ABSTRACT Background Cyberbullying is a significant problem for young people and secondary schools are the main institutions expected to address it. School anti-bullying measures have only modestly reduced the problem to date. Purpose This study aimed to examine the perspectives of members within the school community regarding their actions to reduce cyberbullying. Method School stakeholders were recruited from two large independent high schools in Australia. Overall, four school leaders, two key personnel with roles in cyberbullying prevention, and two parents participated in semi-structured interviews, while two groups of Year 9 teachers, and four groups of Year 9 students (aged 13–15 years) participated in focus groups. Interview and focus group protocols were developed to gather views about prevention and intervention measures for cyberbullying in the stakeholders’ schools. Copies of anti-cyberbullying policies and documents were also collected for review. Analysis A thematic content analysis was conducted on 14 stakeholder transcripts from interviews and focus groups, and school policy documents were reviewed for anti-bullying components. The distal systems of a social-ecological framework were used to frame a wider view of school efforts to prevent and intervene in cyberbullying. Findings The content analysis and review showed that school actions were reflective of evidence-based best practice. However, despite actions towards making students safe from cyberbullying, stakeholders were left questioning why these incidents were still observed. The analysis revealed that the continued presence of cyberbullying was not simply attributable to ineffective school practices, but rather from societal influences. Three macrosystem themes were identified from the data: the culture of technology; the legal framework; and the media portrayal of cyberbullying. These macrosystem influences could be seen impacting four school exosystems (i.e. communities of school practice): the parent community, the organisational community, the support and advice community, and commercial communities of schools. Conclusion The macrosystems and exosystems of schools are influencing school actions, with implications for the reduction of student cyberbullying.

中文翻译：

---

是什么影响了澳大利亚中学预防和干预网络欺凌的努力？

摘要 背景 网络欺凌对年轻人来说是一个重大问题，而中学则是解决这一问题的主要机构。迄今为止，学校反欺凌措施只是适度地减少了这个问题。目的 本研究旨在调查学校社区成员对减少网络欺凌行为的看法。Method School 的利益相关者是从澳大利亚的两所大型独立高中招募的。总体而言，四名学校领导、两名负责预防网络欺凌的关键人员和两名家长参与了半结构化访谈，而两组 9 年级教师和四组 9 年级学生（13-15 岁）参与了重点访谈。组。制定了访谈和焦点小组协议，以收集有关利益相关者学校网络欺凌的预防和干预措施的意见。还收集了反网络欺凌政策和文件的副本以供审查。分析 对来自访谈和焦点小组的 14 份利益相关者的成绩单进行了主题内容分析，并审查了学校政策文件中的反欺凌成分。社会生态框架的远端系统被用来构建更广泛的学校预防和干预网络欺凌行为的视角。结果 内容分析和审查表明，学校的行动反映了以证据为基础的最佳实践。然而，尽管采取了使学生免受网络欺凌的行动，但利益相关者仍然质疑为什么仍然观察到这些事件。分析表明，网络欺凌的持续存在不仅仅归因于无效的学校做法，而是来自社会影响。从数据中确定了三个宏观系统主题：技术文化；法律框架；以及媒体对网络欺凌的描述。这些宏观系统影响可以被视为影响四个学校外部系统（即学校实践社区）：家长社区、组织社区、支持和建议社区以及学校的商业社区。结论 学校的宏观系统和外部系统正在影响学校的行动，对减少学生网络欺凌产生影响。从数据中确定了三个宏观系统主题：技术文化；法律框架；以及媒体对网络欺凌的描述。这些宏观系统影响可以被视为影响四个学校外部系统（即学校实践社区）：家长社区、组织社区、支持和建议社区以及学校的商业社区。结论 学校的宏观系统和外部系统正在影响学校的行动，对减少学生网络欺凌产生影响。从数据中确定了三个宏观系统主题：技术文化；法律框架；以及媒体对网络欺凌的描述。这些宏观系统影响可以被视为影响四个学校外部系统（即学校实践社区）：家长社区、组织社区、支持和建议社区以及学校的商业社区。结论 学校的宏观系统和外部系统正在影响学校的行动，对减少学生网络欺凌产生影响。支持和建议社区，以及学校的商业社区。结论 学校的宏观系统和外部系统正在影响学校的行动，对减少学生网络欺凌产生影响。支持和建议社区，以及学校的商业社区。结论 学校的宏观系统和外部系统正在影响学校的行动，对减少学生网络欺凌产生影响。