cyberbullying?

The first step is to communicate with your students' families about your expectations in the classroom and explain the skills you're helping students learn related to positive, responsible media use. When parents are informed and on board, they're more likely to reinforce the messages at home.

Since families often look to schools for guidance on dealing with cyberbullying, you can offer them the latest advice and resources on the topic. Spark a conversation by sending home these printable Family Tips or handing them out at meetings with parents and caregivers. You can also share resources in a classroom newsletter, on your class website or social feed, or at your next parent event.

Erin’s work focused on supporting students, teachers, and families for over a decade. As content director for family and community engagement at Common Sense, she provided parents and caregivers with practical tips and strategies for managing media and tech at home, and supports teachers in strengthening partnerships with families. Prior to her work with Common Sense, Erin taught public high school students and adult English learners in Kansas City. Her time as a National Writing Project teacher consultant nurtured her passion for student digital creation and media literacy. She has bachelor's degrees in English and secondary education and a master's degree in instructional design and technology. Erin loves to knit, read, hike, and bake. But who has time for hobbies with two young kids? In her free time these days, you'll find her hanging out at playgrounds, the zoo, and the beach with her family.

Related Content

We All Teach SEL: Empathy Activities and Tools for Students

Resources to help foster empathy in every classroom, every day.

Tips and Resources to Prevent Cyberbullying

Lesson plans and more to help your students recognize, respond to, and avoid online bullying.

7 Easy Ways to Get Families on Board with Digital Citizenship

Make digital citizenship a priority at school and at home.

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Evidence Review of Bullying Prevention Strategies

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SEMCH recently released an evidence review of the current literature on strategies to address bullying. Although the intended audience for these briefs is Title V state health departments, the information has broad applicability to any individual or organization interested in bullying prevention. You can access to 3-page brief on the SEMCH website, as well as the full report.

Additional Resources

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Teacher Tips: How to Discuss Cyberbullying in a Safe Environment

Heng Yan Lin

Within the past two years, we have seen sharp demand for virtual learning as the world grapples with the pandemic. The increase in screen time both during and after school hours has exacerbated a growing mental health crisis and cases of cyberbullying among teenagers.

Cyberspace is a convenient place for students to vent their feelings, release their stresses and get into debates as it provides them with anonymity and an accompanying false sense of security. Then there is the fact that policing cyberspace for hate speech, name-calling, harassment, doxing, impersonation, and more is virtually impossible on certain online platforms.

Under the direction of the Ministry of Education in Singapore, local schools are tasked to address this growing problem. Teachers who are the first line of contact for the students may be called upon to discuss cyberbullying issues with the class. Getting students to discuss mental health topics openly can be challenging, especially when valid concerns exist. For instance, students may be worried that they will attract unnecessary and negative attention from others or feel the class is not a safe environment to talk about such issues. In addition, mental health talks can be dry and boring for some.

Discussing Cyberbullying

In this blog, you will find 4 simple activities using ClassPoint that you can use in class to fully engage your students in conversation about cyberbullying.

Survey the Class

It is always helpful to survey the class to understand how much students know about cyberbullying. This will provide a good opening and help you determine the pace of the lesson. Use a Multiple Choice activity that allows them to choose one of the following answers. Do make sure to qualify what ‘good understanding’ means. For example, you could say that having a good understanding of the subject means that you know when cyberbullying is taking place and what you can do to stop it.

For these exercises, I used ClassPoint’s interactive PowerPoint quiz questions to conduct these in-class activities. With ClassPoint, you can add the questions into your already-made PowerPoint and have students answer the questions using their devices live, during class. If you don’t use Microsoft PowerPoint or ClassPoint, you can audibly ask your students these questions, use a different tool, or use a pen and paper.

Invite Participation

Begin with some neutral activities that would avoid making anyone feel vulnerable while participating. A neutral activity, for example, would be to ask the students the question above. Note that the question has been intentionally phrased as “that you know or heard of ” instead of “ that you have received ” as this depersonalizes the question and creates a sense of safety.

