Psycho-social effects of cyberbullying in selected secondary schools, KwaZulu-Natal, South Africa
DOI:
https://doi.org/10.38140/ijer-2025.vol7.s1.12Keywords:
Bullying, cyberbullying, cyber victimisation, psycho-social effects, collaborative partnershipAbstract
The psychological and social effects of cyberbullying on secondary school students are deep and far-reaching. Effectively addressing this issue requires a holistic approach involving the active participation of researchers alongside educators. Therefore, this study aimed to explore the psychological and social influence of cyberbullying on secondary school learners in selected KwaZulu-Natal secondary schools, South Africa. The Coping with Cyber Bullying Questionnaire (CWCBQ) was adopted from Sticca's works. While the p-value was used to establish the psychological and social influence of cyberbullying among secondary school learners, the independent t-test (?=?0.05) was used to compare differences in opinions among learners regarding the psychosocial effects of cyberbullying on victims in secondary schools. The study revealed that there were no statistical differences in cyberbullying behaviour and psychosocial effects on victims in secondary schools. Very few learners affirmed that cyberbullying could cause social and psychological harm to the lives of those who are bullied online. The study recommended the collaboration of various stakeholders, including learners, parents, teachers, school administrators, psychologists, social workers, and law enforcement agencies, to participate in the reduction, prevention, and management of cyberbullying in schools.
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