Research In Action

For the past 15 years, my research has focused on bullying and, over time, the number of adolescents using technology to interact with peers has steadily increased. This rise in digital communication has correlated with an increase in cyberbullying, prompting scholars to examine the differences between in-person (i.e., traditional) bullying and online bullying. Unlike in-person bullying, cyberbullying occurs in a unique environment that allows for anonymity, pervasiveness, and a potentially vast audience, making it difficult for victims to escape, as it follows them beyond school and into their homes, day or night.

One of my earlier studies, published nearly a decade ago, involving 28,104 students in grades 9-12, found that most adolescents who experienced cyberbullying also faced in-person bullying, highlighting a substantial overlap in the experiences. In recent years, the line between adolescents’ online and offline lives has become increasingly blurred.

Together with Dr. Brooke Paskewich, I co-direct the programming and research initiatives at the Center for Violence Prevention aimed at reducing bullying and aggression and improving peer relationships among elementary-aged students. Historically, these programs took place in school settings and therefore included minimal focus on cyberbullying. However, in the past 5 years, starting as a response to social distancing and online learning during the COVID pandemic, we have observed a dramatic increase in young children’s access to technology for peer interactions, prompting a corresponding expansion into our research and programming efforts.

Through data collected via our school-based Friend to Friend and PRAISE Friendship Voyagers programs, our team is now able to investigate research questions related to cyberbullying, such as how frequently 3rd, 4th, and 5th grade students report communicating with friends or classmates using an electronic device, how often bullying is occurring via electronic devices, and examining the link between internalizing symptoms and cyberbullying. Although the focus of our programming is to reduce aggressive behaviors rather than directly supporting cyberbullying victims, our preliminary findings underscore the critical role of digital interactions in the social lives of today's elementary-aged youth. It is increasingly clear that we cannot separate the online and offline worlds when discussing children's social experiences, even at the elementary level. Despite growing attention, the implications of digital social interactions among children, both positive and negative, are not yet fully understood. Our team is leading the way in advancing research and developing programs to address these critical questions.

To learn more about cyberbullying and strategies to share with caregivers, access our recently updated Cyberbullying handout, part of CHOP's “All About Bullying” handout series.