cyber bullying presentation for high school students

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Teachers' Essential Guide to Cyberbullying Prevention

Topics:   Social & Emotional Learning Cyberbullying, Digital Drama & Hate Speech Digital Citizenship

What is cyberbullying? How common is it? And what can teachers do about it? Get advice and resources to support your students.

What is cyberbullying.

• What forms can cyberbullying take?

How common is cyberbullying?

How can i tell if a student is being cyberbullied, when and how should i intervene in a cyberbullying situation, what's my responsibility as a teacher in preventing cyberbullying, what lesson plans and classroom resources are available to address cyberbullying.

• How can teachers work with families to prevent and identify cyberbullying?

Cyberbullying is the use of digital media (such as apps, text messages, and websites) to intimidate, upset, or harm someone. It includes repeatedly sending, posting, or sharing negative, harmful, or mean content about someone else on purpose.

Usually, with cyberbullying, there are other people who see cyberbullying happen. In these situations, people can be bystanders, allies , or upstanders . 

• A bystander observes the conflict or unacceptable behavior but does not take part in it. 
• An ally is someone who responds to the bullying situation by supporting the person being bullied (checking in with them, being a friend to them, etc.). 
• An upstander tries to stop the bullying by directly confronting the person who is doing the bullying or by telling a trusted adult.

Cyberbullying differs from face-to-face bullying in several key ways. For one, it can feel harder to escape because it can happen anywhere, anytime. It's also harder to detect because so much of kids' digital media use is not monitored by adults. At the same time, cyberbullying can also be very public: Large numbers of people online can see what's happening and even gang up on the target. Though the target is usually exposed publicly, the people doing the cyberbullying can hide who they are by posting anonymously or using pseudonyms. And since cyberbullying isn't face-to-face, the one doing the bullying may not see or even understand the implications of their actions.

What Forms Can Cyberbullying Take?

Unfortunately, cyberbullying can take many forms . As popular social media apps for young people shift and proliferate, so have the ways kids can harass each other—or become victims themselves. Spreading rumors, sending hateful messages, or sharing embarrassing materials can occur across platforms and devices, but there are some other specific forms of cyberbullying to be aware of:

• Catfishing : Someone sets up a fictional persona online to compromise a victim in various ways, often exploiting a victim's emotions. The perpetrator's goals may be to lure them into a relationship or to intentionally upset a victim, among other reasons. 
• Cyberflashing : When someone receives an unsolicited sexually graphic image, they've been cyberflashed. This can occur on peer-to-peer Wi-Fi networks or Bluetooth Airdrop , in or outside of school. 
• Ghosting : When people cut off online contact and stop responding, they might be ghosting. Refusing to answer someone's messages can actually be a way of communicating a shift or upheaval among a group of friends. Often, instead of ever addressing the issue head-on, people will just ignore the targeted person.
• Griefing : There are people who harass or irritate you in multiplayer video games. They kill your character on purpose, steal your game loot, or harass you in chat. Repeated behavior like that is called "griefing." 
• Hate pages : On platforms like Instagram , teens may create fake accounts to harass victims, posting unflattering photos of their target, exposing secrets, or sharing screenshots of texts from people saying mean things. It's hard to trace who created the account, and the people doing the bullying can simply create a new "hate" page if one is shut down or removed. Sometimes, these anonymous accounts may be collections focused on rumors or other malicious materials targeting students schoolwide. 
• Outing : This occurs when someone reveals someone's gender identity or sexual orientation without their consent. What makes this particularly malicious is the risk this may pose for teens who report higher levels of mental health struggles and are at greater risk for self-harm.

Note that kids and teens probably use all kinds of terminology to describe the digital drama or harassment that's happening, so it's best to just ask questions than to use specific terms.

Reported data on how many kids experience cyberbullying can vary depending on the age of kids surveyed and how cyberbullying is defined. According to a 2022 Pew Research report on teens and cyberbullying, nearly half (46%) of teens reported experiencing at least one type of cyberbullying , and 28% have experienced multiple types, which represents a steady uptick over the last 15 years.

A summary of research by the Cyberbullying Research Center on cyberbullying in middle and high school from 2007 to 2021 indicated that, on average, 29% of students had been targets of cyberbullying. Nearly 16% of students admitted to cyberbullying others.

Yet not all groups of teens are experiencing cyberbullying equally, as some kids are more vulnerable than others . The Common Sense study " Social Media, Social Life " also found that girls are more likely than boys to experience it. A separate study showed that kids with a disability, with obesity, or who are LGBTQ are more likely to be cyberbullied than other kids.

Even if kids aren't the target of cyberbullying (and the majority aren't), chances are high they've witnessed it, since it often happens online and publicly. Common Sense reports that 23% of teens have tried to help someone who has been cyberbullied, such as by talking with the person who was cyberbullied, reporting it to adults, or posting positive stuff about the person being cyberbullied.

Be aware of your students' emotional state. Do they seem depressed? Fearful? Distracted? Pay attention to what's happening for students socially at lunchtime, in the hallways, or in other areas of your school campus. Has their friend group changed? Do you sense a conflict between students? Are you overhearing talk about "drama" or "haters" (two words kids might use to describe cyberbullying situations)? Don't be afraid to check in with students directly about what's going on. And reach out to their support networks, including parents or caregivers, the school counselor, a coach, or other teachers.

Obviously, cyberbullying is something to take seriously. At the same time, it's important to remember that, depending on their ages, kids are still developing skills like empathy, self-regulation, and how to communicate respectfully online. These situations can be learning opportunities for everyone involved.

School, district, and/or state policies might determine what actions you take once you've verified that cyberbullying has in fact occurred. Sometimes the recommended response is different depending on whether the bullying occurred on a school-issued device, and whether it happened outside of school hours or during the school day. Be sure to involve the students' families, school administrators, and counselor as appropriate, to ensure the intervention is effective and follows policy.

