High school teachers' perceptions of cyberbullying prevention and intervention strategies
High school, cyber-bullying, bullying, teachers perceptions, student behavior
Recent meta‐analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long‐lasting negative effects and that cyberbullying “prepares students for life.” Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy‐in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. © 2012 Wiley Periodicals, Inc.
Original Publication Citation
Stauffer, S., Heath, M. A., Coyne, S. M., & Ferrin, S. (2012). High school teachers’ perceptions of cyber bullying: Prevention and intervention strategies. Psychology in the Schools, 49, 353-367.
BYU ScholarsArchive Citation
Heath, Melissa Allen; Stauffer, Sterling V.; Coyne, Sarah; and Ferrin, Scott Ellis, "High school teachers' perceptions of cyberbullying prevention and intervention strategies" (2012). Faculty Publications. 2329.
Psychology in Schools
Family, Home, and Social Sciences
Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company