cyberbullying research center

Summary of Our Cyberbullying Research (2007-2023)

At the Cyberbullying Research Center we have been collecting data from middle and high school students since 2002. We have surveyed more than 35,000 students from middle and high schools from across the United States in sixteen unique projects. The following two charts show the percent of respondents who have experienced cyberbullying at some point in their lifetime across our twelve most recent studies. Our two earliest studies (from 2004 and 2005) are excluded from this because they were online convenience samples and therefore cannot be easily compared to the other studies. The thirteen most recent cyberbullying studies have all been random samples of known populations which allows for improved reliability, validity, and generalizability. Even though we present these data as bar charts over time, it is risky to compare rates over time given that each study represents a different sample. This is especially true of our earlier school-based samples. Since 2016, though, our samples have all been selected from a national US population to be representative of the population of youth on the basis of age, gender, race, and region of the country. Please see our Research in Review addendum for more details about each of the samples.

As illustrated in the chart above, the rates of cyberbullying victimization have varied over the years we have studied the phenomenon. On average, about 31% of the students who have been a part of our most recent 13 studies have said they have been the victim of cyberbullying at some point in their lifetime. The rates of cyberbullying offending have also varied among the research studies we have conducted. On average, about 16% of the students who have been a part of our last 12 studies have admitted that they have cyberbullied others at some point in their lifetime. Note that we did not collect cyberbullying offending data in 2023. (click on the images for a larger versions)

When it comes to more recent experiences, an average of about 13% of students have been cyberbullied across all of our studies within the 30 days prior to the survey. There does appear to be a trend over the last several years of this rate increasing steadily. For offending, across all of our studies, 6% of students admit to cyberbullying others. Again a reminder that we did not collect offending data in 2023. (click on the images for a larger versions)

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116 Comments

I believe that every student has experience bullying at some point during their school years and the best way to deal with the matter is at an early age. For example, when a student experiences bulling for the first time at a tender age they can recover from bulling because the issues are very small . When an older student lets say in high school gets bullied and is the first time they are being bullied, it’s usually harder to get over because they are being bullied about more serious matter.

Hello my name is Heman Armstrong and i am 18 years old.I decided to make a “stop the cyber Bullying video” to show what can most likely happen to a victim of cyber bullying.I shot it in the perspective of the victim,to show that it has a big effect on a individual.Check out the short film/clip here.Share and spread the word.P.S this is just acting,to show you what can happen http://www.youtube.com/watch?v=wsmK5lTC1Ys

This is really helpful

Wow this helped a lot. I think that I will continue to use this website when i do my project

hi my name is grace and i think that this website was helpful

i agree wholeheartedly with graece

I think that the people need to think this is not a thing that only affects only a few but a great many and many people don’t think of it that way so it cause not as much thought.

I think that we have to respect to others and do not make comments that destroy emotionally to others.

I believe everyone will experience some form of bullying. People need to understand that we are all human and we should mind our own business and be nice/ kind to everyone. Or just do not say anything.

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Sameer Hinduja

Faculty Associate

Dr. Sameer Hinduja is a Professor in the School of Criminology and Criminal Justice at Florida Atlantic University, Co-Director of the Cyberbullying Research Center, and Faculty Associate at the Berkman Klein Center at Harvard University. He is recognized internationally for his groundbreaking work on the subjects of cyberbullying, sexting, and social media and gaming abuse, concerns that have paralleled the exponential growth in online communication by young people.

He has written seven books, and his interdisciplinary research has been cited approximately 20,000 times in a wide range of fields including pediatrics, information technology, computer science, business, psychology, education, and nursing. As a noted researcher and speaker on youth and social media issues for the last 20 years, Dr. Hinduja trains technologists, educators, mental health professionals, youth specialists, parents, and students around the world on how to promote the positive use of technology and build healthy online communities.

Dr. Hinduja is frequently asked to provide expert commentary by news organizations, and his work has been featured in venues that include CNN, NPR, the BBC, and The New York Times. He has received Auburn University's Global Anti-Bullying Hero Award, won Florida Atlantic University's Researcher of the Year award, presented on cyberbullying at a Congressional Briefing on Capitol Hill, testified in front of the Attorney General and the Departments of Education, Health and Human Services, and Homeland Security, and served as a Fulbright Specialist Scholar at Dublin City University. Dr. Hinduja is the Co-Founder and Co-Editor-in-Chief of the International Journal of Bullying Prevention, published by Springer.

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Cyberbullying and its influence on academic, social, and emotional development of undergraduate students

This study investigated the influence of cyberbullying on the academic, social, and emotional development of undergraduate students. It's objective is to provides additional data and understanding of the influence of cyberbullying on various variables affecting undergraduate students. The survey sample consisted of 638 Israeli undergraduate students. The data were collected using the Revised Cyber Bullying Survey, which evaluates the frequency and media used to perpetrate cyberbullying, and the College Adjustment Scales, which evaluate three aspects of development in college students. It was found that 57% of the students had experienced cyberbullying at least once or twice through different types of media. Three variables were found to have significant influences on the research variables: gender, religion and sexual preferences. Correlation analyses were conducted and confirmed significant relationships between cyberbullying, mainly through instant messaging, and the academic, social and emotional development of undergraduate students. Instant messaging (IM) was found to be the most common means of cyberbullying among the students.

The main conclusions are that although cyberbullying existence has been proven, studies of cyberbullying among undergraduate students have not been fully developed. This particular population needs special attention in future research. The results of this study indicate that cyberbullying has an influence on the academic, social, and emotional development of undergraduate students. Additional Implications of the findings are discussed.

1. Introduction

Cyberbullying is defined as the electronic posting of mean-spirited messages about a person (such as a student) often done anonymously ( Merriam-Webster, 2017 ). Most of the investigations of cyberbullying have been conducted with students in elementary, middle and high school who were between 9 and 18 years old. Those studies focused on examining the prevalence and frequency of cyberbullying. Using “cyberbullying” and “higher-education” as key words in Google scholar (January, 2019) (all in title) yields only twenty one articles. In 2009, 2012 and 2013 one article appeared each year, since 2014 each year there were few publications. Of these articles only seven relates to effect of cyberbullying on the students, thus a gap in the literature exists in that it only minimally reports on studies involving undergraduate students. Given their relationship and access to technology, it is likely that cyberbullying occurs frequently among undergraduates. The purpose of this study is to examine the frequency and media used to perpetrate cyberbullying, as well as the relationship that it has with the academic, social and emotional development of undergraduate students.

