Merchant 1

Cyberscare: Student Perceptions and Awareness of Cyberbullying

There are countless rude comments on the Internet. While posting these may seem

inconsequential in the moment, according to Graces Law, a person who commits cyberbullying

in the state of Maryland is guilty of a misdemeanor and may be fined for up to five hundred

dollars or jailed for up to a year (A Brief Review 9). Even more serious than the legal

implications of cyberbullying are the harmful effects on the well-beings of victims of online

harassment. Despite the severity and harsh implications of cyberbullying, students are overall

unaware of effects on victims, sources for help, or legislation. Misunderstanding simply causes

the issue to affect more youth. Since schools are often held accountable for resolving

cyberbullying, the issue should be logically addressed in such facilities. Due to the widespread

impact and misunderstanding of cyberbullying, government funding should be allocated for

cyberbullying awareness programs for students in all grade levels.

Due to the global prevalence of the Internet, cyberbullying is not limited to particular

cultures but rather can be found throughout the world (Kowalski et al. 36). The majority of

youth have Internet or cellphone access, putting them at risk for encountering online harassment

(Coburn et al. 2). Various studies performed in numerous different countries reveal that about

5.6-28% of youth in each country have been cyberbullied (Li 4; evkov et al. 2; Bryce and

Fraser 2). Though the majority of youth have not personally been cyberbullied, 90% of

adolescents have either witnessed or engaged in online harassment (Notar et al. 1). Even if only

as a bystander, most students have in some form encountered the cyberbullying. Given the large

number of students affected by cyberbullying, most appear to be aware of its existence and many

have personal experience with the problem. Online harassment is also overwhelmingly seen by

students as a serious problem. 90% of university respondents believe that cyberbullying is simply
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wrong (Lawler and Molluzzo 3). Students agree that cyberbullying is serious and potentially

dangerous given the harmful effects it can have (Bryce and Fraser 3). Youth are generally

mindful of online harassment and its severe consequences, yet the problem continues. Students

need further education on recognizing and resolving cyberbullying to make progress in reducing

its online prevalence.

The issue of online harassment is most commonly looked at in K-12 schools, but the

problem does not simply disappear when students reach university age (Washington 22). Around

half of university students have personal experience with cyberbullying, whether they or a person

they know have encountered it (Lawler and Molluzzo 3; Washington 23). Since the problem

persists among older people and later school level, online harassment cannot merely be attributed

to the behavior of adolescents, since the problem persists among older people and later school

levels. Educating youth is necessary to establish lasting knowledge about the issue of online

harassment that could assist them in the future.

The prevalence of cyberbullying is serious because the problem is harmful for all

involved. Victims of online harassment may experience humiliation or suicidal thoughts

(Lewinsky). One of five victims felt afraid after they were harassed (Herrera et al. 5). This fear

may be caused by the harassment involving threats or the ubiquitous nature of the Internet

preventing escape from the bullying. Targets of cyberbullying suffer from anxiety, insecurity,

depression, low self-esteem and self blame (Lawrence and Adams 4; Carrera et al. 5). Some

victims also engage in destructive or violent behaviors, including possibly bringing a weapon to

school (Carrera et al. 5; Parris et al. 2). The negative impacts reveal the importance of finding a

way to reduce online harassment.

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Internal issues of students involved in bullying affect his or her connection to school.

Bullies and students unaffiliated with cyberbullying see their peers in a more positive light than

victims (Bayer and Uanok 4). Youth at all involved with bullying feel less safe or less connected

with their school than their unaffiliated peers (Bradshaw et al. 6). Feelings of disconnect is

harmful for school performance, since students learn best in an engaging environment

(Bhukhanwala 3). Consequently, it is not surprising that 35% of victims suffer from falling

grades (Herrera et al. 6). Additionally, bullying victims are more likely to drop out of school

(Lawrence and Adams 4). The link between cyberbullying and its negative impact on school

view and performance reveal why the two are connected. Addressing resolutions for online

harassment in school could make a more positive association between the two and help reconnect

disillusioned students.

There is a wide range of youth reactions to online harassment. Student responses may be

grouped into two categories: avoidance or approach (Parris et al. 2). Avoidance includes finding

distance from the harassment or not reacting to it. Two out of five victims simply attempt to

ignore the bully (Li 9). Approach involves attempting to interact with the harasser in some way.

Some students believe that working out problems in person to better understand tone and feelings

of others is an effective response (Parris et al. 12). Subdued victims cry and withdraw themselves

when bullied, while more aggressive ones may try to fight back (Lawrence and Adams 4). Due to

the diversity of student responses, education in effective reactions could help students better

resolve incidents of cyberbullying.

