| Summary: | Studies suggest that girls are more at risk than boys to experience cyberbullying
due to their "inherent vulnerable position within society" (Navarro & Jasinski, 2013, p.
287). Those who are targeted are more likely to experience a variety of repercussions
inclusive of anger, social anxiety, despair, higher levels of depression, suicidal ideation,
lower self-esteem, headaches, academic problems, drug and alcohol addiction, pedagogical
problems for teachers, and higher rates of absenteeism (Brandau & Evanson, 2018;
DePaolis & Williford 2014; Eden; Kowalski & Limber, 2012; Navarro, Ruiz-Oliva,
Larrañaga & Yubero, 2013; Navarro & Jasinski, 2013). In this study, key middle
school personnel were interviewed to better understand the cyberbullying experiences of
middle school girls. The data gathered yielded three significant themes: 1. The
vulnerability of girls was amplified through cyberbullying; 2. The post-cyberbullying
experiences of girls were significant; and 3. The post-cyberbullying experiences of the
adults involved were salient. One of the more unexpected findings to emerge in this study
was the significant amount of time and frustration indicated by the school-based personnel
to resolve and counsel those impacted by cyberbullying. This research was relevant to the
type of understanding needed not only in the cyberbullying literature, but its implications
for school and district-based personnel who have a vested stake in the health and well-being
of all students. Cyberbullying's importance was embedded in its negative impact on the
academic, social, and psychological effects it has upon those victimized.--Author's
abstract
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