Undergraduate students use the Internet for a wide variety of purposes. Those purposes include recreation, such as communicating in online groups or playing games; academics, such as doing assignments, researching scholarships or completing online applications; and practical, such as preparing for job interviews by researching companies. Students also use the Internet for social communication with increasing frequency.

The literature suggests that cyberbullied victims generally manifest psychological problems such as depression, loneliness, low self-esteem, school phobias and social anxiety ( Grene, 2003 ; Juvonen et al., 2003 ; Akcil, 2018 ). Moreover, research findings have shown that cyberbullying causes emotional and physiological damage to defenseless victims ( Akbulut and Eristi, 2011 ) as well as psychosocial difficulties including behavior problems ( Ybarra and Mitchell, 2007 ), drinking alcohol ( Selkie et al., 2015 ), smoking, depression, and low commitment to academics ( Ybarra and Mitchell, 2007 ).

Under great emotional stress, victims of cyberbullying are unable to concentrate on their studies, and thus their academic progress is adversely affected ( Akcil, 2018 ). Since the victims are often hurt psychologically, the depressive effect of cyberbullying prevents students from excelling in their studies ( Faryadi, 2011 ). The overall presence of cyberbullying victimization among undergraduate college students was found to be significantly related to the experience of anxiety, depression, substance abuse, low self-esteem, interpersonal problems, family tensions and academic underperformance ( Beebe, 2010 ).

1.1. Cyberbullying and internet

The Internet has been the most useful technology of modern times, which has enabled entirely new forms of social interaction, activities, and organizing. This has been possible thanks to its basic features such as widespread usability and access. However, it also causes undesirable behaviors that are offensive or threatening to others, such as cyberbullying. This is a relatively new phenomenon.

According to Belsey (2006, p.1) , “Cyberbullying involves the use of information and communication technologies such as e-mail, cell-phone and pager text messages, instant messaging, defamatory personal web sites, blogs, online games and defamatory online personal polling web sites, to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm others.” Characteristics like anonymity, accessibility to electronic communication, and rapid audience spread, result in a limitless number of individuals that can be affected by cyberbullying.

Different studies suggest that undergraduate students' use of the Internet is more significant and frequent than any other demographic group. A 2014 survey of 1006 participants in the U.S. conducted by the Pew Research Center revealed that 97% of young adults aged from 18 to 29 years use the Internet, email, or access the Internet via a mobile device. Among them, 91% were college students.

1.2. Mediums to perpetrate cyberbullying

The most frequent and common media within which cyberbullying can occur are:

Electronic mail (email): a method of exchanging digital messages from an author to one or more recipients.

Instant messaging: a type of online chat that offers real-time text transmission between two parties.

Chat rooms: a real-time online interaction with strangers with a shared interest or other similar connection.

Text messaging (SMS): the act of composing and sending a brief electronic message between two or more mobile phones.

Social networking sites: a platform to build social networks or social relations among people who share interests, activities, backgrounds or real-life connections.

Web sites : a platform that provides service for personal, commercial, or government purpose.

Studies indicate that undergraduate students are cyberbullied most frequently through email, and least often in chat rooms ( Beebe, 2010 ). Other studies suggest that instant messaging is the most common electronic medium used to perpetrate cyberbullying ( Kowalski et al., 2018 ).

1.3. Types of cyberbullying

Watts et al. (2017) Describe 7 types of cyberbullying: flaming, online harassment, cyberstalking, denigration, masquerading, trickery and outing, and exclusion. Flaming involves sending angry, rude, or vulgar messages via text or email about a person either to that person privately or to an online group.

Harassment involves repeatedly sending offensive messages, and cyberstalking moves harassment online, with the offender sending threatening messages to his or her victim. Denigration occurs when the cyberbully sends untrue or hurtful messages about a person to others. Masquerading takes elements of harassment and denigration where the cyberbully pretends to be someone else and sends or posts threatening or harmful information about one person to other people. Trickery and outing occur when the cyberbully tricks an individual into providing embarrassing, private, or sensitive information and posts or sends the information for others to view. Exclusion is deliberately leaving individuals out of an online group, thereby automatically stigmatizing the excluded individuals.

Additional types of cyberbullying are: Fraping - where a person accesses the victim's social media account and impersonates them in an attempt to be funny or to ruin their reputation. Dissing - share or post cruel information online to ruin one's reputation or friendships with others. Trolling - is insulting an individual online to provoke them enough to get a response. Catfishing - steals one's online identity to re-creates social networking profiles for deceptive purposes. Such as signing up for services in the victim's name so that the victim receives emails or other offers for potentially embarrassing things such as gay-rights newsletters or incontinence treatment. Phishing - a tactic that requires tricking, persuading or manipulating the target into revealing personal and/or financial information about themselves and/or their loved ones. Stalking – Online stalking when a person shares her personal information publicly through social networking websites. With this information, stalkers can send them personal messages, send mysterious gifts to someone's home address and more. Blackmail – Anonymous e-mails, phone-calls and private messages are often done to a person who bear secrets. Photographs & video - Threaten to share them publicly unless the victim complies with a particular demand; Distribute them via text or email, making it impossible for the victim to control who sees the picture; Publish the pictures on the Internet for anyone to view. Shunning - persistently avoid, ignore, or reject someone mainly from participating in social networks. Sexting - send sexually explicit photographs or messages via mobile phone.

1.4. Prevalence of cyberbullying

Previous studies have found that cyberbullying incidents among college students can range from 9% to 34% ( Baldasare et al., 2012 ).

Beebe (2010) conducted a study with 202 college students in United States. Results indicated that 50.7% of the undergraduate students represented in the sample reported experiencing cyberbullying victimization once or twice during their time in college. Additionally, 36.3% reported cyberbullying victimization on a monthly basis while in college. According to Dılmaç (2009) , 22.5% of 666 students at Selcuk University in Turkey reported cyberbullying another person at least once and 55.35% reported being a victim of cyberbullying at least once in their lifetimes. In a study of 131 students from seven undergraduate classes in United States, 11% of the respondents indicated having experienced cyberbullying at the university ( Walker et al., 2011 ). Of those, Facebook (64%), cell phones (43%) and instant messaging (43%) were the most frequent technologies used. Students indicated that 50% of the cyberbullies were classmates, 57% were individuals outside of the university, and 43% did not know who was cyberbullying them.