Effective solutions to solve cyberbullying are additionally necessary because of flawed

legislation. Laws usually place expectations on schools to resolve cases of cyberbullying (A

Brief Review 9). In some cases, this provides dangerously expanded school authority. Some
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laws impose punishments too severe on the bully or even the victim (Coburn et al. 7). The laws

are frightening to younger children who fear that their Internet privileges will be revoked if they

report experiencing cyberbullied, as is true in some locations (Washington 24; Coburn et al. 6).

Laws are also sometimes unjustly applied, as was seen in one case in which black students were

found to have been disproportionately punished more (Coburn et al. 6). Schools are also

sometimes accused of violating students constitutional rights. There is a debate of cyberbullying

laws restricting youths right of free speech (Cyberbullying: A Review 6). In some areas,

schools have the authority to invade adolescents privacy by monitoring their Internet history

inside or outside of school (Suski 45). Academic facilities are enabled in some cases to violate

student rights to reduce cyberbullying. Laws need to be more specific in how cyberbullying

should be resolved to prevent schools from having too much authority and protect students.

Though legislation is sometimes too harsh, it is sometimes too weak. Cyberbullying laws

often fail to protect some victims of the problem. A few American laws address online

harassment, but only permit intervention in cases of real threats facing the victim (Washington

5). There is no federal online harassment cyberbullying in the United States (A Brief Overview

1). Each state has its own unique cyberbullying laws, so the punishments are inconsistent across

the country. The laws also constantly change, so school officials are often afraid to take action

for fear of violating new rules (Cyberbullying: A Review 6). In other cases, teachers do not

intervene because they simply do not know why or how the issue should be addressed

(Bhukhanwala 4). Developing a way of handling cyberbullying that all students can benefit from

is essential for improving the situation.

Regardless of how effective the legislation is, youth are typically unaware of the laws.

Students often misunderstand the law or how it would apply to them (Coburn et al. 6).
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Additionally, with regards to ever-changing laws, many youth may not even be aware of the

new law and therefore may not know that their behaviour is illegal (Coburn et al. 6). Only 40%

of university respondents said that they were knowledgeable of cyberbullying legislation (Lawler

and Molluzzo 4). Education in cyberbullying laws would reduce confusion and ensure that

students know the consequences of online harassment.

Students are unsure of whether school staff can properly assist in cases of online

harassment. Only about 2.1% of respondents said that a school official assisted them in their

problem (Li 9). Few students trusted school officials to properly understand or help with their

problem (Li 13). College students neither agreed nor disagreed on whether university

administration and professors were appropriately aware or understanding of the problem of

cyberbullying (Lawler and Molluzzo 6). However, in some countries, such as Turkey in which

there is a more traditional culture and higher respect for discipline, students see teachers and

interventions by authority figures more positively (Bayer and Uanok 4). Cyberbullying

education through schools would better instill trust in students for school officials ability to help.

It is essential that students report cyberbullying and receive proper assistance when

seeking help. Half of adolescents stated that no one helped them with their online harassment

problem (Li 9). Once a student does not receive proper help after reporting cyberbullying the

first time, he or she will be discouraged from reporting a future problem (Holfeld and Grabe 5).

Students must be informed on how to seek aid for resolving cases of cyberbullying.

On a larger scale, society as a whole must be more informed on online harassment. Some

students disregard online harassment targeted towards them, seeing it as a weak way of

addressing someone rather than stating rude thoughts in person (Parris et al. 11). Though these

youth are fortunately unaffected, this mentality is dangerous as it pushes the idea that victims
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who do feel devastating effects are weak. The media also promote harmful emotional attitudes

towards cyberbullying. Tragic stories of cyberbullying are so common that people without a

strong personal stake in the issue have dulled emotions and do not fully grasp the gravity of the

conditions (Lewinsky). The media publish stories frequently because people view them but are

not emotionally affected (Lewinsky). Overexposure to tragic cases is causing true understanding

and feelings of the situation to diminish. Cyberbullying is portrayed as so intense that adults and

students often feel hopeless in the face of it (Olweus 2). There is a belief due to the coverage that

there is no way to stop cyberbullying. Victims tragic stories simply add to the hopeless feeling to

create a mentality that it is impossible to tackle online harassment. Educating students is a step

towards achieving widespread understanding and motivation to beat cyberbullying.

Cyberbullying is a problem affecting people of diverse backgrounds across the globe.

With the vast use of technology today, the issue is inescapable for countless youth who suffer

from the issue. Misunderstanding of online harassment contributes to flawed legislation, weak

support for victims, and the further spreading of the problem. Government funding should be

allocated to inform youth on cyberbullying and how to address it to reduce the issues damage

and keep students safe. If todays students are better prepared to handle cyberbullying, in the

future, they will become teachers, lawmakers, or even just Internet-users who are better able to

establish a safer online environment.

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