Using ClassPoint’s Short Answer tool actually allows you to hide students’ names. Answering with hidden identities can encourage participation and enables students to construct knowledge collectively. Deepen the discussion in class by leveraging on students’ responses; start a spontaneous discussion about why a certain statement is perceived as a cyberbullying message.

Many people are not always aware of what is considered cyberbullying or that there are five to eleven types of cyberbullying behaviors. Instead of simply telling them about it, why not make it fun and have a quiz? ClassPoint’s Slide Drawing feature allows them to circle or highlight their answers which can then be shared with the class.

If students don’t have devices, again this can be done on the worksheet, or you can write a list of behaviors on your whiteboard before class and have students circle their answers as a class.

Teaching students to develop perspective-talking skills is important as it can help them to develop empathy for the victims. This is done by moving them from the cognitive domain to the emotional domain through open-ended questions about feelings.

In the cyberbullying lesson, you can use Word Cloud to ask them the following question: 

Using their answers, you can easily transit into a lesson or discussion about how victims suffer from negative feelings that if left unchecked, will make them more vulnerable to developing certain unhealthy thoughts and behaviors. When prolonged, this puts them at a higher risk of developing mental health issues.

Research has found that cyberbullies sometimes lack the awareness that they are hurting someone by something they said. For example, some name-calling language might be something that the bully is accustomed to and grew up with and therefore does not see anything wrong in saying it to a stranger in an online game chat. 

However, the person who receives this may be hurt by it because he/she may happen to be struggling with low self-image and low self-esteem. Through further dialogue, you would want to draw their attention to how certain messages and behaviors (cite examples from Activity 2) can be perceived as hurtful and offensive.

Finding Out More

Mental health lessons are good opportunities for you to identify students who may be in need of help. This can be done via a Multiple Choice Activity where carefully curated questions are posed to the class without a need to publish the answer.  Below is a sample of one question that you can ask:

Discussing cyberbullying is important for students, teachers, and schools as education continues to adopt technology and as young students face the repercussions including their mental health and self-esteem when using the internet.

I hope you have seen how these interactive and engaging questions can uncomplicate the subject matter and allow you to navigate any mental health topic with ease. And by using ClassPoint, you can directly engage with every single student during your lesson and help ease into vulnerable discussions with anonymous Q&As. Learn more about using ClassPoint here.

Remember that the key is to create a safe and comfortable online environment by ensuring that students’ identities and stories are not exposed, whilst providing them with a space to seek help and ask questions.

About Heng Yan Lin

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Bullying and Cyberbullying

Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets.

Physical bullying is the use of physical force by the perpetrator against the targeted youth.

Verbal bullying is oral or written communication by the perpetrator against the targeted youth that causes harm.

Create a safer school environment by preventing bullying and cyberbullying.

Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived imbalance of power. The behavior is repeated, or has the potential to be repeated, over time.

Bullying is a widespread issue in the United States. While bullying can happen to anyone, some groups may be at greater risk. Bullying negatively affects those who are bullied, those who bully others, bystanders, and others in the school community. It is linked to many negative outcomes including impacts on mental and physical health, substance use, educational experience, violence, and suicide.

Reducing bullying in schools requires a multi-faceted and community-based approach that includes immediate response and appropriate consequences and support for serious incidents. As part of these efforts, schools can consider assessing the frequency, locations, and types of bullying behavior to better understand the current landscape and determine appropriate prevention and intervention plans. School-based programs that focus on building youth skills and positive environments can also be effective in decreasing incidences of bullying and associated risk factors.

Strategies to Consider

There are several strategies schools and districts can consider to prevent and address bullying. Some of these measures include:

• Create a positive school climate that is safe, inclusive, and respectful of all community members.
• Implement social and emotional learning to help students build skills, manage emotions, and establish positive relationships.
• Set and enforce policies that outline behavioral expectations and monitor places where bullying is more likely to occur.
• Conduct teacher and staff training and promote classroom-based bullying prevention activities. 
• Engage families and students to promote communication and reinforce prevention strategies.

Featured Resources

These resources are a starting point for learning more about bullying and cyberbullying. Use these resources to help identify, address, and prevent bullying. 

