'The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying

Journal article


Macaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina 2020. 'The more public it is, the more severe it is’: teachers’ perceptions on the roles of publicity and severity in cyberbullying. Research Papers in Education. https://doi.org/10.1080/02671522.2020.1767183
AuthorsMacaulay, Peter, Betts, Lucy R., Stiller, James and Kellezi, Blerina
Abstract

Those in the teaching profession are facing additional challenges when responding to cyberbullying due to the unique features of publicity and severity. Such features are known to negatively impact on young people’s cyberbullying experiences. Teachers’ views on publicity and severity of cyberbullying are currently unknown. The current research draws on data from 10 focus groups with 63 teachers (10 males) who taught across primary, secondary, and college educational levels in the UK. Reflexive thematic analysis identified three themes: (a) role of severity, (b) differential roles of publicity, and (c) bystander intentions. Participants discussed the role of severity, where visual acts of cyberbullying were perceived more severe than written forms, suggesting the type of cyberbullying is an important indicator in perceived severity. Participants acknowledged how cyberbullying can transition from private, semi-public, and public incidents, which influenced their perceived intervention strategies. Finally, levels of publicity were discussed regarding young people’s bystander intentions, with public incidents of cyberbullying instigating positive and negative bystander intervention. The findings are discussed in relation to practical implications, especially the need to promote awareness for teachers on the issues of publicity and severity in cyberbullying.

KeywordsEducation; cyberbullying; bystanders
Year2020
JournalResearch Papers in Education
PublisherInforma UK Limited
ISSN0267-1522
1470-1146
Digital Object Identifier (DOI)https://doi.org/10.1080/02671522.2020.1767183
Web address (URL)http://hdl.handle.net/10545/625955
hdl:10545/625955
Publication dates18 May 2020
Publication process dates
Deposited23 Aug 2021, 10:24
Accepted06 May 2020
ContributorsStaffordshire University and Nottingham Trent University
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File Access Level
Open
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https://repository.derby.ac.uk/item/9500q/-the-more-public-it-is-the-more-severe-it-is-teachers-perceptions-on-the-roles-of-publicity-and-severity-in-cyberbullying

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