Data from the last two years (2017–18) is similar to the above. A research, of 187 undergraduate students matriculated at a large U.S. Northeastern metropolitan Roman Catholic university ( Webber and Ovedovitz, 2018 ), found that 4.3% indicated that they were victims of cyberbullying at the university level and a total of 7.5% students acknowledged having participated in bullying at that level while A survey (N = 338) at a large midwestern university conducted by Varghese and Pistole (2017) , showed that frequency counts indicated that 15.1% undergraduate students were cyberbully victims during college, and 8.0% were cyberbully offenders during college.

A study of 201 students from sixteen different colleges across the United States found a prevalence rate of 85.2% for college students who reported being victims of cyberbullying out of the total 201 responses recorded. This ranged from only occasional incidents to almost daily experiences with cyberbullying victimization ( Poole, 2017 ).

In A research of international students, 20.7% reported that they have been cyberbullied in the last 30 days once to many times ( Akcil, 2018 ).

1.5. Psychological impact of cyberbullying

Cyberbullying literature suggests that victims generally manifest psychological problems such as depression, anxiety, loneliness, low self-esteem, social exclusion, school phobias and poor academic performance ( DeHue et al., 2008 ; Juvonen and Gross, 2008 ; Kowalski and Limber, 2007 ; Grene, 2003 ; Juvonen et al., 2003 ; Rivituso, 2012 ; Varghese and Pistole, 2017 ; Na, 2014 ; Akcil, 2018 ), low self-esteem, family problems, school violence and delinquent behavior ( Webber and Ovedovitz, 2018 ), which brings them to experience suicidal thoughts as a means of escaping the torture ( Ghadampour et al., 2017 ).

Moreover, research findings have shown that cyberbullying causes emotional and physiological damage to defenseless victims ( Faryadi, 2011 ) as well as psychosocial problems including inappropriate behaviors, drinking alcohol, smoking, depression and low commitment to academics ( Walker et al., 2011 ).

The victims of cyberbullying, under great emotional stress, are unable to concentrate on their studies, and thus their academic progress is adversely affected ( Faryadi, 2011 ). Since the victims are often hurt psychologically, the depressive effect of cyberbullying prevents students from excelling in their studies ( Faryadi, 2011 ).

In a Malaysian university study with 365 first year students, the majority of the participants (85%) interviewed indicated that cyberbullying affected their academic performance, specifically their grades ( Faryadi, 2011 ). Also, 85% of the respondents agreed that bullying caused a devastating impact on students' emotions and equally caused unimaginable psychological problems among the victims. Heiman and Olenik-Shemesh (2018) report that for students with learning disabilities, predictors of cybervictimization were low social support, low self-perception, and being female, whereas for students without learning disabilities, the predictors were low social support, low well-being, and low body perception.

1.6. Academic, social, and emotional development of undergraduate students

The transition to academic institutions is marked by complex challenges in emotional, social, and academic adjustment ( Gerdes and Mallinckrodt, 1994 ; Parker et al., 2004 ).

The adaptation to a new environment is an important factor in academic performance and future achievement. Undergraduate students are not only developing academically and intellectually, they are also establishing and maintaining personal relationships, developing an identity, deciding about a career and lifestyle, and maintaining personal health and wellness. Many students are interacting with people from diverse backgrounds who hold different values and making new friends. Some are also adapting to living away from home for the very first time ( Inkelas et al., 2007 ).

The concept of academic development involves not only academic abilities, but motivational factors, and institutional commitment. Motivation to learn, taking actions to meet academic demands, a clear sense of purpose, and general satisfaction with the academic environment are also important components of the academic field ( Lau, 2003 ).

A second dimension, the social field, may be as important as academic factors. Writers have emphasized integration into the social environment as a crucial element in commitment to a particular academic institution ( Tinto, 1975 ). Becoming integrated into the social life of college, forming a support network, and managing new social freedoms are some important elements of social development. Crises in the social field include conflict in a living situation, starting or maintaining relationships, interpersonal conflicts, family issues, and financial issues ( McGrath, 2005 ), which are manifested as feelings of loneliness ( Clark et al., 2015 ).

In the emotional field, students commonly question their relationships, direction in life, and self-worth ( Rey et al., 2011 ). A balanced personality is one which is emotionally adjusted. Emotional adjustment is essential for creating a sound personality. physical, intellectual mental and esthetical adjustments are possible when emotional adjustment is made ( Ziapour et al., 2018 ). Inner disorders may result from questions about identity and can sometimes lead to personal crises ( Gerdes and Mallinckrodt, 1994 ). Emotional problems may be manifested as global psychological distress, somatic distress, anxiety, low self-esteem, or depression. Impediments to success in emotional development include depression and anxiety, stress, substance abuse, and relationship problems ( Beebe, 2010 ).

The current study is designed to address two research questions: (1) does cyberbullying affect college students' emotional state, as measured by the nine factors of the College Adjustment Scales ( Anton and Reed, 1991 ); (2) which mode of cyberbullying most affects students' emotional state?

2.1. Research settings and participants

The present study is set in Israeli higher education colleges. These, function as: (1) institutions offering undergraduate programs in a limited number of disciplinary fields (mainly the social sciences), (2) centers for training studies (i.e.: teacher training curricula), as well as (3) as creators of access to higher education. The general student population is heterogeneous, coming from the Western Galilee. In this study, 638 Israeli undergraduate students participated. The sample is a representative of the population of the Western galilee in Israel. The sample was 76% female, 70% single, 51% Jewish, 27% Arabs, 7% Druze, and 15% other ethnicity. On the dimension of religiosity, 47% were secular, 37% traditional, 12% religious, 0.5% very religious, and 3.5% other. On the dimension of sexual orientation, 71% were straight women, 23.5% straight men, 4% bisexual, 1% lesbians, and 0.5% gay males (note: according to the Williams Institute, approximately 4% of the population in the US are LGBT, [ Gates, 2011 ], while 6% of the EU population are LGBT, [ Dalia, 2016 ]).

