Department of Sociology, City, University of London, London EC1V 0HB, UK.
Department of Health and Medical Sciences, University of Surrey, Guildford GU2 7XH, UK.
Int J Environ Res Public Health. 2019 Apr 4;16(7):1217. doi: 10.3390/ijerph16071217.
Research on cyberbullying amongst students has tended to be conducted separately within specific education institutional contexts, schools, further education (FE) and higher education (HE), neglecting a view that takes account of the entire educational lifespan. The present article addresses this gap in the literature, providing a novel take on examining its nature, social environments, legal consequences and potentially helpful interventions. To facilitate this, the article conceptualises cyberbullying in broad terms, recognising that it can take multiple forms of online and digital practice including: spreading rumours, ridiculing and/or demeaning another person, casting aspirations on the grounds of race, disability, gender, religion or sexual orientation; seeking revenge or deliberately embarrassing a person by posting intimate photos or videos about them without their consent; accessing another's social networking profiles with malicious intent and socially excluding a person from a social network or gaming site. This article demonstrates that harm from cyberbullying is a cause for concern for students at each developmental stage and that there are continuities in its appearance that need to be challenged at each point in the educational lifespan. And inaccurately, by university, the idea that 'nothing can be done' still is one of the main concerns for the victims. The article concludes with five key recommendations for future research and practice across the educational lifespan.
学生网络欺凌问题的研究往往是在特定教育机构背景下（如学校、继续教育和高等教育）分别进行的，忽视了将整个教育生涯纳入考虑的观点。本文弥补了这一文献空白，提出了一种新颖的视角，审视了网络欺凌的性质、社会环境、法律后果以及潜在的有益干预措施。为了便于理解，本文从广义上对网络欺凌进行了概念化，认识到它可以采取多种在线和数字形式的实践，包括：散布谣言、嘲笑和/或贬低他人、以种族、残疾、性别、宗教或性取向为由对他人抱有期望；未经他人同意，为了报复或故意使他人难堪而发布有关他们的亲密照片或视频；恶意访问他人的社交网络资料，将他人从社交网络或游戏网站中排挤出去。本文表明，网络欺凌给每个发展阶段的学生都带来了伤害，需要在教育生涯的每个阶段都对其表现出的连续性加以挑战。而且，人们错误地认为，“无能为力”是大学阶段学生的主要担忧之一。文章最后提出了五个关于未来在整个教育生涯中进行研究和实践的关键建议。
