Nr. 1-2/2018 - 1

Although cyberbullying mostly happens outside school, it negatively affects students’ wellbeing, and school experience, contributing to the deterioration of school climate. However, teachers’ commitment to address cyberbullying varies, as some feel they lack the skills or that it is not their responsibility.This paper presents childrens’ perception and experience of what the teachers’ and schools’ involvment is in raising awareness on issues like online risks, e-safety and cyberbullying. The paper is based on the data of the EU Kids Online III project that took place in nine European countries in 2013. The project consisted in a qualitative survey, interviews and group discussions, on children aged 9‒16. Findings show that schools mostly deal with the prevention of sexual abuse, teaching about online privacy. Students are reluctant to ask for teachers’ help and do not trust their ability in supporting them. However, in some countries, students – school staff communication seems easier in case of cyberbullying. Worryingly, children also reported unethical online behaviours from staff (spying on students’ online life). In conclusion, teachers need further digital literacy training to support students toward a positive use of the Internet. Also, a public discussion of the role of school and teachers in preventing cyberbullying phenomenon is needed. As schools from some countries are more proactive and children more prone to seek help from their teachers in this issue, cross-cultural differences deserve further investigation.

Keywords: Cyberbullying, mediation, prevention, Internet, teachers, children, EU Kids Online.


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