Threats among the ‘always-on’ generation: Cyberbullying identification and support at secondary level in the UK

In this study, the relationship between traditional bullying and cyberbullying was examined by means of self and peer report measures.

The student sample consisted of 289 adolescents in a secondary school in the UK and the parental sample consisted of these pupils' parents.

Student participants completed an online questionnaire regarding their involvement and their peers perceived involvement in both traditional bullying and cyberbullying.

Parental participants completed a postal questionnaire regarding their level of knowledge of their child's engagement in cyberbullying.

Results showed a poor correspondence between pupil self-report and peer ratings of both traditional bullying and cyberbullying.

There was a strong relationship between self-rating of cyberbullying and self-rating of cybervictimization.

This indicates evidence of the transfer or similar patterns of the traditional bully/victim category into the cyberworld.

Students and their parent's awareness of the various support networks available to address the issue of cyberbullying are also discussed.