Cyberbullying:

Identification, Prevention, and Response

2024 Edition

Sameer Hinduja, Ph.D.

Justin W. Patchin, Ph.D.
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eople have been bullying each other for who experienced cyberbullying stated that it deeply
generations. The latest generation, how- affected their ability to learn and feel safe at school,
ever, can utilize technology to expand while 10% said they skipped school at least once in
their reach and the extent of their harm. the previous year because of cyberbullying.
This phenomenon, termed cyberbullying, is defined
as: “willful and repeated harm inflicted through the Where does cyberbullying commonly occur?
use of computers, cell phones, and other electronic Cyberbullying occurs across a variety of venues and
devices.” Basically, we are referring to incidents mediums in cyberspace, and it shouldn’t come as a
where individuals use technology to harass, threat- surprise that it occurs most often where adoles-
en, humiliate, or otherwise hassle their others. For cents congregate online. In the early 2000s, many
example, a person can send vicious texts to others youth hung out in chat rooms, and as a result that
or spread rumors using smartphones or tablets. is where most harassment took place. With most
Some have also targeted others through hurtful youth drawn to social media (such as Instagram,
content on social media, livestreaming platforms, Snapchat, TikTok, and X/Twitter), voice/text chat in
and metaverse environments. Still others might popular games (such as Roblox, PUBG, Overwatch
repeatedly threaten or stalk through private mes- 2, Call of Duty Modern Warfare III, Fortnite, and
sages or anonymous apps, or even use generative Valorant) and video-sharing, streaming, and com-
AI tools to cause harm. munity sites (such as YouTube, Discord, and
While we have conducted international studies on Twitch). This trend has led to increased reports of
the experiences of adults, our research primarily cyberbullying occurring in those environments—
involves children and adolescents. It is this popula- although their frequency, type, and the context var-
tion that we will focus on since so many youth- ies greatly. We are also seeing it happen in XR
serving professionals, parents, and guardians have (extended reality), inclusive of augmented reality
requested help to best serve those under their care. (AR) and virtual reality (VR) spaces (also termed the
“metaverse”), in social gaming sites, and on anony-
mous apps.

Cyberbullying by the numbers

Estimates of the number of youth who experience
cyberbullying vary widely (ranging from 10-40%+),
depending on the age of the group studied and
how cyberbullying is formally defined. In our re-
search, we inform students that cyberbullying is
when someone “repeatedly makes fun of another
person online or repeatedly picks on another per-
son through email or text message or when some-
What are some negative effects that cyber- one posts something online about another person
bullying can have on a person? that they don’t like.” Using this definition, about
29% of the students who have been a part of our
There are many detrimental outcomes associated
most recent 12 studies over the last fifteen years
with cyberbullying that reach into the real world.
have said they have been the victim of cyberbully-
First, many targets report feeling depressed, sad,
ing at some point in their lifetime. Across these
angry, and frustrated. In addition, research has tied
studies, about 16% admitted to cyberbullying oth-
experience with cyberbullying to low self-esteem,
ers during their lifetime. In our 2023 study of a na-
depression, anxiety, family problems, academic dif-
tionally-representative sample of approximately
ficulties, delinquency, school violence, and suicidal
5,000 middle and high schoolers in the U.S., 26.5%
thoughts and attempts. Over 60% of the students
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 “Someone made a fake snap chat account and made a private story showing my daughter’s snap account
and then the fake account. The fake account used a racial slur. Several kids from her school posted this story
over and over every few days. Kids were texting her from fake numbers telling her to kill herself and threat-
ening to beat her up. She was withdrawn from school and ended up in an outpatient psychiatric clinic for 3
weeks. The school and police refuse to address the issue. She continues to be bullied to this day by text
messages from fake numbers. She recently had an unsuccessful suicide attempt due to it and was placed in
a psychiatric hospital.” ~ Mother of a 17 year-old female from PA

