Cyberbullying

What is cyberbullying?

Cyberbullying is not an isolated occurrence. According to a 2026 UN reportExternal link, opens in new window. , between 15 and 20 % of children worldwide are victims of cyberbullying, although the report also highlighted that the actual figure could be higher. Furthermore, a study by the organisation itself, based on a survey of more than 30,000 children, also estimates that 66 % of children believe cyberbullying has increased and one in two do not know how to report an incident or seek help. However, cyberbullying is not uniform: the OECD study Bullying in Schools: Prevalence, Impact and Responses in Different Countries [PDF] shows that "minority groups are disproportionately affected by cyberbullying".

According to a study by Spanish pollster IPSOS, respondents look to governments for solutions. Yet they find no answers – or at least that is what can be inferred from the following figure: 76 % of respondents believe that the governments of the countries surveyed do not pay sufficient attention to cyberbullying. For UNESCO, this problem undermines the effective achievement of Sustainable Development Goal 4 on quality education, and for this reason it promotes campaigns such as the International Day Against Violence and Bullying in Schools, including cyberbullying, which takes place on the first Thursday in November. Its aim is precisely to raise awareness by facilitating access to resources and providing clear guidance to drive change.

Every child experiences it in a different way and every situation is different but the psychological scars of cyberbullying are generally serious: it harms children's self-esteem and ability to relate to others, and in extreme cases can lead to depression. Any student can become a victim of these attacks, although it is more probable in these cases:

• Certain personal or social factors can increase a child's vulnerability to bullying when bullies use them as grounds for discrimination.
• Low self-esteem, insecurity or a lack of social skills complicate relationships with others, the response to conflict and the defence of personal rights.
• The most vulnerable children are those who have few friends to support and protect them.

 SEE INFOGRAPHIC: Ten ways to detect school bullying [PDF]

To recognise, prevent and take action against school bullying it is necessary to observe, be alert to signs of withdrawal and show warmth and empathy towards the person. It is also important to correct the bully's behaviour and teach them values so that they understand the harm they are causing and the consequences of their actions. Furthermore, the school must be informed so that it can initiate support protocol and educational measures.

What are the differences between bullying and cyberbullying?

Traditional and virtual bullying are closely related, as they both prevent equal access to education and thwart the creation of inclusive, protected and non-violent learning environments for all children and adolescents. But at the same time there are some differences that make the impact and consequences of cyberbullying more serious. The Internet and electronic devices make the perpetrators more confident and they act more impulsively and aggressively, daring to do things that they would not do in other circumstances. Why does this occur?

• The ease of hiding on the Internet helps children to feel somehow invulnerable, invincible and irresponsible.
• As this is bullying at a distance, it reduces the empathy of the attacker with the victim and it makes it more difficult for the attacker to be aware of the psychological harm that he or she is causing.
• The Internet increases the virality of these attitudes because it allows children to join in bullying more easily by sharing or adding likes to offensive posts.
• The instant, impulsive replies which the immediate communication typical of the Internet can give rise to may make conflicts worse.

The lack of a code of good conduct for the Internet leads to behaviour that would not occur in person.

Cyberbullying using artificial intelligence: deepfakes and identity theft

Generative artificial intelligence also plays a significant role in cases of cyberbullying, as it is most often used to create fake videos and images that realistically mimic a person's appearance, gestures or voice (deepfakes), and in one in three cases it is used to impersonate a classmate. Perpetrators usually produce such material to facilitate fraud, threats, acts of revenge or mockery. Specifically, the RAND Corporation think tank states that cases of deepfakes in schools are on the rise in lower secondary and upper secondary education.Enlace externo, se abre en ventana nueva. 

Furthermore, according to the British organisation NSPCC (National Society for the Prevention of Cruelty to Children), some pupils do not speak out about these incidents for fear that the content will be shared more widely and lead to misunderstandings.

Protecting yourself and others from cyber-bullying

If you find yourself in a cyberbullying situation, the most important thing to do is to seek help and speak up. However, UNICEF lists a number of steps you can take to protect your mental and emotional health:

• Stay calm and be patient. Keep all evidence of bullying, as it may be important when reporting the situation to the authorities.
• Block the bully. Use the blocking tools on the platform where the harassment is taking place to prevent the harasser from continuing to contact you.
• Report the bullying. Report the situation over the social network or app where it is taking place.
• Get help. Don't confront the bully alone. Seek support from family, friends and share what is happening with others. Ask for advice on how to deal with the situation best. 

There are also ways to support people experiencing cyberbullying:

• Listen without judging
• Offer your help
• Encourage seeking professional help
• Offer companionship and understanding

How can cyberbullying be prevented?

Preventing cyberbullying is important to ensure the safety of digital users, particularly children and teenagers who use these platforms daily. It is crucial to remember that such behaviour is not usually isolated but often accompanies pre-existing bullying. Cyberbullying can be prevented through training sessions for teachers and pupils, the creation of action plans and active monitoring for warning signs.

Tackling cyberbullying in different countries

Finland, Italy and the Netherlands have succeeded in reducing the amount of bullying and cyberbullying in schools with the KiVa program. This educational project from the University of Turku (Finland) began in 2009 and since then has received, among others, the European Crime Prevention Award because of its results. According to the programme's own estimates 98 % of victims of school bullying who took part in KiVaExternal link, opens in new window.  felt that their situation had improved.  The project has expanded to other countries such as Belgium, Estonia, France, Ireland, Italy, New Zealand, Spain, South Africa, Sweden, Switzerland, the Czech Republic, the Netherlands and the UK. In addition to preventing school bullying, KiVa provides tools for intervention by teachers, helps the victims to overcome the symptoms and helps bullies develop their ability to show their feelings in another way.

But KiVa is not alone. The problem of bullying has led to other programs that are fighting to eradicate it. One of them is ZERO. This Norwegian program has been successfully implemented in a number of countries in Latin America, including Chile, Peru and Mexico. It starts from the premise that bullying is aggression designed to bring social rewards, such as power, and focuses on reducing these and increasing the gratification produced by positive behaviour. 

The role of the teacher is fundamental because they are responsible for teaching children how to live together and fostering a sense of community. In Switzerland, the Be-Prox programme was launched, which focuses on teaching values to promote positive social relationships amongst children. In Spain, the TEI programme is based on peer mentoring, with pupils from two higher year groups providing emotional support to their classmates. Also worth highlighting is the Irish ABC model, which includes the introduction of two compulsory subjects: Personal Health Education and Civic, Social and Political Education. And we must not forget to mention the pioneers: the Pikas programme, which seeks to reconcile the aggressor and the victim through a group meeting, and the Olweus programme, which aims to foster peer relationships. The European Union is also promoting the "Better Internet for Kids" initiative, which provides information, guidance and resources to improve the online experience for children and young people, aiming to create an increasingly safe space for everyone.

In recent years, various apps have been developed to improve communication between pupils, teachers, schools and families. Below we take a look at some of them. B-resol is an app for conducting digital mediation within schools. It enables the rapid detection of bullying cases within the school. There is also the "Stop Bullying" feature in Dinantia, an app that streamlines communication between families and schools. Through this feature users can report potential cases – either anonymously or by revealing their identity – and attach files, photographs and videos. Because digital tools are part of the problem… and part of the solution.