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Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(8-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2326849


Despite recognition that cyberbullying can have negative consequences in youth's lives, including decreased academic achievement, adverse physical outcomes, and increased suicidal ideation, there has been little empirical evidence about effective school interventions or understanding educators' knowledge and comfort to address cyberbullying with their students. The present study examined educators' perspectives on cyberbullying to inform effective intervention techniques in a middle school setting. Semi-structured interviews were conducted with 12 San Francisco Bay Area middle school educators. Results yielded the following themes: a) cyberbullying is conceptualized as harassment or mistreatment via electronic devices and media, b) some schools are not adequately prepared to guide and support teachers in navigating cyberbullying, c) school personnel report feeling willing to address cyberbullying but lack the training to do so, and d) cyberbullying seemed to increase after schools reopened from the COVID-19 pandemic. Additionally, despite educators' indications that they have significant concerns about the impact of cyberbullying on their students, they are feeling overwhelmed with the demands of the system to provide specific interventions for their students. Therefore, it would be imperative for future research to continue exploring effective intervention programs to utilize with middle school students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)