said they had been cyberbullied within the previous ous harm they are causing because they are shel-
30 days, an increase from 23.2% in 2021 and from tered from the target’s response. Finally, while par-
17% in 2019. ents and teachers are doing a better job monitoring
youth at school and at home, many adults don’t
As another reference point, we conducted a nation-
have the technological know-how (or time) to keep
ally-representative study of over 1,000 tweens (9–
track of what teens are up to online. As a result, a
to 12-year-olds) in 2020 and found that 14.9% had
target’s experience may be missed and a aggres-
witnessed cyberbullying, 14.5% had been cyberbul-
sor’s actions may be left unchecked. Even if those
lied, and 3.2% admitted to cyberbullying others. In
who bully are identified, many adults find them-
this study, 94% of tweens who were cyberbullied
selves unprepared to adequately respond.
said it negatively impacted their life in some way.
Nearly 70% said it affected their feelings about Why is cyberbullying a major issue?
themselves, and about one-third said it affected
their friendships, 13% said it affected their physical Because online communication tools have become
health, and 6.5% shared it influenced their school- a ubiquitous and essential part of the lives of youth,
work. it is not surprising that some will utilize devices,
apps, and platforms to be malicious or menacing
Cyberbullying vs. traditional bullying toward others. The fact that teens are constantly
connected to technology means they are suscepti-
While often similar in terms of form and technique,
ble to victimization (and able to act on mean im-
cyberbullying and traditional bullying have many
pulses toward others) around the clock. And since
differences that can make the latter even more dev-
some adults have been slow to respond to cyber-
astating. With cyberbullying, targets may not know
bullying, many feel that there are little to no conse-
who is targeting them, or why. The aggressor can
quences for their actions.
cloak his or her identity using anonymous accounts
and pseudonymous screennames. Second, the hurt- Obstacles in the fight to stop cyberbullying
ful actions of those who cyberbully can more easily
go viral; that is, a large number of people (at school, There are two primary challenges today that make
in the neighborhood, in the city, in the world!) can it difficult to prevent cyberbullying. First, even
participate in the victimization, or at least find out though this problem has been around for over two
about the incident with a few keystrokes or decades, some people still don’t see the harm asso-
touchscreen impressions. It seems, then, that the ciated with it. Some attempt to dismiss or disregard
pool of potential targets, aggressors, and witness- cyberbullying because there are “more serious
es/bystanders is limitless. problems to worry about.” While it is true that there
are many issues facing adolescents, parents, teach-
Third, it is often easier to be cruel using technology ers, and law enforcement today, we first need to
because cyberbullying can be done from a physical- accept that cyberbullying is one such problem that
ly distant location, and the aggressor doesn’t have will only get worse if ignored.
to see the immediate response by the target. In
fact, some teens simply might not realize the seri- The other challenge relates to who is willing to step

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 arrive at a mutually-agreed upon course of action,
as many times it is appropriate (and important) to
solicit the child’s opinion as to what might be done
to improve the situation. It is so critical not to be
dismissive of their perspective, but to validate their
voice and perspective. Targets of cyberbullying (and
those who observe it) must know for sure that the
adults who they tell will intervene rationally and
logically, and not make the situation worse.