2.2. Instrumentation

Two instruments were used to collect data: The Revised Cyber Bullying Survey (RCBS), with a Cronbach's alpha ranging from .74 to .91 ( Kowalski and Limber, 2007 ), designed to measure incidence, frequency and medium used to perpetrate cyberbullying. The survey is a 32-item questionnaire. The frequency was investigated using a 5-item scale with anchors ranging from ‘it has never happened to me’ to ‘several times a week’. Five different media were explored: email, instant messaging, chat room, text messaging, and social networking sites. Each medium was examined with the same six questions related to cases of cyberbullying (see Table 1 ).

Description of the Revised Cyber Bullying Survey (RCBS) variables.

Note: the theoretical range is between zero to twenty-four.

Table 1 shows the five variables that composed the RCBS questionnaire (all of the variables are composed of 6 statements). The results indicate that the levels of all the variables is very low, which means that the respondents experienced cyberbullying once or twice. The internal consistency reliability estimate based on the current sample suggested that most of the variables have an adequate to high level of reliability, with a Cronbach's alpha of 0.68–0.87.

The College Adjustment Scales (CAS) ( Anton and Reed, 1991 ), evaluated the academic, social, and emotional development of college students. Values were standardized and validated for use with college students. The validity for each subscale ranged from .64 to .80, noting high correlations among scales. Reliability of the scales ranged from .80 to .92, with a mean of .86. The instrument included 128 items, divided into 10 scales: anxiety, depression, suicidal ideation, substance abuse, self-esteem problems, interpersonal problems, family problems, academic problems, career problems, and regular activities (see Table 2 ). Students responded to each item using a four-point scale.

Description of CAS variables.

Anxiety: A measure of clinical anxiety, focusing on common affective, cognitive, and physiological symptoms.

Depression: A measure of clinical depression, focusing on common affective, cognitive, and physiological symptoms.

Suicidal Ideation: A measure of the extent of recent ideation reflecting suicide, including thoughts of suicide, hopelessness, and resignation.

Substance Abuse: A measure of the extent of disruption in interpersonal, social, academic, and vocational functioning as a result of substance use and abuse.

Self-esteem Problems: A measure of global self-esteem which taps negative self-evaluations and dissatisfaction with personal achievement.

Interpersonal Problems: A measure of the extent of problems in relating to others in the campus environment.

Family Problems: A measure of difficulties experienced in relationships with family members.

Academic Problems: A measure of the extent of problems related to academic performance.

Career Problems: A measure of the extent of problems related to career choice.

Participants also responded to a demographic questionnaire that included items on gender, birth year, marital status, ethnicity, and sexual orientation. As sexual orientation is a major cause for bullying ( Pollock, 2006 ; Cahill and Makadon, 2014 ), it was included in the background information.

Convenience sampling and purposive sampling were used for this study. Surveys with written instructions were administered in classrooms, libraries and online via Google Docs at the end of the semester.

The surveys were translated to Hebrew and back translated four times until sufficient translation was achieved. The research was approved by the Western Galilee College Research and Ethic Committee.

A sizeable percentage, 57.4% (366), of the respondents reported being cyber bullied at least once and 3.4% (22) reported being cyber bullied at least once a week. The types of bullies can be seen in Fig. 1 .

Types of bullies.

Three variables were found to have significant influences on the research variables: (1) gender (see Table 3 ); (2) religion (see Table 4 ); and (3) sexual preferences (see Table 5 ).

Results of independent t-tests for research variables by gender.

Note: n male = 127, n female = 510, *p < .05.

Results of independent t-tests for research variables by level of religion.

Note: n religious = 345, n secular = 293, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

Results of independent t-tests for research variables by sexual preference.

Note: n heterosexual = 596, n other = 42, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

Independent t-tests between the CAS variables and gender show significant differences between females and males (see Table 3 ).

Independent t-tests between the CAS variables and level of religiosity show significant differences between secular and religious persons, i.e., observant believers (see Table 4 ).

Independent t-tests between the CAS variables and sexual preference show significant differences between heterosexual individuals and others (see Table 5 ).

The research population was divided into three age groups having five year intervals. One respondent who was 14 years old was removed from the population.

For the variable “career problems” it was found that there was a significant difference between the 26–30 year age group [p < .05, F(2,5815) = 3.49, M = 56.55] and the 31–35 (M = 56.07) as well as the 20–25 (M = 54.58) age groups.

For the variable "depression" it was found that there was a significant difference between the 20–25 year age group [p < .05, F(2,5815) = 3.84, M = 54.56] and the 31–35 (M = 51.61) as well as the 26–30 (M = 52.83) age groups.

For the variable “interpersonal problems” it was found that there was a significant difference between the 20–25 year age group [p < .06, F(2,5815) = 3.84, M = 53.85] and the 31–35 (M = 51.29) as well as the 26–30 (M = 52.19) age groups.

For the variable “suicidal ideation” it was found that there was a significant difference between the 20–25 year age group [p < .06, F(2,5815) = 3.84, M = 55.45] and the 31–35 (M = 49.71) as well as the 26–30 (M = 50.13) age groups (see Table 6 ).

Results of one way Anova for research variables by age.

Note: n 20-25 = 216, n 26-30 = 287, n 31-35 = 82, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

To confirm that there was no effect among the independent variables, a Pearson correlation analysis of cyberbullying with CAS variables was run. As the correlations between the independent variables are weak, no multicollinearity between them was noted (see Table 7 ).

Pearson correlation of cyberbullying with CAS variables.

Note: n = 638, ∼ p < .06, ∗ p < .05, ∗∗ p < .01, ∗∗∗ p < .001.

