BUS101 Foundations: A Problem Analysis of Cyberbullying in Schools

This report provides a detailed analysis of cyberbullying among school children, addressing its impact and potential solutions. It examines the problem from multiple dimensions, including the effects on students, strategies for dealing with it, and a proposal for effective intervention. The report identifies various forms of cyberbullying, such as flaming, harassment, cyberstalking, and denigration, and discusses the psychological and academic consequences for victims. It also explores the role of social media providers in addressing cyberbullying and proposes a systematic program for schools to combat it, including policy development, education for students and parents, and confidential reporting mechanisms. The report emphasizes the need for a collective effort involving families, schools, and society to address cyberbullying effectively, particularly given its potential to extend beyond school premises. This resource is available on Desklib, where students can find similar assignments and study materials.

RUNNING HEAD: CYBERBULLYING AMONG SCHOOL CHILDREN 1
CYBERBULLYING AMONG SCHOOL CHILDREN
Student Name
Institute Name

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Contents
Introduction................................................................................................................................3
Problem......................................................................................................................................3
Possible solutions.......................................................................................................................4
Proposal......................................................................................................................................5
Conclusion..................................................................................................................................6
Reference....................................................................................................................................7

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Introduction
The report will discuss in detail about the behaviour and belief of the school students related
to cyberbullying. Particularly, it highlights many elements of cyberbullying from four
dimensions which are the after effect of cyberbullying on students and what is the solution to
deal with it and a proposal to deal with cyberbullying effectively (Schneider et al., 2012).
Problem
The concept of cyberbullying is among many outcomes of the social and technological media
age. With time and advancement in technology, cyberbullying has become a common
phenomenon on all social media platforms. People who are part of the target are further
subjected to harassment through messages. Like physical bullying, cyberbullying can majorly
impact children's mental as well as physical wellbeing and can become the restriction in the
operations of schools (Kowalski and Limber, 2013). As per many types of research on the
problem, cyberbullied students face issues like the high level of anxiety, less concentration,
missing attendance in school, less self-esteem, distress, substance abuse, depression and
many serious medical conditions.
The term cyberbullying cab be defined as any kind of behaviour which performed with the
help of digital as well as electronic media with people or group of people that constantly
interact in a hostile manner with messages which are aggressive by nature and it further has
an intention to inflict some harm or level of discomfort among others. Following are some
form of cyberbullying: -
1. Flaming: these are fights on the online platform with inappropriate language through
an electronic medium.
2. Harassment: this is associated with sending a humiliating message on a constant basis.

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3. Cyberstalking: this is an actually intense form of harassment which aims to threaten
people and create a sense of fear among people.
4. Denigration: this form of cyberbullying is associated with spreading rumours and
spending or posting wrong information about an individual on the internet to damage
their reputation (Yang et al., 2013).
Possible solutions
The influence of cyberbullying on school children not just has the capacity to impact the
performance at school level but it can also be a life-shaping for many victims as well as
perpetrators along with witnesses. The complexity associated with the issue need
comprehensive as well as integrated principles to deal with it. This also consists of efforts
which are combined with social mead providers and other websites, schools, and social
network. Schools should also move from just reaction towards particular issue to paying
attention to how to actually embed the issue into the case and become part of the united
structure that deals with restrictions towards learning as well teaching (Bauman et al., 2013).
The important to question to ask here that since cyberbullying has become such big issue,
what are social media providers are actually doing to deal with cyberbullying. To deal with
this issue, social media platforms are developing cyberbullying online reporting structure. For
instance, Instagram, Twitter and Facebook have established cyberbullying information
webpage which provides all important information for reporting any kind of violation.
The truth of the matter is that cyberbullying has actually become part of the political
discussion and there is also a risk which is based on the efforts by school systems to deal with
the issue that will have just one more project conducted in the year. When the project-based
thought process comes into the light, another good option to improve student support system
can easily be lost. It is also very important to place an identification and quick answer to the

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issue (Hinduja and Patchin, 2013). The concept is to provide methods that invite a
confidential level of reporting of issues and then interfere rapidly. Here the main focus is on
all issues that are based on school as well as children studying in school and not just
cyberbullying.
Proposal
The first step is the school will have to set up a systematic program to completely stop the
cases of cyberbullying in the premises. Such kind of program must be developed with strong
policies on conventional kind of bullying as well as cyberbullying. It is the duty of the
administrators to investigate the present acceptable usage of policies for the sake of
technology like using mobile or internet in the school. Communicating with other like school
adults or many family members are part of effective kind of strategy that completely combat
issues like cyberbullying. It is also very crucial to set up easy as well as so many methods of
reporting. For instance, one can also create helplines kind of concept and provide a box kind
of device in hot place of school premise so that student can immediately report cases
anonymously (Olweus, 2012).
Secondly, schools should also take active steps in educating the adults in the school, student
as well as parents about the consequences of cyberbullying and also provide a clear process
which can be followed when cases related to cyberbullying happens.
Students are actually the most group of people that are part of cyberbullying and they need to
have some accountability related to the usage of technology. They must also be well aware of
the results and misuse of technology so that the accountable behaviour can be encouraged at a
very early stage. It is important to gain clarity on the possible danger related to it and the
significance of getting help from trusted adults when there is any case of cyberbullying
happens (Olweus, 2012).

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Conclusion
Dealing with cyberbullying must be a collective process and the important parties are
families, society and students. There are cases when cyberbullying occurred outside the
school premise, school sometimes direct these cases back to parents and states that they are
not part of any legal jurisdiction (Olweus, 2012). But the instance of cyberbullying can be
deep-rooted in the school premises and vice versa and even when there are cases which
appear to start by using the property of the school.

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Reference
Bauman, S., Toomey, R.B. and Walker, J.L., 2013. Associations among bullying,
cyberbullying, and suicide in high school students. Journal of Adolescence, 36(2), pp.341-
350.
Hinduja, S. and Patchin, J.W., 2013. Social influences on cyberbullying behaviours among
middle and high school students. Journal of youth and adolescence, 42(5), pp.711-722.
Kowalski, R.M. and Limber, S.P., 2013. Psychological, physical, and academic correlates of
cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), pp.S13-S20.
Olweus, D., 2012. Cyberbullying: An overrated phenomenon?. European Journal of
Developmental Psychology, 9(5), pp.520-538.
Schneider, S.K., O'donnell, L., Stueve, A. and Coulter, R.W., 2012. Cyberbullying, school
bullying, and psychological distress: A regional census of high school students. American
journal of public health, 102(1), pp.171-177.
Yang, S.J., Stewart, R., Kim, J.M., Kim, S.W., Shin, I.S., Dewey, M.E., Maskey, S. and
Yoon, J.S., 2013. Differences in predictors of traditional and cyber-bullying: a 2-year
longitudinal study in Korean school children. European child & adolescent psychiatry, 22(5),
pp.309-318.