If it is deemed necessary, parents should explain the

importance of scheduling a meeting with school
administrators (or another educator they trust) to
up and take responsibility for responding to the
discuss the matter. Parents may also be able to
inappropriate use of technology. Parents often say
contact the parent or guardian of the aggressor,
that they don’t have the knowledge or time to keep
and/or work with the Internet Service Provider, Cell
up with their children’s online behavior, and that
Phone Service Provider, or Content Provider to in-
schools should be covering it in detail during class
vestigate the issue or remove the offending materi-
time and through other programming. Educators
al. Often, the target simply wants the content re-
are often doing their part through policies, curricu-
la, training, and assemblies, but sometimes don’t moved or account deleted so they can move on
with their life. The police should also be ap-
know when and how to intervene in online behav-
proached when threats are involved or a crime has
iors that occur away from school but still involve
possibly been committed (extortion, stalking, black-
their students. Finally, law enforcement is hesitant
mail, sexual exploitation of minors, etc.).
to get involved unless there is clear evidence of a
crime or a significant threat to someone’s physical Overall, parents must educate their children about
safety. As a result, cyberbullying incidents either slip appropriate online behaviors just as they convey
through the cracks, are dealt with too formally (or appropriate offline behaviors. They should also
informally), or are otherwise mismanaged. monitor their child’s activities while online – espe-
cially early in their exploration of cyberspace. This
Based on these challenges, we need to create an
can be done informally (through active participation
environment where all youth feel comfortable talk-
in their child’s internet experience, which we recom-
ing with adults about this problem and feel confi-
mend most of all) and formally (through software).
dent that meaningful steps will be taken to resolve
the situation. We also need to get everyone in- Spying on kids and unnecessarily invading their pri-
vacy, though, should only be done as a last resort
volved - youth, parents, educators, counselors, law
(and with their knowledge!) when there is a signifi-
enforcement, medical professionals like pediatri-
cant cause for concern, since it conveys distrust and
cians, social media companies, and the community
may encourage youth to go further underground.
at large. Each stakeholder must do more.
In time, parents will need to give their children
The role of parents and caregivers
more freedom, privacy, and responsibility. They will
The best tack parents and caregivers can take when never be able to monitor their child’s activities 24/7,
their child is cyberbullied is to make sure they feel nor should they need to do so. As a result, it is cru-
(and are) safe, and to convey unconditional sup- cial that parents cultivate and maintain an open,
port. Parents must demonstrate to their children candid line of communication with their children, so
through words and actions that they both desire that they are inclined to reach out when they expe-
the same end result: that the cyberbullying stop rience something unpleasant or distressing online.
and that life does not become even more difficult. Reinforce positive morals and values about how
This can be accomplished by working together to others should be treated with respect and dignity.

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“So I am in 5th grade and I get bullied a lot so some times I think I am useless and want to kill myself. Ok here
is the story there is a lot of drama in my grade but this is me getting bullied there is this girl named ****** she
is always giving people bad looks and acting like a b**** she also rolls her eyes at me all the time and talks
about me. here is my opinion, people should not get away with it” ~ 11 year-old girl from Virginia

Point out models to emulate in society, and use vi- pathy and make mistakes. Give them the oppor-
ral mistakes made by other youth and adults as tunity to address the behavior and move on. That
teachable moments. said, consequences should be firmly applied de-
pending on seriousness and intentionality (and es-
Resilience - the skill to bounce back after facing ad-
calated if the behavior continues). Moving forward,
versity - is also important to cultivate with intention it is essential that parents pay even greater atten-
at this stage. Instead of swooping in and rescuing
tion to the technology use of their child to make
youth from all of their social and relational strug-
sure that they have internalized the lesson and are
gles, help them hone the ability to deflect, disrupt,
continually acting in responsible ways.
dispute, shrug off, or otherwise ignore hurtful
things that others say or post. This can occur by Also, empathy-building must be a priority action in
helping them internalize positive beliefs (rather homes. Affective empathy involves feeling or expe-
than self-defeating thoughts) after being cyberbul- riencing the emotions of someone else while cogni-
lied, or by spotlighting relatable overcomers in tive empathy refers to understanding their feelings.
books and movies with whom they can connect. Research consistently shows that lower levels of
Relatedly, role-playing scenarios can be used to dis- empathy are linked to various problem behaviors,
cuss how best to respond in certain situations. and in our own published work we found that ado-
We’ve also recently studied digital resilience - which lescents with higher cognitive empathy and higher
we define as “positive attitudes and actions in the total empathy (affective + cognitive) were signifi-
face of interpersonal adversity online.” Here, we dis- cantly less likely to cyberbully others.
covered that those youth who are able to laugh off
As such, parents must seek to cultivate empathy by
or otherwise dismiss others who are trying to be
intentionally putting children in situations that
cruel to them, as well as those who skillfully can
make them uncomfortable and that can soften their
stay calm and nonreactionary when interacting
heart. This might involve community service pro-
online, can successfully deal with cyberbullying.
jects, missions trips, or similar activities. We might
Parents may also utilize an age-appropriate also elicit their reflections on personal experiences
“Technology Use Contract” to foster a crystal-clear and then open their eyes to what they may be miss-
understanding about what is and is not appropriate ing. Perhaps ask them to make a list of the top
with respect to the use of various devices and three absolute saddest times in their life or the top
online communication tools. When there are viola- five things they wish they could change about
tions, immediate logical consequences must be giv- themselves or in their life. Discuss the immediate
en that are proportionate to the misbehavior. Youth and long-term impacts of these struggles. Get them
need to learn that inappropriate online actions will to think about how they wished others would treat
not be tolerated. Get them to understand that tech- them, come alongside them, or otherwise support
nology use and access is a privilege, and not a them. Ask them if anyone they know might have
right—and with those privileges come certain re- gone through something similar. Here is a great
sponsibilities that must be respected. time to also talk about how they might have been
marginalized or rejected for perceived “differences”
If a parent discovers that their child is cyberbullying
and how it can happen to others. Remind them that
others, they should first communicate how that be-
we need to treat everyone with the realization that
havior inflicts harm and causes pain in the real
life is hard, that everyone is going through some-
world. We must remember that kids are not socio-
thing painful, that we all fundamentally desire love
paths—they are just kids who sometimes lack em-
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and belongingness, and that our words and actions
are hold so much power. As children grow up, par-
ents should continue to point this out in the lives of
those in their children’s social circle (and even in
media consumed together).