Additionally, SchoolSafety.gov regularly publishes issue briefs that provide a high-level overview of a specific school safety topic as well as a sampling of aligned strategies, resources, programs, and tools. Download and explore the bullying-related issue brief below.

• Bullying Prevention

Key Considerations for Bullying Prevention

Department of Justice , 2023

StopBullying.gov

Department of Education, Department of Health and Human Services, and Department of Justice

This interagency website provides information from various government agencies on what bullying is, what cyberbullying is, who is at risk, and how schools and individuals can prevent and respond to bullying.

Creating a Safe and Respectful Environment in Our Nation’s Classrooms

Department of Education , 2018

This training for teachers, school administrators and school districts is made up of two modules to address bullying in classrooms. Specifically, it is designed to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom.

Tips for Teachers on Cyberbullying

This webpage provides information for teachers, school personnel, and staff to identify warning signs a child is being cyberbullied or is cyberbullying, as well as strategies to prevent and address it.

Filter Resources

• Respond and Recover
• Verbal Bullying

All Bullying and Cyberbullying Resources

Access additional resources below to learn more about bullying and cyberbullying and related best practices. Use the filters to sort resources based on subtopic and/or preparedness action.

Respond to Bullying: Stop Bullying on the Spot

What you can do.

• Digital Education Strategies

Bullying Lesson Plans: Teaching High School Students

• April 4, 2019
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Featured Image from: Echo

High school: where film and TV shows claim is ruled by your stereotypical dumb jock and rich mean girls.

However, thanks to modern technology, fiction is not the same as reality. Today, your average bully isn’t a buff senior or a blonde clad in pink. Today’s high school bully has no exact characteristics, as it’s as simple as a person with a smartphone or an anonymous face behind a fake account.

This lesson plan deals with bullying in a high school setting. We discuss bullying in all its forms and how students can deal with bullies. And because high school is a mix of minors and people over 18 years old, we discuss the various ramifications of bullies and what could happen to them if they’re found to be bullying.

What Is Bullying?

Whether in school, at work, or any public or private place, bullying is the act of repeatedly acting aggressive or intimidating to assert once dominance over others. Bullies have power because they enforce a social or physical power over their victims.

In the past, a traditional bully was someone significantly larger than their victim, allowing them to use physical violence and intimidation. Today, a bully can still be someone who is larger, but it can also be someone who has information they can use to blackmail their victim, someone who can emotionally and verbally taunt them without using physical force, and someone who, anonymous or not, can continue to bother a person online – all of these regardless of how they physically look.

Bullies can also range in numbers, not always limited to just one person. A group of people can mob a victim, or one bully can have multiple assistants, but the one bully serves as the ringleader of the group. Even online, because it is very easy to create fake accounts, bullies can appear to be tens or hundreds of people, but it may just be one or two bullies trying to make their victim feel small by making them feel like plenty of people are going after them.

There is no one definition of bullying as there are several ways one can do so. Sometimes, students may not even realize they’re being bullied and think it’s all just mean-spirited fun. To recognize bullying, there must be three criteria: the intent is to be hostile towards the victim; the bully tries to show they have more power than the victim; and the bully must act hostile repetitively. This may be done physically, mentally, verbally, and emotionally.

Why Do People Bully Other People?

While some teens choose to ignore their differences among their peers and form connections, others choose to act hostile around those outside their circles or someone who they don’t relate to. It’s important for your students to understand throughout your lesson plan that if they have a bully, it isn’t their fault and the fact that they are a bullying victim says more about the victim than the actual bully.

Bullies, especially teenage bullies in high school, are mostly people who are envious of others (e.g. Student 1 hates that Student 2 outperforms them academically), consciously or unconsciously resent something a person has (Student 1 sees Student 2 being dropped off at school daily by loving parents, a stark contrast to Student 1’s familial relationship at home), or uses bullying to hide that they are ashamed or have low self-esteem (Student 1 is unsure about their sexuality and bullies Student 2, an openly-gay person proud enough to show their true identity).

In some cases, a bully can have mental conditions such as displaced anger or a personality disorder. While they may need to seek help for it, this does not make it OK for them to bully others and then use the “mental health” card as a pass for their behavior.