Regression analyses on the effect of the cyberbullying variables on the CAS variables (see Fig. 2 ) show that an increase in cyberbullying by social networking and IM increases the academic problems variable. The model explained 6.1% of the variance (F (13,585) = 2.94, p < .001) and shows an increase in the suicidal ideation variable. There is also a marginal effect of cyberbullying by SMS on suicidal ideation, revealing that an increase in cyberbullying by SMS causes a decrease in suicidal ideation. The explained variance of the model is 24.8% (F (11,584) = 14.80, p < .001). Higher cyberbullying by social networking results in an increase in the anxiety variable. The explained variance of the model is 8.8% (F (13,584) = 4.32, p < .001). An increase in cyberbullying by chat and IM shows an increase in the substance abuse variable. The model explains 13% of the variance (F (13,584) = 6.71, p < .001). Increasing cyberbullying by social networking and IM increases the self-esteem problems variable. The explained variance of the model is 9% (F (13,584) = 4.43, p < .001). An increase of cyberbullying by email increases the problems students have with regular activities. The explained variance of the model is 5.2% (F (13,575) = 2.44, p < .01). Heightened cyberbullying by social networking and IM increases students' interpersonal problems. There is also an effect of cyberbullying by IM on suicidal ideation, such that an increase in cyberbullying by IM causes a decrease in interpersonal problems. The explained variance of the model is 8% (F (13,584) = 3.89, p < .001). An increase in cyberbullying by SMS decreases the family problems variable. The explained variance of the model is 11.4% (F (13,584) = 5.76, p < .001). And finally, heightened cyberbullying by IM and social networking decreases the depression variable. The variance explained by the model is 11.9% (F (13,584) = 6.04, p < .001).

The influence of academic cyberbullying variables on the CAS variables.

4. Discussion

The objective of this study was to fill an existing gap in the literature regarding the influence of cyberbullying on the academic, social, and emotional development of undergraduate students.

As has been presented, cyberbullying continues to be a disturbing trend not only among adolescents but also undergraduate students. Cyberbullying exists in colleges and universities, and it has an influence on the development of students. Fifty seven percent of the undergraduate students who participated in this study had experienced cyberbullying at least once during their time in college. As previous studies have found that cyberbullying incidents among college students can range from 9% to 50% ( Baldasare et al., 2012 ; Beebe, 2010 ) it seems that 57% is high. Considering the effect of smartphone abundance on one hand and on the other the increasing use of online services and activities by young-adults can explain that percentage.

Considering the effect of such an encounter on the academic, social and emotional development of undergraduate students, policy makers face a formidable task to address the relevant issues and to take corrective action as Myers and Cowie (2017) point out that due to the fact that universities are in the business of education, it is a fine balancing act between addressing the problem, in this case cyberbullying, and maintaining a duty of care to both the victim and the perpetrator to ensure they get their degrees. There is a clear tension for university authorities between acknowledging that university students are independent young adults, each responsible for his or her own actions, on one hand, and providing supervision and monitoring to ensure students' safety in educational and leisure contexts.

Although there are increasing reports on connections between cyberbullying and social-networks (see: Gahagan et al., 2016 ), sending SMS or MMS messages through Internet gateways ensures anonymity, thus indirectly supporting cyberbullying. A lot of websites require only login or a phone number that can also be made up ( Gálik et al., 2018 ) which can explain the fact that instant-messaging (IM) was found to be the most common means of cyberbullying among undergraduate students with a negative influence on academic, family, and emotional development (depression, anxiety, and suicidal ideation). A possible interpretation of the higher frequency of cyberbullying through IM may be that young adults have a need to be connected.

This medium allows for being online in ‘real time’ with many peers or groups. With the possibility of remaining anonymous (by creating an avatar – a fake profile) and the possibility of exposing private information that remains recorded, students who use instant messaging become easy targets for cyberbullying. IM apps such as WhatsApp are extremely popular as they allow messages, photos, videos, and recordings to be shared and spread widely and in real time.

Students use the Internet as a medium and use it with great frequency in their everyday lives. As more aspects of students' lives and daily affairs are conducted online, coupled with the fact that excessive use may have consequences, it is important for researchers and academic policy makers to study the phenomenon of cyberbullying more deeply.

Sexual orientation is also a significant factor that increases the risk of victimization. Similarly, Rivers (2016) documented the rising incidence of homophobic and transphobic bullying at university and argues strongly for universities to be more active in promoting tolerance and inclusion on campus. It is worth noting that relationships and sexual orientation probably play a huge role in bullying among university students due to their age and the fact that the majority of students are away from home and experiencing different forms of relationships for the first time. Faucher et al. (2014) actually found that same sex cyberbullying was more common at university level than at school. Nonetheless, the research is just not there yet to make firm conclusions.

Finally, cyberbullying is not only an adolescent issue. Although its existence has been proven, studies of cyberbullying among undergraduate students have not been fully developed. This particular population needs special attention in future research.

The results of this study indicate that cyberbullying has an influence on the academic, social, and emotional development of undergraduate students.

In the academic field, findings revealed a statistically significant correlation between cyberbullying perpetrated by email and academic problems. Relationships between academic problems and cyberbullying perpetrated by other media were not found. This suggests that cyberbullying through instant messaging, chat room, text messaging, and social networking sites, have not influenced academic abilities, motivation to learn, and general satisfaction with the academic environment. However, cyberbullying perpetrated by email has an influence on academics, perhaps because of the high use of this medium among undergraduate students.

With regard to career problems, correlations with cyberbullying were not found. This indicates that cyberbullying has no influence on career problems, perhaps because these kinds of problems are related to future career inspirations, and not to the day-to-day aspects of a student's life.

In the social field, it was found that interpersonal problems such as integration into the social environment, forming a support network, and managing new social freedoms, were related to cyberbullying via social networking sites. This finding is consistent with the high use of social networking sites, the purpose of the medium, and the reported episodes of cyberbullying in that medium.

Family problems were also related to cyberbullying perpetrated by all kinds of media. This may indicate that as cyberbullying through the use of email, instant messaging, chat rooms, text messaging, and social networking sites increases, so do family problems. This could be due to the strong influence that cyberbullying generates in all the frameworks of students, including their families.

Finally, in the emotional field, correlations between cyberbullying perpetrated by all kinds of media and substance abuse were found. This may indicate that as cyberbullying through the use of email, instant messaging, chat rooms, text messaging, and social networking sites increases, so does substance abuse. This is important because cyberbullying may be another risk factor for increasing the probability of substance abuse.

Depression and suicidal ideation were significantly related to the same media – email instant messaging and chat cyberbullying – suggesting that depression may lead to a decision of suicide as a solution to the problem. Previous findings support the above that being an undergraduate student – a victim of cyberbullying emerges as an additional risk factor for the development of depressive symptoms ( Myers and Cowie, 2017 ). Also Selkie et al. (2015) reported among 265 female college students, being engaged in cyberbullying as bullies, victims, or both led to higher rates of depression and alcohol use.

