Exploring Cyberbullying in K–12 Education in Canada to Promote Cyberbullying Awareness and Prevention Measures

Abstract

In the past decades, emerging technologies and the Internet have significantly improved and spurred developments in online communication and social networking. However, this type of technology has also created more opportunities for cyberbullying and resulted in several negative consequences, including multiple cases of youth suicide worldwide. This exploratory qualitative research study focused on cyberbullying in Canadian primary and secondary education from kindergarten to grade 12 (K–12). The study aimed to identify key areas of knowledge to advance a holistic understanding of cyberbullying to help promote cyberbullying awareness and informed anti-cyberbullying resource development in Canada. Data collection involved: (a) a narrative and a systematic research review of the current empirical evidence and theoretical literature; (b) a document analysis of Canadian laws, and Canadian school regulations surrounding cyberbullying incidents; and (c) in-depth, one-on-one interviews with leading anti-cyberbullying researchers and professionals working in K–12 education on current principles and practices related to the design of anti-cyberbullying educational resources. A conceptual framework informed by systems theory and technoethical inquiry provided a broad conceptual lens to help and interpret findings. Using thematic analysis, three main thematic areas were uncovered: (1) awareness, (2) governance, and (3) environment, which were considered as the strategic cyberbullying mitigation approach. General findings indicated that cyberbullying had similar characteristics to conventional bullying. Advanced findings revealed complex multi-dimensional interactions of cyberbullying themes uncovered, and systems thinking perspective was posited to help address unwanted outcomes of emerging technologies.