Contrary to popular belief, a bully rarely acts a certain way just for the fun of it. By bullying someone, they’re hiding their own insecurities and feel empowered by pushing others down. Studies found that students who practice bullying behavior have fragile egos that can shatter quite easily because they’ve built a picture of themselves people can easily destroy. Because they refuse to accept this fragile truth, they resort to violence and insults.

Teaching About Bullying to High School Students

As a high school teacher, you’re in a very delicate position, and your lesson plan has to adjust the way you see fit. Your students are not exactly children who’ll cry when reprimanded, nor are they truly adults with the independence to think maturely. You may have one or two students who have reached the age of maturity but continue to bully younger students, but stressing the fragile ego, insecurities, and shortcomings of a bully can help them see the error of their ways.

Types of Bullying

Bullying comes in four main forms: physical, verbal, emotional, and cyberbullying. There are also special forms of bullying, such as collective bullying or mobbing. And while bullies can target a victim for different reasons (the victim’s physical characteristics, their religion, gender, etc.) there are some forms of bullying that target specific groups (the LGBT+, students with disabilities) that they have become a special category of their own and how to deal with such bullies.

When teaching your high school lesson plans about bullying, try this exercise. In a room, ask your students which one of them believes they are a victim of physical bullying, verbal bullying, and emotional bullying, and so on. Don’t be surprised when no one or only a few raise their hands, as many high school students are unwilling to admit they are bullied in front of their peers.

Now, tell them to close their eyes and look straight forward. It would help if the front of the classroom is raised so you can see if someone is trying to peek. Ask the same questions. You’d be surprised how many more people are willing to admit they are a victim of a specific type of bullying.

Don’t force them to share details or make them feel like admitting to being bullied will require them to report to school officials. Tell them to put down their hands, open their eyes, and don’t give any clue as to who raised their hand. They’ll know a few of their classmates raised their hands; many are aware of the bullying done to their own classmates, but they don’t say anything.

Regardless of the results, let them know that you, as a teacher, as well as the school administrators and their parents, are available to talk to should they want to come forward. Not only does this feel reassuring to those who admit their worries, but it also reassures those too scared to raise their hands even when others are looking will know that they have someone to talk to just in case.

Physical Bullying

This is one of the most common forms of bullying, but it doesn’t necessarily have to do with hitting or punching you’d expect from schoolyard bullies. These are the bullies that both hurt your body or your own physical possessions. If they steal and break your possessions, shove you in the corridors, or actively seek you out to start a fight, this counts as physical bullying.

It’s very common, but it’s not the first type of bullying you’d experience from one bully. Bullying usually begins with intimidation and escalate into physical violence. Bullies who are relatively bigger than their victims can easily resort to violence, but students in small stature can also be just as dangerous if they know taekwondo or mixed martial arts.

Verbal Bullying

This form of bullying doesn’t necessarily use physical violence, but this is one that almost exclusively uses mean words. Often used by female students than male students, this is where name-calling, threats, teasing, and rumors come into play. While men have a tendency towards physical bulling and girls verbal bullying, it’s also possible for men to use verbal bullying.

While words can never really hurt you, verbal bullying can greatly affect people who are very sensitive to what other people think or say about them. While some are unaffected by verbal bullying and have a strong resolve or do not care about what people say about them, this (especially when used as a social exclusion technique) is still a subtle but powerful method of bullying.

Emotional Bullying

Also known as psychological abuse, emotional abuse involves using a victim’s relationship with others and trying to isolate the person by either turning everyone against the victim or making the victim believe that everyone is out to get them.

This is usually done by ruining someone’s reputation or social standing. It’s possible to categorize this under verbal bullying, but it’s not just limited to spreading rumors and saying mean things about the victim. This could also be sabotaging a person’s character and making a victim a pariah. In the film Mean Girls, this was done when Regina George made it look like Cady, Gretchen, and Karen were responsible for the Burn Book, isolating Cady in the process.

