What might schools do in response to the problem of cyberbullying?
Unlike the similar and interrelated problem of bullying, we are not convinced that cyberbullying is a problem that occurs while students are physically within schools. However, it is important that educators (teachers, administrators, and other school personnel) address this problem. It is true that this is another in the many responsibilities schools must take on, but the school is likely the best setting to take on this challenge (we expand on several of these claims elsewhere so follow links when available).
There are several arguments that support this position:
- Cyberbullying detracts from the educational experience of students while in school and a reduction in the problem will have educational benefits.
- Cyberbullying is related to school-related social relationships and taking advantage of these relationships may offer the most effective intervention opportunities.
- Digital citizenship a goal identified within the ISTE standards.
- Addressing online safety is a federal expectation (CIPA and Protecting Children in the 21st Century Act) associated with funding opportunities for the support of technology.
Schools do frequently respond to the problem of cyberbullying. Chisolm (2006) offers the following list of activities intended to address the problem:
- technological methods to limit/control online experiences (filtering),
- age-appropriate supervision,
- awareness programs for students, parents, teachers,
- hotlines for reporting inappropriate experiences, and
- instruction by teachers regarding cybersafety.
We do not intend to work through all of these actions which seem fairly self-explanatory, but to focus on what might be described as a deeper level of intervention. Our comments consider what else might be done.