Here are a few resources to support teachers and schools in responding to cyberbullying:

• Helping Students Deal with Cyberbullying (NEA)
• Cyberbullying Fact Sheet: Identification, Prevention, and Response (Cyberbullying Research Center)
• Bullying: What Educators Can Do About It (PennState Extension)
• Responding to Cyberbullying: Guidelines for Administrators ( The No Bully School Partnership )

As educators, it's our responsibility to teach students how to use digital media in respectful and safe ways. This includes helping kids learn how to identify, respond to, and avoid cyberbullying. Given the demands on teachers to meet school, district, and state goals, it can be a challenge to figure out where these lessons fit into the school day. Fortunately, as technology becomes part of every aspect of our lives, including how we teach and learn, more schools and districts are giving teachers the time and resources to prioritize these skills. Here are a few ways to approach cyberbullying prevention in the classroom:

• Promote a positive and safe classroom culture. Whether or not you have technology in the classroom, setting norms of respectful communication sends a message to your students about what is and isn't acceptable. Find ways to demonstrate that your classroom is a safe, emotionally caring environment. Provide resources in the classroom to help students identify, respond to, and avoid cyberbullying. This could be tips on how to respond to cyberbullying (for elementary school or middle and high school ) or the phone number for the Crisis Text Line .
• Embrace teachable "dig cit" moments. Step up when you encounter a teachable moment related to cyberbullying or respectful online communication. Encourage students to pay attention to "red flag moments"—when something happens on digital media that makes them feel uncomfortable, worried, sad, or anxious. Explain to students the three ways they can and should respond if they witness cyberbullying: support the target of the bullying (be an ally); try to stop the cyberbullying (be an upstander); and/or tell a trusted adult (report it). It may not be part of your lesson plan, and it may set you off track for a bit, but every time you reinforce anti-cyberbullying messages, you're doing the critical work of cyberbullying prevention. And as hard as it may be to admit, ignoring these teachable moments also sends a message your students will remember.
•   Incorporate lessons on cyberbullying into your existing curriculum. Find connections to the content you're already teaching and make time to address cyberbullying directly. From setting norms of online communication to using historical examples of propaganda and hate speech to discussing a bullying situation in a novel you're reading, the possible connections to cyberbullying can be made with a little planning. And since it's possible someone in class is dealing with cyberbullying, it's helpful to stay attuned and sensitive to students.
• Advocate for a school- or district-wide digital citizenship program. The most effective cyberbullying prevention strategy has to involve the whole community. A fully integrated digital citizenship program gives teachers the time and resources to tackle these topics head-on, provides kids with consistent and frequent opportunities to build their skills, and supports families as they reinforce the messages at home.

The Common Sense K–12 Digital Citizenship Curriculum teaches students about the effects of cyberbullying on both themselves and their larger communities. They are encouraged to take the active role of upstander and build positive, supportive online communities, and they can learn how to cultivate empathy, compassion, and courage to combat negative interactions online.

Grades K–5:

• Putting a STOP to Online Meanness (Grade 2): What should you do if someone is mean to you online?
• The Power of Words (Grade 3): What should you do when someone uses mean or hurtful language on the internet?
• Be a Super Digital Citizen (Grade 4): How can we be upstanders when we see cyberbullying?
• Is It Cyberbullying? (Grade 5): What is cyberbullying, and what can you do to stop it? 
• Don't have time for a full lesson? Here's a quick activity .

Grades 6–8 :

• Digital Drama Unplugged (Grade 6): How can you de-escalate digital drama so it doesn't go too far?
• Upstanders and Allies (Grade 7): How can you respond when cyberbullying occurs?
• Responding to Online Hate Speech (Grade 8): How should you respond to online hate speech?

Grades 9–12 :

• What You Send in "That Moment When... " (Grade 9): How can we act with empathy and positivity when we're online?
• Countering Hate Speech Online (Grade 10): How can we counter online hate speech and xenophobia?
• Online Disinhibition and Cyberbullying (Grade 11): How does online disinhibition sometimes lead to cyberbullying?
• The Consequences of Online Hate Speech (Grade 12): Should online hate speech be censored?

How can teachers work with families to identify and prevent cyberbullying?

The first step is to communicate with your students' families about your expectations in the classroom and explain the skills you're helping students learn related to positive, responsible media use. When parents are informed and on board, they're more likely to reinforce the messages at home.

Since families often look to schools for guidance on dealing with cyberbullying, you can offer them the latest advice and resources on the topic. Spark a conversation by sending home these printable Family Tips or handing them out at meetings with parents and caregivers. You can also share resources in a classroom newsletter, on your class website or social feed, or at your next parent event.

Erin’s work focused on supporting students, teachers, and families for over a decade. As content director for family and community engagement at Common Sense, she provided parents and caregivers with practical tips and strategies for managing media and tech at home, and supports teachers in strengthening partnerships with families. Prior to her work with Common Sense, Erin taught public high school students and adult English learners in Kansas City. Her time as a National Writing Project teacher consultant nurtured her passion for student digital creation and media literacy. She has bachelor's degrees in English and secondary education and a master's degree in instructional design and technology. Erin loves to knit, read, hike, and bake. But who has time for hobbies with two young kids? In her free time these days, you'll find her hanging out at playgrounds, the zoo, and the beach with her family.

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Teacher Tips: How to Discuss Cyberbullying in a Safe Environment

Heng Yan Lin

Within the past two years, we have seen sharp demand for virtual learning as the world grapples with the pandemic. The increase in screen time both during and after school hours has exacerbated a growing mental health crisis and cases of cyberbullying among teenagers.

Cyberspace is a convenient place for students to vent their feelings, release their stresses and get into debates as it provides them with anonymity and an accompanying false sense of security. Then there is the fact that policing cyberspace for hate speech, name-calling, harassment, doxing, impersonation, and more is virtually impossible on certain online platforms.

Under the direction of the Ministry of Education in Singapore, local schools are tasked to address this growing problem. Teachers who are the first line of contact for the students may be called upon to discuss cyberbullying issues with the class. Getting students to discuss mental health topics openly can be challenging, especially when valid concerns exist. For instance, students may be worried that they will attract unnecessary and negative attention from others or feel the class is not a safe environment to talk about such issues. In addition, mental health talks can be dry and boring for some.

Discussing Cyberbullying

In this blog, you will find 4 simple activities using ClassPoint that you can use in class to fully engage your students in conversation about cyberbullying.