Psychological Bullying

This form of bullying is the least visible of all, as it’s possible for a bully to do this through online or secretly in person, focusing on the mental warfare between the bully and their victim. In such cases, a bullying victim is subject to trauma and develops mental conditions such as depression, anxiety, and a reluctance to leave the home due to the bullying they face in the school/

Cyberbullying

Cyberbullying is using technology and social media to bully a victim. Unlike physical bullying, the bullying and humiliation stops the moment a student goes home. But in cyberbullying, the humiliation follows the student everywhere they go and they’re reminded of their bullies each time they go online. Sometimes, the bullying is public and for everyone to see; and because of the fear that what happens on the internet is recorded forever or cannot be removed except by the bully, it’s pretty traumatizing.In some cases, a bully may even open several fake accounts to torment their victim anonymously.

LGBT+ Bullying

If your school allows you to teach LGBT+ topics, you may want to consider this section as well. Over the years, people from non-traditional genders and sexualities have become more open about their identity, and plenty of people, regardless of gender, sex, and sexuality, have come to accept them. However, there are some people (extremely religious individuals, toxic masculinity stereotypes, bigots) don’t agree with a non-traditional lifestyle. The LGBT+ community isn’t forcing heterosexual men and women to become gay, but there are some people who go out of their way to deny the community the right to express themselves.

These are bullies who target people who have openly identified as a different gender or sexuality. Gay men, lesbians, and transgender people are frequently made into the butt of jokes; at worst cases, they are physically harmed and told to commit self-harm due to their identity.

Disability Bullying

In public schools that receive government funding, the school is not allowed to discriminate who they admit into their classrooms, regardless of their physical and mental disabilities. Some people may be physically handicapped (e.g. born with a condition that makes them unable to walk) or a mental condition that makes them unable to socialize normally or keep up with their classmates academically.

Handling Bullies

While some cases of bullying may be common knowledge within the students, teachers and staff may be unaware of the bullying that is happening. In such case, the most important thing you can teach your students is to report all cases of bullying, no matter how small. Each of the 50 states has legislations against bullying, with some states stricter than others. In New Jersey, for example, each case of bullying, no matter how small, must be reported to state authorities, who then base the school’s grade partially on the number of bullying incidents and how they dealt with the bully, who could be suspended or even expelled for their actions.

When the Bully is a Legal Adult

Some bullies may be 18 years old and in high school. In such cases, the bully is treated as an adult and it’s no longer just a case of bullying, but a crime that meets the criteria of cyber-harassment or cyberstalking. This is particularly serious if the bully in question harasses a high school student that is still a minor, since the bully should have known better than to harm or hurt a child.

In these cases, a bully may even be sent to jail if their actions are particularly damaging to a child.

The First Step Is Opening Up

The point of this lesson is to teach your students that bullying won’t stop unless they report it. Fighting back will only result in more violence, and blackmailing a bully to stop won’t make your student better than the actual bully.

Make your room a safe space. Your students will be unlikely to report bullying to you if you seem like the type who will brush off their concerns or mock them for seeking help from teachers and staff. And if you can tell one of your students is being bullied, you might also want to gently and privately check if they are alright.

Tips for Teachers

• Don’t treat your students like children. These are high school students who are not children, but they’re not exactly adults either. If they come to you or if it looks like a serious bullying issue, don’t think that putting the bully and victim in one room and forcing the bully to apologize will change things. A bully may be forced to verbally apologize, but unless the bully understands why their actions are wrong, they aren’t going to change their treatment unless given the appropriate consequences.
• If you suspect that your student is a victim of bullying, ask them privately. They may fear being seen as weak in front of their peers, so asking them if they are bullied while in public may make them hesitant to say anything out loud.

While teenage bullying is common in high schools, it is still something you, as a teacher, need to address with your class. You have to handle them maturely, but in such a way that they are still responsible for their own actions.

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Bullying consists of repeated intentional behaviors that cause physical or emotional harm to a victim. it is, therefore, a serious problem that should be treated with the seriousness that the subject deserves. thus, we have selected those google slides themes and powerpoint templates that address this topic for you to have at your disposal if you need to make a presentation on the subject. choose the template that best suits your content, edit, and participate in raising awareness about bullying to make the world a nice place for everyone..