Relationships between anxiety and cyberbullying, through all the media, were not found although Schenk and Fremouw (2012) found that college student victims of cyberbullying scored higher than matched controls on measures of depression, anxiety, phobic anxiety, and paranoia. This may be because it was demonstrated that anxiety is one of the most common reported mental health problems in all undergraduate students, cyberbullied or not.

Self-esteem problems were significantly related to cyberbullying via instant messaging, social networking sites, and text messaging. This may suggest that as cyberbullying through instant messaging, social networking sites, and text messaging increases, so do self-esteem problems. This is an important finding, given that these were the media with more reported episodes of cyberbullying.

5. Conclusions

This findings of this study revealed that cyberbullying exists in colleges and universities, and it has an influence on the academic, social, and emotional development of undergraduate students.

It was shown that cyberbullying is perpetrated through multiple electronic media such as email, instant messaging, chat rooms, text messaging, and social networking sites. Also, it was demonstrated that students exposed to cyberbullying experience academic problems, interpersonal problems, family problems, depression, substance abuse, suicidal ideation, and self-esteem problems.

Students have exhibited clear preferences towards using the Internet as a medium and utilize it with great frequency in their everyday lives. As more and more aspects of students' lives are conducted online, and with the knowledge that excessive use may have consequences for them, it is important to study the phenomenon of cyberbullying more deeply.

Because college students are preparing to enter the workforce, and several studies have indicated a trend of cyberbullying behavior and victimization throughout a person's lifetime ( Watts et al., 2017 ), the concern is these young adults are bringing these attitudes into the workplace.

Finally, cyberbullying is not only an adolescent issue. Given that studies of cyberbullying among undergraduate students are not fully developed, although existence of the phenomenon is proven, we conclude that the college and university population needs special attention in future areas of research. As it has been indicated by Peled et al. (2012) that firm policy in regard to academic cheating reduces its occurrence, colleges should draw clear guidelines to deal with the problem of cyberbullying, part of it should be a safe and if needed anonymous report system as well as clear punishing policy for perpetrators.

As there's very little research on the effect of cyberbullying on undergraduates students, especially in light of the availability of hand held devices (mainly smartphones) and the dependence on the internet for basically every and any activity, the additional data provided in this research adds to the understanding of the effect of cyberbullying on the welfare of undergraduate students.

Declarations

Author contribution statement.

Yehuda Peled: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.

Funding statement

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Competing interest statement

The authors declare no conflict of interest.

Additional information

No additional information is available for this paper.

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Cyberbullying, one in three online teens have experienced online harassment. girls are more likely to be victims, but most teens say that they are more likely to be bullied offline than online..

About one third (32%) of all teenagers who use the internet say they have been targets of a range of annoying and potentially menacing online activities – such as receiving threatening messages; having their private emails or text messages forwarded without consent; having an embarrassing picture posted without permission; or having rumors about them spread online.

Depending on the circumstances, these harassing or “cyberbullying” behaviors may be truly threatening, merely annoying or relatively benign. But several patterns are clear: girls are more likely than boys to be targets; and teens who share their identities and thoughts online are more likely to be targets than are those who lead less active online lives.

Of all the online harassment asked about, the greatest number of teens told us that they had had a private communication forwarded or publicly posted without their permission. One in 6 teens (15%) told us someone had forwarded or posted communication they assumed was private. About 13% of teens told us that someone had spread a rumor about them online, and another 13% said that someone had sent them a threatening or aggressive email, IM or text message. Some 6% of online teens told us that someone had posted an embarrassing picture of them without their permission.

Yet when asked where they thought bullying happened most often to teens their age, the majority of teens, 67%, said that bullying and harassment happens more offline than online. Less than one in three teens (29%) said that they thought that bullying was more likely to happen online, and three percent said they thought it happened both online and offline equally.

These results come from a nationally-representative phone survey of 935 teenagers by the Pew Internet & American Life Project.

In focus groups conducted by the Project about the issue, one 16-year-old girl casually described how she and her classmates bullied a fellow student: “There’s one MySpace from my school this year.  There’s this boy in my anatomy class who everybody hates.  He’s like the smart kid in class.  Everybody’s jealous.  They all want to be smart.  He always wants to work in our group and I hate it.  And we started this thing, some girl in my class started this I Hate [Name] MySpace thing.  So everybody in school goes on it to comment bad things about this boy.”

The gender gap

Girls are more likely than boys to say that they have ever experienced cyberbullying – 38% of online girls report being bullied, compared with 26% of online boys. Older girls in particular are more likely to report being bullied than any other age and gender group, with 41% of online girls ages 15 to 17 reporting these experiences. Teens who use social network sites like MySpace and Facebook and teens who use the internet daily are also more likely to say that they have been cyberbullied.  Nearly 4 in 10 social network users (39%) have been cyberbullied in someway, compared with 22% of online teens who do not use social networks.

Fewer communications are private anymore

The most commonly experienced bullying is having someone take a private email, IM or text message and forwarding it on to someone else or posting the communication publicly. Nearly 1 in 6 (15%) of online teens said they had experienced unwanted forwarding of private communication. Older teens (ages 15-17) say they are more likely to have had someone forward or publicly post private messages – 18% of older teens have experienced this, compared with 11% of younger teens.

The rumor mill speeds up

A bit more than one in eight or 13% of teens said that someone had spread a rumor about them online. A girl in middle school told us: “I know a lot of times online someone will say something about one person and it’ll spread and then the next day in school, I know there’s like one of my friends, something happened online and people started saying she said something that she never said, and the next day we came into school and no one would talk to her and everyone’s ignoring her. And she had no idea what was going on. Then someone sent her the whole conversation between these two people.”

Girls are more likely to report someone spreading rumors about them than boys, with 16% of girls reporting rumor-spreading compared with 9% of boys. Social network users are more likely than those who do not use social networks to report that someone had spread a rumor about them (16% vs. 8%).

Older girls receive more online threats

One in eight online teens (13%) reported that someone had sent them a threatening or aggressive email, instant message or text message. One fifteen-year-old boy in a focus group admitted, “I played a prank on someone but it wasn’t serious …I told them I was going to come take them from their house and kill them and throw them in the woods.  It’s the best prank because it’s like ‘oh my god, I’m calling the police’ and I was like ‘I’m just kidding, I was just messing with you.’  She got so scared though.”

