When most people think of bullying, they envision the schoolyard thug verbally or physically threatening hapless victims on the playground or on the school bus (Kowalski, 2008). With our new found dependency on technology, there is no escaping its use in the realm of education; there is no escaping its misuse neither. Cyberbullying has become a very controversial issue within schools recently. In one US study of 3767 middle-school children, 18% reported being targets of cyber bullying within the previous 2 months, and 11% said they had cyber bullied someone at least once within the previous 2 months (Kowalski, 2008). Whether it be secret blog pages about a certain individual or harassment through various social media outlets, the phenomenon of cyberbullying is a force to be reckoned with for every school leader.
What makes cyberbullying different from traditional bullying is the arena in which they are individually executed. Traditional bullying takes place on school ground the majority of the time; incidents off school grounds have occurred as well. Cyberbullying is more damaging in that it can happen from anywhere at any time. Furthermore, cyberbullying provides the aggressor with a sense of anonymity; many people would be more empowered to say something behind a screen than face-to-face. This anonymity, thought, makes it more of a hassle for school leaders to effectively mediate bullying incidents.
One of the difficulties in treating children who have been cyber bullied is that they are reluctant to tell others about their victimization (Kowalski, 2008). Because of this reluctance, school leaders as well as parents, should look for any changes in their student’s/child’s behavior. Any signs of anxiety, depression, social isolation, or nervousness when approaching technology are indications that the child is suffering from bullying, be it traditional or cyber. In approaching a case of cyberbullying, it isn’t wise for leaders to take the conflict resolution approach because it gives the impression that both parties are at fault. The perpetrator needs to be made aware of their wrongdoing, and be held accountable for their actions; the victim needs to be empowered and assured that they are not at fault for the situation.
Cyberbullying is a major issue in the realm of education today. Evolving from school grounds to social media, this form of bullying can create more damaging effects than its traditional counterpart. It’s very important that school leaders address issues of bullying from a place that empowers the victim and holds the perpetrator accountable. In doing so, the school leader will begin to create a culture of empowerment and intolerance for such harmful acts of bullying; fostering a school culture where acceptance reigns, and the use of technology is for educational and positive social interactions.
Works Cited
Kowalski, R. M., PhD. (2008). Cyber bullying: Recognizing and treating victim and aggressor. Psychiatric Times, 25(11), 45-47. Retrieved from https://lynn- lang.student.lynn.edu/login?url=http://lynn- lang.student.lynn.edu:2955/docview/204637335?accountid=36334