Survey the Class

It is always helpful to survey the class to understand how much students know about cyberbullying. This will provide a good opening and help you determine the pace of the lesson. Use a Multiple Choice activity that allows them to choose one of the following answers. Do make sure to qualify what ‘good understanding’ means. For example, you could say that having a good understanding of the subject means that you know when cyberbullying is taking place and what you can do to stop it.

For these exercises, I used ClassPoint’s interactive PowerPoint quiz questions to conduct these in-class activities. With ClassPoint, you can add the questions into your already-made PowerPoint and have students answer the questions using their devices live, during class. If you don’t use Microsoft PowerPoint or ClassPoint, you can audibly ask your students these questions, use a different tool, or use a pen and paper.

Invite Participation

Begin with some neutral activities that would avoid making anyone feel vulnerable while participating. A neutral activity, for example, would be to ask the students the question above. Note that the question has been intentionally phrased as “that you know or heard of ” instead of “ that you have received ” as this depersonalizes the question and creates a sense of safety.

Using ClassPoint’s Short Answer tool actually allows you to hide students’ names. Answering with hidden identities can encourage participation and enables students to construct knowledge collectively. Deepen the discussion in class by leveraging on students’ responses; start a spontaneous discussion about why a certain statement is perceived as a cyberbullying message.

Many people are not always aware of what is considered cyberbullying or that there are five to eleven types of cyberbullying behaviors. Instead of simply telling them about it, why not make it fun and have a quiz? ClassPoint’s Slide Drawing feature allows them to circle or highlight their answers which can then be shared with the class.

If students don’t have devices, again this can be done on the worksheet, or you can write a list of behaviors on your whiteboard before class and have students circle their answers as a class.

Teaching students to develop perspective-talking skills is important as it can help them to develop empathy for the victims. This is done by moving them from the cognitive domain to the emotional domain through open-ended questions about feelings.

In the cyberbullying lesson, you can use Word Cloud to ask them the following question: 

Using their answers, you can easily transit into a lesson or discussion about how victims suffer from negative feelings that if left unchecked, will make them more vulnerable to developing certain unhealthy thoughts and behaviors. When prolonged, this puts them at a higher risk of developing mental health issues.

Research has found that cyberbullies sometimes lack the awareness that they are hurting someone by something they said. For example, some name-calling language might be something that the bully is accustomed to and grew up with and therefore does not see anything wrong in saying it to a stranger in an online game chat. 

However, the person who receives this may be hurt by it because he/she may happen to be struggling with low self-image and low self-esteem. Through further dialogue, you would want to draw their attention to how certain messages and behaviors (cite examples from Activity 2) can be perceived as hurtful and offensive.

Finding Out More

Mental health lessons are good opportunities for you to identify students who may be in need of help. This can be done via a Multiple Choice Activity where carefully curated questions are posed to the class without a need to publish the answer.  Below is a sample of one question that you can ask:

Discussing cyberbullying is important for students, teachers, and schools as education continues to adopt technology and as young students face the repercussions including their mental health and self-esteem when using the internet.

I hope you have seen how these interactive and engaging questions can uncomplicate the subject matter and allow you to navigate any mental health topic with ease. And by using ClassPoint, you can directly engage with every single student during your lesson and help ease into vulnerable discussions with anonymous Q&As. Learn more about using ClassPoint here.

Remember that the key is to create a safe and comfortable online environment by ensuring that students’ identities and stories are not exposed, whilst providing them with a space to seek help and ask questions.

About Heng Yan Lin

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These free educational and interactive bullying prevention resources are designed for K-12 learners and the parents and educators who support and educate them. Can be used in the classroom, at home, during workshops, or at special events. 

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During these challenging times, PACER’s National Bullying Prevention Center is committed to being a valuable online resource. We are excited to share these free digital resources that you can use to continue engaging your child or student in social and emotional learning.

Free educational options designed for younger students to creatively engage them to build their understanding and develop the skills on how to address and prevent bullying.

Elementary Activities

Free activities and resources designed for younger students. The goal is to creatively engage them through conversation, activities, art and music to build their understanding of how to handle bullying situations.

Free educational options designed for teens to creatively engage them to build their understanding and skills on how to address and prevent bullying.

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Free activities and resources designed for older students. The goal is to creatively engage them through conversation, event planning, activities, art and music to build their understanding of how to handle bullying situations.

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In 2005, STOMP Out Bullying was born with the passion and commitment to help all youths in need. Our founder and CEO, Ross Ellis, never wants to see another child in pain, and she never again wants to hear the words, “I want to die.” 15 year-old David, was severely depressed due to being bullied. He had been called every possible name one could imagine. He didn’t want to go to school, he quit extra-curricular sports. On the days that he did go to school he stayed in his room when he got home and shut his family and friends out. David was surfing the Web and found STOMP Out Bullying. He started reading our “Are You Being Bullied?” page and read about the comebacks. He learned to successfully use the comebacks which helped to make the bully stop victimizing him. Today, David is empowered and enjoys going to school. This is just one of millions of ways we have made an impact on the lives of America’s students.

• Helping over 5.5 million students resolve Bullying and Cyberbullying situations • Assisting over 100,000 students and saving over 2,000 lives through the STOMP Out Bullying HelpChat Crisis Line • Through our various support networks we have saved a total of 6,000 lives. These numbers increase daily. • Working with over 45,000 school partners to raise awareness and educate students • Over 20 Youth Leaders working to change the culture in schools across the country

We have always been an organization for kindness. The types of problems we tackle may have changed over the past decade, But our passion has never wavered. Ours is a higher purpose. We work so that youth may stand tall and be respected. With our help, youth are kinder. Schools are more inclusive. Communities have more equality. Society has more unity. So that, a culture of cruelty can become a culture of civility. So we devote ourselves to breaking down barriers, we give voice to the voiceless. We give belonging to those feeling left out. We welcome diversity and inclusivity. We work shoulder to shoulder in unity. We empower the fearful to be fearless in this pursuit. And together we will find the answers, to change the culture, for good.

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STOMP Out Bullying In the Media

It is with a heavy heart that we share the news that STOMP Out Bullying’s Board member and dear friend Scott Beaudoin has passed away.  