Older teens, particularly 15- to 17-year-old girls, are more like to report that they have received a threatening email or message. Overall, 9% of online teens ages 12-14 say they have been threatened via email, IM or text, while 16% of online teens ages 15-17 report similar harassment. Among older girls, 19% have received threatening or aggressive email, IMs or text messages. Social network users are more likely than those who do not use social networks to report that someone had sent them a threatening or aggressive email (16% vs. 8%).

Um, I swear that is not me

Fewer teens, some 6%, reported that someone had posted an embarrassing picture of them online without their permission. Not surprisingly, given the number of photos posted on social networking websites, users of those sites are more likely to report that someone had posted embarrassing pictures of them online without their permission –9% of social network users reported this, compared with just 2% of those who do not use social networking sites. Similarly, teens who post photos themselves are more likely to report that someone has posted an embarrassing photo of them without their permission. One 17-year-old boy explained “I’m not a big fan of MySpace. Well, I got in trouble from one of them at my school… I had one and they [other friends] put a bad picture up there [on her page] and I got in a little trouble at school… Some girl just put up like pictures of us on New Year’s Eve and the Dean saw it.”

Intense internet users are bullied more

Online teens who have created content for the internet – for instance, by authoring blogs, uploading photos, sharing artwork or helping others build websites – are more likely to report cyberbullying and harassment than their peers. Content creators are also more likely to use social networks – places to create and display and receive feedback on content creations, and social network users are also more likely to be cyberbullied.

Bullying happens more often offline

Two-thirds of all teens (67%) said that bullying and harassment happens more offline than online. Fewer than one in three teens (29%) said that they thought that bullying was more likely to happen online, and 3% said they thought it happened both online and offline equally.

Girls are a bit more likely than boys to say that bullying happens more online (33% of girls vs. 25% of boys), though overall, both boys and girls say that kids their age are more likely to be harassed offline. White teens are bit more likely than African-American teens to think that bullying is more of a problem online – 32% of white teens said bullying happens more often online, while 18% of African-American teens said the same. Teens who have online profiles are just as likely as those who do not to say that bullying happens more often offline.

Teen who have been cyberbullied are more likely than their peers who have not been bullied to say that they believe bullying happens online more than offline. However, the majority of bullied teens say that bullying is more likely to happen offline than online. More than 7 in 10 (71%) of teens who have not experienced bullying believe it happens more often offline, while 57% of teens who have been cyberbullied themselves say bullying happens more offline.

Why do teens bully online?

In our focus groups, we asked teens about online experiences they had with bullying and harassment. In some cases what we heard was that adolescent cruelty had simply moved from the school yard, the locker room, the bathroom wall and the phone onto the internet. The simplicity of being able to replicate and quickly transmit digital content makes bullying quite easy. “Just copy and paste whatever somebody says,” a middle school girl explains as she describes online bullying tactics. “You have to watch what you say…” counsels another middle school girl. “If that person’s at their house and if you say something about them and you don’t know they’re there or if you think that person’s your friend and you trust them and you’re like, ‘Oh, well, she’s really being annoying,’ she could copy and paste and send it to [anyone]…” Another middle school girl describes how the manipulation of digital materials can be used to hurt someone. “Like I was in a fight with a girl and she printed out our conversation, changed some things that I said, and brought it into school, so I looked like a terrible person.”

Some teens suggested that it is the mediated nature of the communication that contributes to bullying, insulating teens from the consequences of their actions. One high school boy responded to the question whether he had heard of cyberbullying: “I’ve heard of it and experienced it. People think they are a million times stronger because they can hide behind their computer monitor. Also known as ‘e-thugs.’ Basically I just ignored the person and went along with my own civilized business.” A middle school girl described “stuff starting online for no reason.”

Intolerance also sparks online bullying incidents, as a middle school girl related in a focus group. “I have this one friend and he’s gay and his account got hacked and someone put all these really homophobic stuff on there and posted like a mass bulletin of like some guy with his head smashed open like run over by a car. It was really gruesome and disgusting.”

Bullying has entered the digital age. The impulses behind it are the same, but the effect is magnified. In the past, the materials of bullying would have been whispered, shouted or passed around. Now, with a few clicks, a photo, video or a conversation can be shared with hundreds via email or millions through a website, online profile or blog posting.

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About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

This is a story we never wished to tell, yet now feel compelled to share. Our daughter McKenna was the epitome of youthful exuberance and hope. Her life, tragically cut short in August 2022, is a stark reminder of the perils lurking in the shadows of our children’s online lives.

McKenna was our youngest, a beacon of kindness, an accomplished hockey player, athlete and scholar. She shouldered her sister’s special needs with unwavering support. Her high school years in East Lake were supposed to be filled with academic achievements, sports triumphs and teenage joys. Instead, they began and ended (as did her life) with cyberbullying, and an irreparable loss that haunts us to this day.

Our daughter was bullied during her freshman year via texts and Snapchat. Then the week before her senior year was to start, she was bullied again via texts, Snapchat, Instagram and, likely, TikTok. The relentless attacks culminated with some of her teammates/friends/classmates sharing the fact that our daughter had been raped at the age of 14, as well as what we believe was an attempt to “cancel” her via text, phone and social media. The memories of bullying from her freshman year, exacerbated by the breadth and speed of social media, likely took a toll on her young soul, and she took her own life in August 2022.

As parents, we believed we had done everything we could do. We engaged in our children’s lives, emphasized the importance of a good education and instilled values of compassion and resilience. They excelled academically, socially and athletically. Yet, our efforts were powerless against the rapidity and reach of online toxicity that our daughter faced. The tools we had to protect her were inadequate against the sophisticated, far-reaching, rapidly spreading and pervasive threats of the digital age.

Unfortunately, bullying and cyberbullying are not crimes in the state of Florida. Cyberbullying is indeed defined by the state of Florida and is addressed in the Florida Education Code. This code addresses how schools must deal with bullying and cyberbullying, but they are not a criminal offense. Cyber stalking — like stalking — is a crime in Florida. We were told it is a difficult case to prove and prosecute.