The role of schools

The most important preventive step that schools
can take is to educate their community about re-
sponsible use of their devices at all times (ideally
through a concerted focus on digital citizenship).
Students need to know that all forms of bullying are
wrong and that those who engage in harassing or
threatening behaviors will be subject to discipline.
Take the time to regularly discuss issues related to
appropriate online communications in various areas
of the general curriculum. These messages should
be reinforced in classes that regularly utilize tech-
nology. Signage also should be posted around
campus to remind students of the rules of accepta-
ble use. In general, it is crucial to establish and rein-
force an environment of respect and integrity
where violations result in informal or formal sanc-
tion.

Furthermore, school district personnel should re-

view their harassment and bullying policies to en-
sure that it allows for the discipline of students who
engage in cyberbullying. If their policy covers it, How should schools respond?
cyberbullying incidents that occur at school - or
that originate off campus but ultimately result in a Students should understand that cyberbullying will
substantial disruption of the learning environment - result in consequences at school, and our recent
are well within a school’s official authority to inter- research shows that this known potential has a
vene. The school then needs to make it clear to all strong deterrent effect on youth. Utilize school liai-
stakeholders. In some cases, simply discussing the son officers or other members of law enforcement
incident with the offender’s parents will result in the to thoroughly investigate incidents, as needed, if
behavior stopping. If inappropriate behaviors con- the behaviors cross a certain threshold of severity.
tinue, additional steps need to be taken (e.g., threat Once the offending party has been identified, de-
of litigation). velop a response that is commensurate with the

“I've been cyberbullied on YouTube by a person with their multiple accounts in the past 8 months. I've told
them to stop and leave me alone, but they keep on continuing that behavior. After I told them to leave me
alone, I blocked them on all social media sites, but they still kept harassing me and I have plenty of evidence
that would make a very strong case, along with sending death threats to their own teachers in Virginia and
playing the autism card. I feel like I can't say anything to resolve their behavior, but it never seems to work.
I've reported and blocked them all. I even made an Google Docs documenting their disrespectful behavior
online, and I don't even want to talk to them anymore.” ~ 16 year-old female from France

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harm done and the disruption that occurred. those statements.

Moreover, schools should come up with creative As such, it is critical for educators to develop and
response strategies, particularly for relatively minor promote a safe and respectful school climate - one
forms of harassment that do not result in significant marked by shared feelings of connectedness, be-
harm. For example, students may be required to longingness, peer respect, morale, safety, and even
create anti-cyberbullying posters to be displayed school spirit. A positive on-campus environment
throughout the school, or a public service an- will go a long way in reducing the frequency of
nouncement (PSA) video conveying an anti-bullying many problematic behaviors at school, including
and/or a pro-kindness message. Older students bullying. In this setting, educators must demon-
might be required to give a brief presentation to strate emotional support, a warm and caring at-
younger students about the importance of using mosphere, a strong focus on academics and learn-
technology in ethically-sound ways. The point here, ing, and a fostering of healthy self-esteem while
again, is to condemn the behavior (without con- also providing structure and setting high expecta-
demning the child) while sending a message to the tions for behavior. In schools with healthy
rest of the school community that bullying in any “authoritative” climates, students know what is ap-
form is wrong and will not be tolerated. propriate and what is not.