Scott joined the Board of STOMP Out Bullying 15 years ago and served in many capacities. His corporate expertise and passion to help children was a testament to the wonderful, selfless, kind person he was. 

Meet our friend Sarah McBride who has made history in Delaware as the first transgender American to be elected as a U.S. State Senator

Sarah McBride was a panelist for STOMP Out Bullying's 2018 Culture Shock Event. Watch: "Sarah McBride is 1st Transgender Person on State Senate" on YouTube.

Liam Payne, Ally Brooke, The Chainsmokers and More Call to End Bullying For World Day Of Bullying Prevention  

In light of this important day, Billboard, with the support of STOMP Out Bullying, asked artists to send a much-needed message of love and a call to action to end bullying in schools.

Ross Ellis, one of 100 Making a Difference, book by Fashion Photographer Jon Russo  

Ross was selected as one of “ 100 Making A Difference ” along with notable celebrities and changemakers in a book by celebrity fashion photographer Jon Russo.

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Cyberbullying Lesson Plan: Digital Literacy

*Click to open and customize your own copy of the  Cyberbullying Lesson Plan . 

This lesson accompanies the BrainPOP topic Cyberbullying , and supports the standard of identifying and describing unsafe actions online. Students demonstrate understanding through a variety of projects.

Step 1: ACTIVATE PRIOR KNOWLEDGE

Display this image from the movie (time code: 0:53): 

• How do you think this text makes Moby feel?
• Do you think this is cyberbullying? Why or why not? 

Step 2: BUILD KNOWLEDGE

• Read aloud the description on the Cyberbullying topic page .
• Play the Movie , pausing to check for understanding.
• Assign Related Reading . Have students read one of the following articles: “Graphs, Stats, and Numbers” or “Laws and Customs”. Partner them with someone who read a different article to share what they learned with each other.

Step 3: APPLY and ASSESS 

Assign the Cyberbullying Challenge and Quiz , prompting students to apply essential literacy skills while demonstrating what they learned about this topic.

Step 4: DEEPEN and EXTEND  

Students express what they learned about cyberbullying while practicing essential literacy skills with one or more of the following activities. Differentiate by assigning ones that meet individual student needs.

• Make-a-Movie : Produce a PSA about the issue of cyberbullying that answers this question: What are different strategies to deal with cyberbullies safely?
• Make-a-Map : Make a concept map identifying different strategies to solve the problem of cyberbullying.
• Creative Coding : Code a conversation where a character explains how to respond to a cyberbullying situation. 
• Primary Source Activity : Read the article and cite details to answer the questions.

More to Explore

Digital Citizenship Resources: Continue to build understanding around digital citizenship with more BrainPOP  BrainPOP’s topics, games, and teacher resources.

Social-Emotional Learning Collection : Continue to build understanding around empathy and respect with BrainPOP’s six-week SEL curriculum that addresses the five CASEL competencies.

Teacher Support Resources:

• Pause Point Overview : Video tutorial showing how Pause Points actively engage students  to stop, think, and express ideas.  
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• Learning Activities Support : Resources for best practices using BrainPOP.

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• Laws & Policies

California Anti-Bullying Laws & Policies

Components of State Anti-Bullying Laws and Regulations

Which California laws and regulations cover bullying?

• California Education Code §200
• California Education Code §201
• California Education Code §218
• California Education Code §234
• California Education Code §234.1
• California Education Code §234.2
• California Education Code §234.3
• California Education Code §234.4
• California Education Code §234.5
• California Education Code §234.6
• California Education Code §234.7
• California Education Code §32260
• California Education Code §32261
• California Education Code §32262
• California Education Code §32265
• California Education Code §32270
• California Education Code §32282
• California Education Code §32283
• California Education Code §32283.5
• California Education Code §33546
• California Education Code §46600
• California Education Code §48900
• California Education Code §48900.2
• California Education Code §48900.3
• California Education Code §48900.4
• California Education Code §48900.5
• California Education Code §48900.6
• California Education Code §48900.8
• California Education Code §48900.9
• California Education Code §49600
• 5 CCR § 4600. General definitions
• 5 CCR § 4610. Purpose and scope
• 5 CCR § 4620. LEA responsibilities
• 5 CCR § 4621. District policies and procedures
• 5 CCR § 4622. Notice
• 5 CCR § 4630. Filing a local complaint; Procedures, time lines
• 5 CCR § 4631. Responsibilities of the LEA
• 5 CCR § 4632. Appeal of LEA Investigation Report - Grounds
• 5 CCR § 4663. Appeal of LEA Investigation Report
• 5 CCR § 4664. Department investigation report
• 5 CCR § 4665. Reconsideration of department investigation report
• 5 CCR § 4670. Enforcement
• 5 CCR § 4806. Description of Intervention - Transformation Model

How are bullying and cyberbullying defined in California anti-bullying laws and regulations?

California anti-bullying laws and regulations include the following definitions of bullying and cyber sexual bullying:

"Bullying" means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a pupil or group of pupils as defined in Section 48900.2 , 48900.3 , or 48900.4 , directed toward one or more pupils that has or can be reasonably predicted to have the effect of one or more of the following:

• Placing a reasonable pupil or pupils in fear of harm to that pupil's or those pupils' person or property.
• Causing a reasonable pupil to experience a substantially detrimental effect on the pupil's physical or mental health.
• Causing a reasonable pupil to experience substantial interference with the pupil's academic performance.
• Causing a reasonable pupil to experience substantial interference with the pupil's ability to participate in or benefit from the services, activities, or privileges provided by a school.

"Electronic act" means the creation or transmission originated on or off the school site, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following:

• A message, text, sound, video, or image.
• Posting to or creating a burn page. "Burn page" means an internet website created for the purpose of having one or more of the effects listed in paragraph (1).
• Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in paragraph (1). "Credible impersonation" means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated.
• Creating a false profile for the purpose of having one or more of the effects listed in paragraph (1). "False profile" means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile.
• An act of cyber sexual bullying.
• For purposes of this clause, "cyber sexual bullying" means the dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual recording by a pupil to another pupil or to school personnel by means of an electronic act that has or can be reasonably predicted to have one or more of the effects described in subparagraphs (A) to (D), inclusive, of paragraph (1). A photograph or other visual recording, as described in this subclause, shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual recording of a minor where the minor is identifiable from the photograph, visual recording, or other electronic act.
• For purposes of this clause, "cyber sexual bullying" does not include a depiction, portrayal, or image that has any serious literary, artistic, educational, political, or scientific value or that involves athletic events or school-sanctioned activities.