There’s plenty of data that indicates we are at crisis levels of cyberbullying, and teen girls are especially facing difficult situations. Nearly half of U.S. teens (46%) report having experienced at least one of six common cyberbullying behaviors surveyed by the Pew Research Center , and teen girls are more likely than teen boys to say false rumors have been spread about them. Age and gender both play a role in exposure to online harms, and 15- to 17-year-old girls are particularly likely to have faced cyberbullying, compared with younger teen girls and teen boys of any age.

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Tech giants like Meta (formerly Facebook) do everything they can to ensure our kids spend time on their social platforms. But what have they done to give parents even minimal resources to protect our children when things go too far? The tech giants built the playing field. It is an ever-evolving and rapidly changing field that our children tend to navigate with ease. As parents, we are observers from the cheap seats with an obstructed view, while trying to follow rapidly moving events with rules that we don’t understand.

McKenna’s story is sadly not just ours; it mirrors the silent cries of many families across Florida and the nation. The internet is a boundless frontier of knowledge and connection. It is a place that can truly empower kids and help them flourish with access to endless information and culture. Sadly, it has also become a battleground where our children are left vulnerable.

We were told that what happened to McKenna did not meet the threshold for a charge of stalking. The teammates who chose to “cancel” McKenna via social media took her personal, private information and her most closely guarded secret and made them public. They promised her the embarrassment of “everyone else knowing” — yet they will go unpunished. The last time Congress passed a law to protect children online was 25 years ago. Meanwhile, the complexity and pervasiveness of social media platforms continues to evolve, bringing with it new potential harms.

This is why we urge Rep. Gus M. Bilirakis and others to champion the Kids Online Safety Act (KOSA) of 2023. This legislation is not merely a set of regulations; it’s a lifeline for families grappling with the uncharted territories of the digital world. KOSA represents a crucial step toward imposing a duty of care on social media platforms, demanding accountability for how platforms are designed and creating liability for companies if their design is causing some of the most serious harms to children.

KOSA has an astounding 67 bipartisan co-sponsors in the U.S. Senate but currently hasn’t even been introduced in the House. We hope that Rep. Bilirakis, who is a champion for kids and sits on the House Energy and Commerce Committee, will change that.

We implore our Florida lawmakers to endorse and push forward the Kids Online Safety Act. It’s a call to action for a safer online environment, a tribute to every McKenna lost, a beacon of hope for every child who navigates the digital world and suffers silently. In memory of McKenna, for the future of all our children, we ask you to act now.

Hunter and Cheryl Brown are advocates for social media reform. They live in Tampa.

Where to find help

If you or someone you know is contemplating suicide, contact the National Suicide Prevention Lifeline at 988, visit suicidepreventionlifeline.org or call the Crisis Center of Tampa Bay by dialing 2-1-1.

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K-Pop Group Asks U.S. Court for Help Finding YouTube User in Defamation Case

The request by NewJeans is the latest effort by the K-pop industry in its struggle to stem rumors on platforms based outside South Korea.

By John Yoon

Reporting from Seoul

NewJeans, one of the biggest K-pop acts, has asked a federal court in California to order Google to release the identity of the person behind a YouTube account that the members say is spreading defamatory statements about them.

The group said that a YouTube user with the handle @Middle7 made the statements in dozens of videos that were viewed more than 13 million times, according to the court filing. The group’s lawyer, Eugene Kim, wrote that the account had also engaged in “name-calling or other mocking behavior” targeting NewJeans. The videos “continue to inflict significant reputational damage,” according to the filing.

The move, made on March 27, is the latest example of K-pop stars responding to the pressures they face from the fervid online fan culture in South Korea. The request, if granted, would allow the group to sue the YouTube user in South Korea for defamation and insult, which are criminal offenses in the country.

“We regularly take legal action for violations of artists’ rights,” Ador, the management agency for NewJeans, said in a statement, confirming that it was pursuing a case against the videos.

Mun Hui Kim, a lawyer representing NewJeans in South Korea, declined to comment. Google did not respond to requests for comment. The YouTube account’s owner could not be reached.

NewJeans, which has five members, reached No. 1 on the Billboard 200 list last year with its second album, “Get Up,” as part of the newest generation of South Korean girl groups dominating K-pop.

South Korean stars have long been exposed to floods of hateful comments and cyberbullying regarding their looks, singing skills and their private lives. Their managers have in turn zealously guarded the stars’ reputations, often using defamation suits that lead investigators to identify and arrest those social media users in South Korea.

But hateful and defamatory statements have been difficult to patrol on social media platforms operated outside of South Korea, according to Kyongsok Chong, a South Korean lawyer who successfully obtained information about another YouTube account through the same court, the U.S. District Court for the Northern District of California, last year.

The South Korean authorities are better able to identify users on domestic platforms like Naver and Kakao, said Chong, who represents Starship Entertainment, the management agency for IVE, another K-pop group. Defamation cases about content posted on websites like YouTube, Instagram and X have stalled.

As a result, people have flocked to those platforms because they believe they can hide, Chong said.

“Most of the victims of defamation who have come to me for advice have because of YouTube,” he said in an interview, adding that the platform was a “blind spot” for the authorities seeking to uproot users who defame stars while profiting from their videos.

Chong obtained information about an anonymous YouTube account that Starship Entertainment had accused of defamation, insult and business obstruction. In one example, the YouTuber appeared to use South Koreans’ negative perceptions of China to spread a rumor that Jang Won-young, a South Korean member of IVE, was Chinese, Chong said. Using that information, Chong won a civil suit against the YouTuber in South Korea.

The YouTuber, a woman who was not named by the South Korean authorities, argued that the claims were truthful and made in the public interest, Chong said. But the woman was ordered to pay Jang, one of her main targets, damages of 100 million South Korean won, about $74,000, in a civil case. The YouTuber appealed, Chong said.

“The defamation and insulting resulted in mental distress,” he said.

In the NewJeans case, the members of the band filed a criminal complaint against the YouTuber with a police station in Seoul. But the case could not go forward because the YouTube account was anonymous, according to the filing.

Eugene Kim, the lawyer for NewJeans, wrote that he had asked Google, which operates YouTube, for information about the YouTube account. After he was unsuccessful, he filed the motion with the court in California under a federal statute that allows people to obtain documents needed in a foreign proceeding.

Seamus Hughes contributed research.

John Yoon is a Times reporter based in Seoul who covers breaking and trending news. More about John Yoon

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