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Effects of Bullying

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These free educational and interactive bullying prevention resources are designed for K-12 learners and the parents and educators who support and educate them. Can be used in the classroom, at home, during workshops, or at special events. 

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During these challenging times, PACER’s National Bullying Prevention Center is committed to being a valuable online resource. We are excited to share these free digital resources that you can use to continue engaging your child or student in social and emotional learning.

Free educational options designed for younger students to creatively engage them to build their understanding and develop the skills on how to address and prevent bullying.

Elementary Activities

Free activities and resources designed for younger students. The goal is to creatively engage them through conversation, activities, art and music to build their understanding of how to handle bullying situations.

Free educational options designed for teens to creatively engage them to build their understanding and skills on how to address and prevent bullying.

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Free activities and resources designed for older students. The goal is to creatively engage them through conversation, event planning, activities, art and music to build their understanding of how to handle bullying situations.

Register for the free, weekly, year-long classroom resources designed to create environments in which every student is IN cluded, IN volved, and IN vested in preventing and addressing bullying.

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Millbury schools targeted by federal complaint: Family claims harassment by white students

MILLBURY — Trusha Vilvar is worried about her daughters.  

Thirteen-year-old Melody Dabney was happy and outgoing, said Vilvar, but now wears a hood at school because she's afraid other students will make fun of her hair and skin color. Her other daughter, 16-year-old Kamora Dabney, is traumatized, said Vilvar, and doesn’t want to talk to anyone at school.

'Hit them hard'

“The impact has been a lot. Both are enrolled in therapy. It’s hit them hard," said Vilvar on Friday, one day after she and her daughters filed a federal civil rights complaint against the Millbury Public Schools and Millbury Memorial Junior/Senior High School, where the two teenagers attend. 

The complaint was filed with the U.S. Department of Education Office of Civil Rights, and claims the teenagers were subjected to repeated racial harassment by white students during the 2023-2024 school year because they are Black. The actions were reported to school officials but nothing was done, according to the complaint.

Allegations include unjust punishment, while white students who perpetrated the bullying were not disciplined. The complaint demands federal officials investigate and enforce compliance with civil rights laws. 

Millbury schools taking allegations seriously

Millbury Schools Superintendent Gregory Myers responded to an interview request with an email that said he can’t comment on the allegations because of the confidentiality of student records. "I can say that we take such allegations very seriously and address them in accordance with our Title VI procedures." Title VI of the Civil Rights Act of 1964 requires federally funded institutions to protect students from discrimination based on race, color or national origin. 

Myers noted in his email that the Millbury schools foster a sense of belonging, free from any racist behavior, and welcome a comprehensive review of the district's practices and procedures by federal officials. “Our goal is to cultivate a community where every student is valued and has the opportunity to thrive. We look forward to working with the Office of Civil Rights to resolve each of these allegations."

N-word and threats of violence

The allegations include taunts, both verbal and through social media, that included the N-word, “Black as F***" and “monkey” that escalated into threats of violence against the sisters. 

Vilvar said her daughters have been racially harassed by students since the family moved to Millbury three years ago, a district where 5.2% of students are Black, according to the complaint.

In one instance, Kamora was written up by a librarian after she tore up a note from a white student and dropped the pieces on the floor. The note included the words “N***** pass" that were not included in the librarian's report, according to the complaint. The report remains in Kamora's student file maintained by the district, despite her mother's request to have it removed.

In another instance, a white student asked Kamora during class, “Can I say n***er if one of my parents is Black?” The school determined there wasn't enough evidence to support a Title VI violation. Vilvar's appeal to school officials was denied.

Racial tension escalated at the school, according to the complaint, as other Black and brown students were targeted with insults. Fed up with little support from the school, students confronted those making the slurs. Police were called in to escort white students to buses at the end of the school day, the report said.

School staff were also assigned to buses to ensure students made it home safe, including an assistant principal on Melody’s bus. According to the complaint, the assistant principal saw Melody tie her hair into a ponytail as she got off the bus and thought it was a sign of aggression against a white student. Melody received a one-day suspension. 

More suspensions

Kamora was suspended for 20 days after she hit a student who sent a threatening Snapchat message to her sister, according to the complaint. Police were summoned, the school went into lockdown and the student responsible for the Snapchat wasn't punished.

