Abstract
Schools have prioritized fighting cyberbullying by implementing intervention programs. Yet few interventions have been studied for their effectiveness in reducing cyberbullying and improving socio-emotional aspects in the classroom. This study reports the results of the Safe Surfing intervention program designed to reduce cyberbullying in WhatsApp classmate discourse. Data were collected in the 2017-2018 school year from 533 students in 25 fourth- to sixth-grade classes (50% females) in six elementary schools in Israel. Two of the schools served as the control group. Results indicated a significant decrease in WhatsApp cyberbullying victimization and a significant improvement of classroom climate and student sense of class belonging in the experiment group. This compared with a significant increase in cyberbullying and a significant decrease in classroom climate and student sense of belonging in the control group. Educational implications are discussed. The findings demonstrate the achievements of the anti-cyberbullying intervention program, alongside the threats of avoiding intervention.
| Original language | English |
|---|---|
| Pages (from-to) | 550-576 |
| Number of pages | 27 |
| Journal | Journal of Early Adolescence |
| Volume | 41 |
| Issue number | 4 |
| DOIs | |
| State | Published - Apr 2021 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© The Author(s) 2020.
Keywords
- bullying
- classroom behavior/environment
- intervention/prevention
- media and technology (music, TV, magazines, Internet, gaming, iphones and messaging
- networks
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