Even though the vast majority of these incidents Recently, we have been also examining the positive
can be handled informally (calling parents, counsel- psychological construct of hope, and how an ability
ing the aggressor and target separately, expressing to look forward to a future of goal attainment posi-
condemnation of the behavior, temporary removal tively affects the developmental trajectory of youth.
from school-based sports and clubs), there may be hope serves as a protective factor in the lives of
occasions where formal response from the school is youth. Said another way, we hypothesized that
warranted. This is particularly the case in incidents teens who have high hope for their future will be
involving serious threats toward another student, if less inclined to put that positive future at risk by
the target no longer feels comfortable coming to violating social norms through wrongful interper-
school, or if cyberbullying behaviors continue after sonal behaviors. Based on a national sample of
informal attempts to stop it have failed. In these around 2,500 US youth, we found that lower levels
cases, detention, suspension, changes of placement, of hope were associated with increased bullying
or even expulsion may be necessary. If these ex- and cyberbullying. As such, it is incumbent upon
treme measures are required, educators must clear- counselors and educators to implement program-
ly articulate the link to their school and present evi- ming to develop this cognitive-motivational asset
dence that supports their action(s). through scenario-based experiential learning. sup-
portive-cooperative interventions (where students
The importance of school climate who have bullied others are enlisted to be part of
The benefits of a positive school climate have been the solution), and through therapeutic techniques
identified through much research over the last thir- associated with hope bonding, hope enhancing,
ty years. It contributes to more consistent attend- and hope reminding either in one-on-one or group
ance, higher student achievement, and other desir- settings.
able student outcomes. Though limited, research What can youth do?
done on school climate and traditional bullying also
underscores its importance in preventing peer con- First and foremost, youth should develop a relation-
flict. One of our studies found that students who ship with an adult they trust so they can talk about
experienced cyberbullying (as targets or aggres- any experiences they have online (or off) that make
sors) perceived a poorer climate at their school than them upset or uncomfortable. When possible, teens
those who had not experienced cyberbullying. should ignore minor teasing or name calling, and
Those who cyberbullied others or who were the tar- not respond to the aggressor as that might simply
get of cyberbullying were less likely to agree with make the problem continue. If they can develop the
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 and reaching out to an adult), they can make a big
difference in improving the situation, as targets of-
ten feel helpless and hopeless and need someone
to come to the rescue. Finally, they should never
directly or indirectly contribute to the behavior – by
forwarding hurtful messages, laughing at inappro-
priate jokes or content, condoning the act just to
“fit in,” or otherwise silently allowing it to continue.

