2026-07-09T22:28:21Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/108662025-09-15T09:47:03Zcom_10259_7570com_10259_3989com_10259.4_106com_10259_2604col_10259_8494

00925njm 22002777a 4500 dc Sanmartín Feijóo, Sandra author Sargioti, Aikaterini author Sciacca, Beatrice author McGarrigle, Jane author 2023-05 Research shows that cyberbullying is a significant issue encountered online by children in Ireland. Researchers and educators recognise the importance of the role of peer bystanders in bullying situations, but more research is needed in this regard within an Irish context. Moreover, there appears to be a general lack of literature on the role of bystanders in cyberbullying situations. Therefore, this research study commissioned by Webwise was conducted by DCU Anti-Bullying Centre and aims to explore online bystander behaviour among young people in Ireland. A sample consisting of 212 students aged 13 to 17 years completed an online survey including questions regarding participants use of the internet and digital devices and bystander behaviour. The key quantitative research finding evidenced that victimisation online is prevalent with 45.3% of participants reporting that they had witnessed cyberbullying over the last number of months. The most frequent mistreatment identified related to direct verbal abuse and occurs most often on social media. Similarly, it is mostly initiated and perpetuated by strangers or classmates of the target. Another important finding of note is that, albeit bystanders are, in general, aware of the protective mechanisms provided by social media such as the in-app reporting tool(s) or block button(s), they tend not to use them to help targets. However, the responses to the Behaviour during cyberbullying episodes scale developed by Pozzoli & Gini (2020) showed that cyberdefending targets was more common than any other role. Qualitative findings of participant responses showed that where bystanders take part in the abusive behaviour, they tend to either justify that the target was in some way deserving of the cyberbullying, that they were acting due to peer pressure, or that they perceived (cyber)bullying as normal behaviour. When asked about additional supports to assist bystanders to take responsibility, some participants felt that nothing can be done to suppress bullying, while others suggested technical improvements to be put in place or source alternative practical solutions outside of the online world such as digital etiquette training Finally, when asked what advice they would give to those who experience bullying, the majority of participants responded that they would report the issue in-app and tell a trusted adult while some participants reported that they would not deliver any advice. The findings of this research study should help inform educational programme and prevention/ intervention methodologies to reduce cyberbullying and its adverse effects. 978-1-911669-62-3 https://hdl.handle.net/10259/10866 Bystander Behaviour Online Among Young People in Ireland