Cal. Ed. Code § 48900 (2019)

Do California anti-bullying laws and regulations cover cyberbullying that occurs off-campus?

Yes. California anti-bullying laws cover off-campus conduct encompassing any electronic act where the creation or transmission originated on or off the school site.

What are the policy requirements for schools to prevent and respond to bullying behavior?

California school districts are required to adopt a policy prohibiting harassment, intimidation, or bullying and procedures for preventing acts of bullying and cyberbullying. School district policies must contain key policy and procedural elements, including, but not limited to:

• Statements prohibiting harassment, intimidation, or bullying;
• Procedures for reporting and investigations, including timelines for investigating and reporting complaints;
• Publications of antidiscrimination, anti-harassment, anti-intimidation, and anti-bullying laws;
• Resources available to support LGBTQ and other at-risk students;
• Protections for complainants from retaliation; and
• Identification of a district officer responsible for ensuring district compliances with requirements under the law.

California school districts are encouraged to maintain documentation of complaints and their resolution for a minimum of one review cycle.

Do California anti-bullying laws and regulations include protections for specific groups?

Yes. California anti-bullying laws require districts to adopt a policy that prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived characteristics including immigration status, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics.

California schools that receive federal funding are required by federal law to address discrimination based on certain personal characteristics. Find out when bullying may be a civil rights violation .

Do California anti-bullying laws and regulations encourage or require districts to implement bullying prevention programs or strategies?

Yes. California anti-bullying laws direct the Department of Education to display information, curricula, and resources that address bias-related discrimination, harassment, intimidation, cyber sexual bullying, and bullying. This includes the development of resources and strategies to increase support for LGBTQ students. California anti-bullying laws encourage school districts to inform pupils regarding available information and resources on the state department of education website regarding the dangers and consequences of cyber sexual bullying.

California anti-bullying laws also direct the Department of Education to develop an online training module to assist all school staff, school administrators, parents, pupils, and community members in increasing their knowledge of the dynamics of bullying and cyberbullying. The online training module shall include, but is not limited to, identifying an act of bullying or cyberbullying, and implementing strategies to address bullying and cyberbullying.

Do California anti-bullying laws and regulations encourage or require districts to train teachers and other school staff on how to respond to bullying incidents?

Yes. California anti-bullying laws also direct the Department of Education to develop an online training module to assist all school staff, school administrators, parents, pupils, and community members in increasing their knowledge of the dynamics of bullying and cyberbullying. The online training module shall include, but is not limited to, identifying an act of bullying or cyberbullying, and implementing strategies to address bullying and cyberbullying.

Do California anti-bullying laws and regulations encourage or require districts to provide safeguards or mental health supports for students involved with bullying?

Yes. California schools are encouraged to refer students involved with bullying to a school counselor, school psychologist, social worker, child welfare attendance personnel, school nurse, or other school support services personnel for case management, counseling, and participation in a restorative justice program, as appropriate.

Do California anti-bullying laws and regulations involve parents in efforts to address bullying behavior?

Yes. California school districts must inform parents or legal guardian when a student is involved in an act of harassment, intimidation, cyber sexual bullying, or bullying, and must make available information on statewide resources to parents or legal guardians regarding harassment, intimidation, cyber sexual bullying, and bullying.

For More Information

Visit the California Department of Education's " Bullying and Hate-Motivated Behavior Prevention " webpage and/or view the California state model policy for bullying prevention.

The key component framework used in the analysis of state laws is based on the review of legislation presented in the " Analysis of State Bullying Laws and Policies – December 2011 " (U.S. Department of Education).

Santa Clara Unified School District Unlocking infinite potential in every child

In This Section

Bullying and cyberbullying, what is bullying and cyberbullying.

Bullying  is defined as any severe or pervasive physical or verbal act(s) or conduct, including electronic communications by a student(s) that has, or can be, reasonably predicted to have, the effect of one or more of the following:

• Reasonable fear of harm to person or property; 
• Substantially detrimental effect on physical or mental health; or
• Substantial interference with academic performance.

SCUSD is committed to providing students with a school community free from bullying.  The school site is responsible for investigating allegations of bullying or harassment. 

If the bullying is based on a protected characteristic (such as race, ethnicity, gender, among others), you may immediately file a complaint with SCUSD Equity Compliance Officer, Lise Strom.  

Protected Characteristics

• National origin
• Sex (including sexual orientation, gender identity, or gender expression)
• Mental or physical disability
• Height or weight (obesity)
• Marital or family status
• Military status
• Genetic information

If you or someone you know is a victim of bullying or harassment, please report the incident directly to your school site administrator.   

Board Policy & Administrative Regulation

Scusd administrative regulation 5131.2, scusd board policy 5131.2.

Examples of Prohibited Conduct Bullying is an aggressive behavior that involves a real or perceived imbalance of power between individuals with the intent to cause emotional or physical harm. Bullying can be physical, verbal, or social/relational and may involve a single severe act or repetition or potential repetition of a deliberate act.  Bullying includes, but is not limited to, any act described in Education Code 48900(r). Cyberbullying includes the electronic creation or transmission of harassing communications, direct threats, or other harmful texts, sounds, or images.  Cyberbullying also includes breaking into another person's electronic account or assuming that person's online identity in order to damage that person's reputation. Examples of the types of conduct that may constitute bullying and are prohibited by the district include, but are not limited to:

