2022/12/19 by Stephanie S. Fredrick, Samantha Coyle, Jay'ana King +1
Agricultural and Biological Sciences · Psychology · #Bullying, Victimization, and Aggression #Insect-Plant Interactions and Control #Plant Virus Research Studies
paper · doi:10.1002/pits.22844
openalex publication_date 2022/12/19 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/03
Abstract Cyberbullying is a significant public health concern that has been associated with negative outcomes. The pandemic has increased the reliance on technology in the classroom; thus, research exploring cyberbullying in the classroom is even more important. Furthermore, it is important to understand teachers' perceptions of cyberbullying to inform efforts to support teachers in addressing cyberbullying. With a nationally representative sample of 174 teachers in the United States, a series of questionnaires were administered to investigate teachers' perceptions of cyberbullying, their preparedness to address cyberbullying, perceptions of effective strategies to address cyberbullying and whether social‐emotional learning programs used in their schools incorporate digital citizenship skills. Results indicated little change in the rates of cyberbullying in schools, but that teachers reported a need for training and professional development to best support them on this topic. Implications related to teacher educator preparation programs and school based interventions targeting cyberbullying are discussed.