There is racial disparity when it comes to student suspensions in Millbury, according to the complaint. In the 2022-2023 school year, there was a higher rate of suspension for Black (12%) and Hispanic/Latino (7.4%) students compared to white students (3.6%).

Prior instances of division

Divisive actions aren't new in Millbury. In 2015 a swastika made out of cinder blocks was on the junior/senior high school track. Three years later in 2018, a student broke into a private online chat and distributed a racial slur on social media. A Telegram & Gazette story at the time reported that Myers was looking to partner with the Anti-Defamation League for student leadership training to develop peer role models for positive inclusion in a diverse world. 

Lawyer Mirian Albert with Lawyers for Civil Rights represents Vilvar and her daughters in the civil rights complaint, and believes Millbury's past and present shows a pattern of racial intolerance in town. “It's definitely a systemic issue,” said Albert. “The school has a legal and moral duty to protect students, and that’s not what Millbury did.” 

Albert pointed out that racial animus against students of color is statewide. This year, Lawyers for Civil Rights filed civil rights complaints against the Brookline schools and the Southwick-Tolland-Granville Regional school district.

The complaint against Millbury demands the Department of Education cite the district for violating civil rights laws, require the district to enact polices to end racial disparities, and establish a zero-tolerance policy for racial bullying and harassment. It also calls for the family to be reimbursed for the cost of the daughter's counseling.

“I want to make sure the (school) administration is held accountable,” said Vilvar.

Contact Henry Schwan at  [email protected] . Follow him on X:  @henrytelegram .

2023 Cyberbullying Data

This study surveyed a nationally-representative sample of 5,005 middle and high school students between the ages of 13 and 17 in the United States. Data were collected in May and June of 2023. Click on the thumbnail images to enlarge.

Cyberbullying Victimization. We define cyberbullying as: “ Cyberbullying is when someone repeatedly and intentionally harasses, mistreats, or makes fun of another person online or while using cell phones or other electronic devices. ” Approximately 55% of the students in our 2023 sample reported that they experienced cyberbullying at some point in their lifetimes. About 27% said they had been cyberbullied in the most recent 30 days. When asked about specific types of cyberbullying experienced in the previous 30 days, mean or hurtful comments posted online (30.4%), exclusion from group chats (28.9%), rumors spread online (28.4%), and someone embarrassing or humiliating them online (26.9%) were the most commonly-reported. Forty-four percent of the sample reported being cyberbullied in one or more of the eighteen specific types reported, two or more times over the course of the previous 30 days.

Cyberbullying by Gender. Adolescent girls are more likely to have experienced cyberbullying in their lifetimes (59.2% vs. 49.5%). This difference is not as dramatic when reviewing experiences over the previous 30 days, where rates are more similar (24.2% of boys and 28.6% of girls have been cyberbullied recently), though differences in lifetime and 30-day rates are both statistically significant ( p < .001).

Methodology

For this study, we contracted with an online survey research firm to distribute our questionnaire to a nationally-representative sample of middle and high school students who were between the ages of 13 and 17. Students were asked questions about experiences with bullying and cyberbullying, digital self-harm and other experiences online and off. Overall we obtained a 15% response rate, which isn’t ideal, but is higher than most generic Internet surveys.

With any imperfect social science study, caution should be used when interpreting the results. We can be reassured somewhat in the validity in the data, however, because the prevalence rates are in line with results from our previous school-based surveys. Moreover, the large sample size helps to diminish the potential negative effects of outliers. Finally, steps were taken to ensure valid responses within the survey instrument. For example, we asked the respondents to select a specific color among a list of choices and required them to report their age at two different points in the survey, in an effort to guard against computerized responses and thoughtless clicking through the survey.

Suggested citation: Patchin, J. W. & Hinduja, S. (2024). 2023 Cyberbullying Data. Cyberbullying Research Center. https://cyberbullying.org/2023-cyberbullying-data

Select publications from this data set:

Coming soon…

Blog posts based on this data set:

October 4, 2023 – Cyberbullying Continues to Rise among Youth in the United Stat es

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