• Physical bullying:  An act that inflicts harm upon a person's body or possessions, such as hitting, kicking, pinching, spitting, tripping, pushing, taking or breaking someone's possessions, or making cruel or rude hand gestures  
• Verbal bullying:  An act that includes saying or writing hurtful things, such as teasing, name-calling, inappropriate sexual comments, taunting, or threats to cause harm  
• Social/relational bullying:  An act that harms a person's reputation or relationships, such as leaving a person out of an activity on purpose, influencing others not to be friends with someone, spreading rumors, or embarrassing someone in public  
• Cyberbullying:  An act such as sending demeaning or hateful text messages or emails, spreading rumors by email or by posting on social networking sites, or posting or sharing embarrassing photos, videos, web site, or fake profiles

Measures to Prevent Bullying The Superintendent or designee shall implement measures to prevent bullying in district schools, including, but not limited to, the following:

• Ensuring that each school establishes clear rules for student conduct and implements strategies to promote a positive, collaborative school climate  
• Providing information to students, through student handbooks, district and school web sites and social media, and other age-appropriate means, about district and school rules related to bullying, mechanisms available for reporting incidents or threats, and the consequences for engaging in bullying  
• Encouraging students to notify school staff when they are being bullied or when they suspect that another student is being bullied, and providing means by which students may report threats or incidents confidentially and anonymously  
• Conducting an assessment of bullying incidents at each school and, if necessary, increasing supervision and security in areas where bullying most often occurs, such as playgrounds, hallways, restrooms, and cafeterias  
• Annually notifying district employees that, pursuant to Education Code 234.1, any school staff who witnesses an act of bullying against a student has a responsibility to immediately intervene to stop the incident when it is safe to do so

Staff Development The Superintendent or designee shall annually make available to all certificated staff and to other employees who have regular interaction with students the California Department of Education (CDE) online training module on the dynamics of bullying and cyberbullying, including the identification of bullying and cyberbullying and the implementation of strategies to address bullying.  (Education Code 32283.5) The Superintendent or designee shall provide training to teachers and other school staff to raise their awareness about the legal obligation of the district and its employees to prevent discrimination, harassment, intimidation, and bullying of district students.  Such training shall be designed to provide staff with the skills to:

• Discuss the diversity of the student body and school community, including their varying immigration experiences  
• Discuss bullying prevention strategies with students, and teach students to recognize the behavior and characteristics of bullying perpetrators and victims  
• Identify the signs of bullying or harassing behavior  
• Take immediate corrective action when bullying is observed  
• Report incidents to the appropriate authorities, including law enforcement in instances of criminal behavior

Information and Resources The Superintendent or designee shall post on the district's web site, in a prominent location and in a manner that is easily accessible to students and parents/guardians, information on bullying and harassment prevention which includes the following:  (Education Code 234.6)

• The district's policy on student suicide prevention, including a reference to the policy's age appropriateness for students in grades K-6  
• The definition of sex discrimination and harassment as described in Education Code 230, including the rights set forth in Education Code 221.8  
• Title IX information included on the district's web site pursuant to Education Code 221.61, and a link to the Title IX information included on CDE's web site pursuant to Education Code 221.6  
• District policies on student sexual harassment, prevention and response to hate violence, discrimination, harassment, intimidation, bullying, and cyberbullying  
• A section on social media bullying that includes all of the references described in Education Code 234.6 as possible forums for social media  
• A link to statewide resources, including community-based organizations, compiled by the CDE pursuant to Education Code 234.5.  
• Any additional information the Superintendent or designee deems important for preventing bullying and harassment

Student Instruction As appropriate, the district shall provide students with instruction, in the classroom or other educational settings, that promotes social-emotional learning, effective communication and conflict resolution skills, character development, respect for cultural and individual differences, self-esteem development, assertiveness skills, and appropriate online behavior. The district shall also educate students about the negative impact of bullying, discrimination, intimidation, and harassment based on actual or perceived immigration status, religious beliefs and customs, or any other individual bias or prejudice. Students should be taught the difference between appropriate and inappropriate behaviors, how to advocate for themselves, how to help another student who is being bullied, and when to seek assistance from a trusted adult. As role models for students, staff shall be expected to demonstrate effective problem-solving and anger management skills. To discourage cyberbullying, teachers may advise students to be cautious about sharing passwords, personal data, or private photos online and to consider the consequences of making negative comments about others online. Reporting and Filing of Complaints Any student, parent/guardian, or other individual who believes that a student has been subjected to bullying or who has witnessed bullying may report the incident to a teacher, the principal, a compliance officer, or any other available school employee. When a report of bullying is submitted, the principal or a district compliance officer shall inform the student or parent/guardian of the right to file a formal written complaint in accordance with AR 1312.3 - Uniform Complaint Procedures. The student who is the alleged victim of the bullying shall be given an opportunity to describe the incident, identify witnesses who may have relevant information, and provide other evidence of bullying. Within one business day of receiving such a report, a staff member shall notify the principal of the report, whether or not a uniform complaint is filed. In addition, any school employee who observes an incident of bullying involving a student shall, within one business day, report such observation to the principal or a district compliance officer, whether or not the alleged victim files a complaint. Within two business days of receiving a report of bullying, the principal shall notify the district compliance officer identified in AR 1312.3. When the circumstances involve cyberbullying, individuals with information about the activity shall be encouraged to save and print any electronic or digital messages that they feel constitute cyberbullying and to notify a teacher, the principal, or other employee so that the matter may be investigated. When a student uses a social networking site or service to bully or harass another student, the Superintendent or designee may file a request with the networking site or service to suspend the privileges of the student and to have the material removed. Discipline/Corrective Actions Corrective actions for a student who commits an act of bullying of any type may include counseling, behavioral intervention and education, and, if the behavior is severe or pervasive as defined in Education Code 48900, may include suspension or expulsion in accordance with district policies and regulations. When appropriate based on the severity or pervasiveness of the bullying, the Superintendent or designee shall notify the parents/guardians of victims and perpetrators and may contact law enforcement. Support Services The Superintendent, principal, or principal's designee may refer a victim, witness, perpetrator, or other student affected by an act of bullying to a school counselor, school psychologist, social worker, child welfare attendance personnel, school nurse, or other school support service personnel for case management, counseling, and/or participation in a restorative justice program as appropriate.  (Education Code 48900.9) If any student involved in bullying exhibits warning signs of suicidal thought or intention or of intent to harm another person, the Superintendent or designee shall, as appropriate, implement district intervention protocols which may include, but are not limited to, referral to district or community mental health services, other health professionals, and/or law enforcement.