To be sure, sometimes it is hard for a student—all

alone—to step up on behalf of others. However, it
is a lot easier to do when the help and support of
one or two other friends. Encourage youth to band
ability to demonstrate resilience, it will bode well
together with others if they are nervous about in-
for their future since there will always be others
who want to tear them down as they journey to- tervening or responding by themselves.
wards personal and professional success in life. One of the most promising findings from our exam-
ination of tweens across the US was that the most
Youth should also use the account and privacy set-
have sought to help those being targeted when
tings within each device, app, or network to control
they see it happen. Previous research has found
who can contact and interact with them, and who
can read their online content. This can significantly that younger students are more likely than older
students to intervene in school bullying, but that
reduce their victimization risk.
the relevance of age becomes less important when
With the use of screenshots, screen recordings, chat it comes to cyberbullying. We found that 66.3% of
or text logs, and date/time stamps, youth should tweens are willing to step in to defend, support, or
take the time to report any harassment, threats, im- otherwise assist those who are bullied online when
personation, or other problems they see or experi- they see it. The importance of helping behaviors
ence (we have a frequently-updated list of Internet, need to be reiterated, reinforced, and rewarded as
gaming, and social media companies and their con- early in life as possible so they become habitual in-
tact information at cyberbullying.org/report so they stead of based solely on emotions in the moment.
know exactly where to get help).
When should law enforcement get involved?
Finally, youth should pause before they post—and
make wise decisions with what they share or send Law enforcement officers also have a role in pre-
or post online, considering the possibility that any- venting and responding to cyberbullying. They first
one and everyone may see it (including their par- need to be aware of ever-evolving state and local
ents, and others with opportunities to give them). laws concerning online behaviors, and equip them-
selves with the skills and knowledge to intervene as
Don’t stand by necessary. In our research, we found that almost
one-quarter of officers did not know if their state
Those who witness cyberbullying generally do not
had a cyberbullying law. This is surprising since
want to get involved because of the hassle and
their most visible responsibility involves responding
problems they fear it might bring upon them, yet
to law violations (e.g., harassment, threats, stalking).
often recognize that what they are seeing is not
Even if the behavior doesn’t appear to rise to the
right and should stop. However, by doing nothing,
level of a crime, discretion should be used to ap-
bystanders are doing something—they are passive-
propriately handle the situation. Indeed, a simple
ly encouraging the behavior. By actively standing
discussion of the legal issues involved in cyberbully-
up—in that moment or right afterward (by defend-
ing may be enough to deter some youth from fu-
ing and/or encouraging the target, helping to block
ture misbehavior.
and report the harassment, saving digital evidence,

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 “I've been bullied multiple times in online games and in real life by older girls who pretended to like me,
and it really hurts my feelings. As someone who already deals with suicide and other things that have dam-
aged me mentally, it makes me feel horrible like no one is there for me. I've attempted suicide multiple
times already but somehow whenever I attempt, I think of my younger siblings and how they would be left
without any guidance. Cyberbullying has affected me awfully and I wish that people would stop and think of
other people's feelings before doing that.” ~ 14 year-old female from Texas

Relatedly, officers can play an essential role in pre- Whenever there is a platform to reach youth about
venting cyberbullying from occurring or getting out this issue, it should be used because of its deep rel-
of hand in the first place. They can speak to stu- evance to their lives. Seize those opportunities to
dents about cyberbullying and online safety issues instruct and inspire. As you do what you can, we
more broadly to discourage them from engaging in stand at the ready to assist —just reach out!
risky or unacceptable actions and interactions. They
might also address parents about local and state Suggested citation
laws, so that they are informed and can properly Hinduja, S. & Patchin, J. W. (2024). Cyberbullying
respond if their child is involved in an incident. Identification, Prevention, and Response. Cyberbul-
Do your part lying Research Center (cyberbullying.org).

To be sure, there are many stakeholders who neces-

sarily must be involved in addressing cyberbullying.
We work with many social media and gaming com-
panies that are increasingly doing their part
through in-app features, AI, messaging strategies,
and other safety mechanisms. Families and commu-
nities must step up and realize their role to teach
and model the competencies all youth need. Youth
professionals (counselors, teachers, social workers,
pediatricians, nurses, coaches, and others) gradually
are learning what they should do through research
and professional development opportunities.

Sameer Hinduja, Ph.D. is a professor at Florida Atlantic University

Justin W. Patchin, Ph.D. is a professor at the University of Wisconsin-Eau Claire

The Cyberbullying Research Center (cyberbullying.org) provides the latest research,

downloadable fact sheets and top ten tip sheets, project-based learning ideas, policy
and programming guidance, interactive maps and activities, and a wealth of other
resources to promote the positive use of social media, phones, gaming platforms,
the metaverse, and more.

© 2024 Cyberbullying Research Center - Sameer Hinduja and Justin W. Patchin.

Permission for duplication provided for non-profit educational purposes.

Images provided by Tima Miroshnichenko (a), Tima Miroshnichenko (b), Hannah Bus-
ing, Tim Gouw, and Andrea Piacquadio
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