Cyberbullying

Cyberbullying and the Importance of Teaching Digital Citizenship

Cyberbullying is a problem that has not always been around because of its connection with the every-changing field of technology. Many of us from the pre-internet days may have trouble truly understanding how subtle, complex, and hidden cyberbullying can be among K-12 students. With new websites, apps, and software coming out daily, bullying has become something that can be difficult to detect but damaging in ways that can be, in some ways, incomprehensible for generations that were not raised with technology being part of their everyday lives. For this reason, it is imperative that parents, teachers, and librarians are aware of a few facts about this unique type of bullying.

One surprising fact regarding cyberbullying is how “in terms of socio-demographic variations, gender stands out as the most relevant. In K-12, we see male students significantly more likely to be involved in face-to-face bullying and female students somewhat more likely to be involved in cyberbullying as both targets and perpetrators” (Faucher, C., Cassidy W., & Jackson M., 2015, p. 114). Female students are much more susceptible to using the internet to bully as well as being victims of this type of harassment, so observing for signs of cyberbullying among female students is important. This is difficult though since the crime often goes unnoticed by those who are not part of their social media or messaging groups. Unfortunately, they are unlikely to report it if they are experiencing bullying online.

According to “From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace” (2015), “In the K-12 research, it has been shown that many students are unwilling to report the bullying or cyberbullying to adults, particularly to school officials, for a number of reasons, including fear of repercussions such as retaliation or having restrictions imposed on their access to technology, as well as the belief that adults will not understand, will not believe, or will not be able to help (Agatston, Kowalski, & Limber, 2012; Cassidy et al., 2011; Smith & Slonje, 2010; Von Marées & Petermann, 2012; Yilmaz, 2011)” (Faucher, C., Cassidy, W., & Jackson, M., 2015, p. 115). Students are unlikely to report, yet how else will parents, teachers, or librarians know the student is being abused? This is where relationships and observing students becomes imperative. If students have an adult that they trust, they will be more likely to confide in them and seek help. Parents, teachers, and librarians can also detect abnormal behavior such as a confident student suddenly becoming shy if they know their students and their typical behaviors.

Unfortunately, cyberbullying is rampant in schools. According to Faucher, C., Cassidy, W., & Jackson, M. (2015), “Smith (2012a) argues that cyberbullying represents about one quarter to one third of all school bullying” (p. 115). Since it is so difficult to detect, these numbers are discouraging, but by forming relationships and being aware, parents, teachers, and librarians can help to curb the harassment as much as possible.

In addition to paying attention to the students we teach, there are resources teachers and librarians can use to help spread the idea among students that digital citizenship is just as important as citizenship in their communities. For example, in the article “How It’s Done: Incorporating Digital Citizenship Into Your Everyday Curriculum,” the author suggests having students read information texts and digital citizenship, and then “post letters on blogs intended for middle school students, including personal anecdotes and suggestions for cyberbullying prevention and protection. Blogs are sent to participating middle school teachers and students. Middle school students read 2-4 posts and respond by commenting and asking further questions. Serving as "cyber mentors," the sophomore students continue the conversation, displaying good Digital Citizenship to their "proteges"” (Orech, J., 2012). This idea gives the students hands-on practice with using the internet to communicate what they have learned, helping it to sink-in and become more real. Since students are dealing with the web, far too often they view their words as fictional and as lacking impact.

Common Sense Educationhas a K-12 Digital Literacy and Citizenship Curriculum and they have it aligned to the Common Core, AASL, and ISTE standards, which is extremely helpful if teachers would like more in-depth lessons and resources.

It is surprising how complex cyberbullying can be and how important it is to help students understand the impact that they can have on others on the web. According to “From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace” (2015), the nuances can be “the potential for anonymity in online communications; the detachment that results from not seeing the target’s reaction to a message; the permanent nature of online messages (i.e. self-repeating); the wider audience of bystanders to cyberbullying; and the variable nature of the power imbalance in online communications (Cassidy, Brown, & Jackson, 2011; Cassidy, Faucher, & Jackson, 2013; Dooley, Pyżalski, & Cross, 2009; Grigg, 2010; Kowalski, Morgan, & Limber, 2012; Menesini, 2012; Smith & Slonje, 2010; Vandebosch & Van Cleemput, 2009)” (Faucher, C., Cassidy W., & Jackson M., 2015, p. 112). It is important for students to understand that they have a voice on the internet that is just as powerful as the one they have in real life. Their digital citizenship can impact people, and this impact can last a lifetime. Helping students to understand this may be difficult, but the investment is valuable and will pay off as these K-12 students become adults and stand alongside us in everyday life.

Resources

Faucher, C., Cassidy, W., & Jackson, M. (2015). From the sandbox to the inbox: Comparing the acts, impacts, and solutions of bullying in K-12, higher education, and the workplace. Journal of Education and Training Studies, 3(6), 111-125.

Orech, J. (2012). “How it’s done: Incorporating digital citizenship into your everyday curriculum.” Tech & Learning, 33(1), 16–18. Retrieved from http://search.ebscohost.com.pallas2.tcl.sc.edu/login.aspx?direct=true&db=eft&AN=82590138&site=ehost-live

“Standards alignment.” Common Sense Education. Retrieved from https://www.commonsense.org/education/standards-alignment