The Governing Board recognizes the harmful effects of bullying on student well-being, student learning, and school attendance and desires to provide a safe school environment that protects students from physical and emotional harm. No individual or group shall, through physical, written, verbal, visual, or other means, harass, sexually harass, threaten, intimidate, cyberbully, cause bodily injury to, or commit hate violence against any student or school personnel, or retaliate against them for filing a complaint or participating in the complaint resolution process. The Superintendent or designee shall develop strategies for addressing bullying in district schools with the involvement of students, parents/guardians, and staff. As appropriate, the Superintendent or designee may also collaborate with social services, mental health services, law enforcement, courts, and other agencies and community organizations in the development and implementation of effective strategies to promote safety in schools and the community. Such strategies shall be incorporated into the comprehensive safety plan and, to the extent possible, into the local control and accountability plan and other applicable district and school plans. Any complaint of bullying shall be investigated and, if determined to be discriminatory, resolved in accordance with law and the district's uniform complaint procedures specified in AR 1312.3. If, during the investigation, it is determined that a complaint is about nondiscriminatory bullying, the principal or designee shall inform the complainant and shall take all necessary actions to resolve the complaint. If the Superintendent or designee believes it is in the best interest of a student who has been the victim of an act of bullying, as defined in Education Code 48900, the Superintendent or designee shall advise the student's parents/guardians that the student may transfer to another school.  If the parents/guardians of a student who has been the victim of an act of bullying requests a transfer for the student pursuant to Education Code 46600, the Superintendent or designee shall allow the transfer in accordance with law and district policy on intradistrict or interdistrict transfer, as applicable. Any employee who permits or engages in bullying or retaliation related to bullying shall be subject to disciplinary action, up to and including dismissal.  

Examples of bullying include, but are not limited to:

• Physical bullying, which includes, but is not limited to, intentional, unwelcome acts of beating, biting, fighting, hitting, kicking, poking, punching, pushing, shoving, spitting, tripping.
• Social or relationship bullying, which includes spreading rumors, manipulating relationships, exclusion, blackmailing, isolating, rejecting, using peer pressure and ranking personal characteristics.
• Malicious teasing among individuals who are not friends with the intention of invoking, harm, fear or intimidation.
• Malicious teasing among individuals based on the student's actual or perceived membership in a protected characteristic class.
• Cyberbullying, which includes, but is not limited, bullying through messages, texts, sounds or images. Sending or posting of unwanted comments, images, videos, and pictures that are done to intentionally harm or bully a student (whether it is based on protected class or not).
• Cyber sexual bullying/harassment, which includes when a student recipient receives an image and then shares that image to other students through text message, social media, or other electronic means, this is deemed to be cyber sexual bullying/harassment.
• Hazing, which includes, but is not limited to, requiring a student to eat or drink disgusting food/material, endure physical abuse, or engage in physically dangerous or humiliating activities as an initiation to join a student club or team.

Start with your school site principal.

For NON-Protected Characteristic Bullying / Cyberbullying Complaints

Brenda Carrillo Director of Student Services (408) 423-3532 [email protected] 1840 Benton Street Santa Clara, CA 95050

For Protected Characteristic Bullying / Cyberbullying Complaints

Lise Strom Equity Compliance Officer (408) 423-3509 [email protected] 1840 Benton Street Santa Clara, CA 95050

File a Uniform Complaint

Uniform Complaint Form Forma De Queja 

• DOI: 10.1002/casp.2876
• Corpus ID: 272118051

Perceived class cohesion as a protection strategy against cyber‐bullying in vulnerable students: A study of secondary school students

• Chiara Parisse , M. Marini , +3 authors Stefano Livi
• Published in Journal of Community &amp… 21 August 2024
• Psychology, Education
• Journal of Community & Applied Social Psychology

61 References

Perceiving oneself to be integrated into the peer group: a protective factor against victimization in children with learning disabilities, do positivity and sensitivity to cyber-bullying decrease cyber-bullying, individual strivings in social comparison processes: achievement motivation goals in the big-fish-little-pond effect, resilience and self-concept as mediating factors in the relationship between bullying victimization and sense of well-being among adolescents, positive reappraisal moderates depressive symptomology among adolescent bullying victims, behavior during cyberbullying episodes: initial validation of a new self-report scale., aspetti individuali, interpersonali e sociali del bullismo etnico: studio su un campione nazionale di studenti della scuola secondaria di primo grado, corematters: a bullying intervention pilot study, dispositional affect as a moderator in the relationship between role conflict and exposure to bullying behaviors, college student cyberbullying: self‐esteem, depression, loneliness, and attachment, related papers.

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Seth's Law (AB9) - Your Right To Not Be Bullied At School

• Esta Página en Español

NEW TOOLS TO PREVENT BULLYING IN CALIFORNIA SCHOOLS

California Education Code Sections 234, 234.1, 234.2, 234.3 AND 234.5

A FACT SHEET FROM THE ACLU OF CALIFORNIA

What is seth's law.

"Seth's Law" is a new law that strengthens existing state anti-bullying laws to help protect all California public school students. Seth's Law requires public schools in California to update their anti-bullying policies and programs, and it focuses on protecting students who are bullied based on their actual or perceived sexual orientation and gender identity/gender expression, as well as race, ethnicity, nationality, gender, disability, and religion. Seth's Law went into effect on July 1, 2012.

Why did the California Legislature pass Seth's Law?

California law says that all public school students should have equal rights and opportunities. Yet many lesbian, gay, bisexual, transgender, and questioning students report that they experience significant bullying in California schools. And teachers, administrators, and other staff often fail to address the bullying when they see it. Seth's Law is named after a 13-year-old California student who tragically took his own life in 2010 after years of anti-gay bullying that his school failed to address.

AT A GLANCE: What does state anti-bullying law require school districts to do?

• Adopt a strong anti-bullying policy that specifically spells out prohibited bases for bullying, including sexual orientation and gender identity/gender expression.
• Adopt a specific process for receiving and investigating complaints of bullying, including a requirement that school personnel intervene if they witness bullying.
• Publicize the anti-bullying policy and complaint process, including posting the policy in all schools and offices.
• Post on the district website materials to support victims of bullying.

School Personnel Must Intervene

Seth's Law specifically contains the following requirement: "If school personnel witness an act of discrimination, harassment, intimidation, or bullying, he or she shall take immediate steps to intervene when safe to do so." (Education Code Section 234.1(b)(1))

Anti-Bullying Policy

Each school district is required to adopt a policy that prohibits discrimination, harassment, intimidation, and bullying that applies to all acts related to school activity or school attendance occurring within a school.

Under Seth's Law, the policy must specifically prohibit discrimination, harassment, intimidation, and bullying based on these actual or perceived characteristics: disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, and sexual orientation. Discrimination, harassment, intimidation or bullying directed at someone associated with a person or group with one or more of the listed actual or perceived characteristics is also prohibited. (Education Code Section 234.1(a))

Anti-Bullying Complaint Process

School districts must adopt a process for receiving and investigating complaints of discrimination, harassment, intimidation, or bullying. The process must include a timeline to investigate and resolve complaints and an appeals process for the complainant. All complaints are to remain confidential, as appropriate, and schools are required to protect complainants from retaliation. (Education Code Section 234.1(b) & (f))

Publication of Anti-Bullying Policy and Complaint Process

School districts must publicize their anti-bullying policy and complaint process, including information about how to file a complaint, to students, parents, and the general public. The anti-bullying policy must be posted in all schools and offices, including staff lounges and student government meeting rooms. The anti-bullying policy and any complaint process forms must be translated, as appropriate. (Education Code Section 234.1(c) & (d))

Posting of Bullying Resources

School districts are required to post and annually update support resources to youth who have been subjected to school-based discrimination, harassment, intimidation, or bullying and their families on their websites. A list of these resources must also be provided to each school within the district. (Education Code Section 234.5)

Stay informed

• Education Equity
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• pdf Hoja de datos de la Ley de Seth (AB 9)

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Parent and Community Presentation

NOTE : Since April 2020, we have been offering every one of our presentations and trainings in virtual modalities (e.g., Zoom, WebEx, Teams, Hopin, Skype). Reach out if you need specifics, as we’ve optimized the way we engage with our audiences from afar!

Designed for parents and other adults who care about kids, this presentation provides a broad overview of the way teens are using and misusing their phones and various Internet-based technologies with a focus on cyberbullying, sexting, and unsafe social media practices. The latest apps and sites will be discussed, as well as what adults can do to mitigate problems within those environments. Specific subtopics include helping youth develop moral compasses, the pros and cons of filtering and monitoring, how to work with sites and apps to get problematic content taken down, how to work with the school, how to build resilience and empathy, and improve communication with your child.  In addition to an interactive presentation, we intentionally leave time at the end for questions and discussion to address any specific concerns participants have.

Combine this presentation with one or more student assemblies to give your whole school community a comprehensive education on issues related to the responsible use of technology. This session is also appropriate for churches, synagogues, libraries, community centers, scout leaders, parent groups, or any other adult organization interested in helping youth.

Key issues discussed : adolescent bullying; adolescent cyberbullying; teaching teens to be smart online; monitoring versus privacy; developmentally appropriate technology usage; parent-child communication

This presentation will help parents and community members:

• Identify popular online environments among adolescents today and recognize various forms of cyberbullying • Understand the scope and prevalence of the problem • Learn ways to best inquire about and respond to their technology use and abuse • Learn research-based parenting approaches designed to induce moral and ethical choices online (and offline) • Develop strategies to sharpen your ability to informally and formally monitor their actions • Learn how to report cyberbullying when you spot it, and how best to assist both aggressors and targets • Realize the importance of intentionally cultivating resilience and empathy, and how to use media to do so • Learn how to work with Internet Service Providers, Cell Phone Service Providers, and Content Providers • Discover the most promising techniques for tech use instruction, rule setting, communication, discipline, encouragement, and modeling

(60-75 minutes)

Here are numerous testimonials  from schools and other organizations with whom we have worked. Contact us today to discuss how we can work together!

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I was the violence victim, i am the perpetrator: bullying and cyberbullying perpetration and associated factors among adolescents.

1. Introduction

1.1. types of bullying, 1.2. bullying perpetration risk and protective factors, 1.3. bullying among adolescents and peer social dynamics, 1.4. research questions, 2. materials and methods, 2.1. design, 2.2. ethical considerations, 2.3. participants, 2.4. measures, 2.4.1. dependent variable, 2.4.2. covariates, 2.4.3. statistical analyses, 3.1. bullying and/or cyberbullying perpetration, 3.2. bullying and/or cyberbullying perpetration and associated factors, 4. discussion, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Share and Cite

Jankowiak, B.; Jaskulska, S.; Pérez-Martínez, V.; Pyżalski, J.; Sanz-Barbero, B.; Bowes, N.; Claire, K.D.; Neves, S.; Topa, J.; Silva, E.; et al. I Was the Violence Victim, I Am the Perpetrator: Bullying and Cyberbullying Perpetration and Associated Factors among Adolescents. Soc. Sci. 2024 , 13 , 452. https://doi.org/10.3390/socsci13090452

Jankowiak B, Jaskulska S, Pérez-Martínez V, Pyżalski J, Sanz-Barbero B, Bowes N, Claire KD, Neves S, Topa J, Silva E, et al. I Was the Violence Victim, I Am the Perpetrator: Bullying and Cyberbullying Perpetration and Associated Factors among Adolescents. Social Sciences . 2024; 13(9):452. https://doi.org/10.3390/socsci13090452

Jankowiak, Barbara, Sylwia Jaskulska, Vanesa Pérez-Martínez, Jacek Pyżalski, Belén Sanz-Barbero, Nicola Bowes, Karen De Claire, Sofia Neves, Joana Topa, Estefânia Silva, and et al. 2024. "I Was the Violence Victim, I Am the Perpetrator: Bullying and Cyberbullying Perpetration and Associated Factors among Adolescents" Social Sciences 13, no. 9: 452. https://doi.org/10.3390/socsci13090452

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