ABSTRACT

Cyberbullying is a serious social problem with negative health and wellbeing consequences for young people. Teachers have an important role to play in intervention activities because they are often first responders to cyberbullying events. This paper presents 10 teachers’ workarounds to cyberbullying intervention. The vignettes drawn from interview data show teachers recognise cyberbullying as a significant concern for young people. However, in their reporting, there is no uniform approach taken. Instead, each teacher describes a unique set of practices for cyberbullying intervention that are not always aligned to intervention frameworks. While a mix of factors determines their uptake of recommended interventions, the key to each teacher’s workaround is the level of frustration, annoyance and worry they experienced in relation to cyberbullying. The research demonstrates intervention frameworks need to rethink the role teachers play in cyberbullying intervention, provide greater support and guidance for managing student distress in relation to cyberbullying, and address the frustration experienced by teachers in relation to their intervention responsibilities.

摘要

网络欺凌是一个严重的社会问题，会对年轻人的健康和福祉造成负面影响。教师在干预活动中发挥着重要作用，因为他们通常是网络欺凌事件的第一响应者。本文介绍了 10 种教师针对网络欺凌干预的变通方法。从采访数据中提取的小插曲显示，教师们认识到网络欺凌是年轻人的一个重大问题。然而，在他们的报告中，并没有采取统一的方法。相反，每位教师都描述了一套独特的网络欺凌干预实践，这些实践并不总是与干预框架保持一致。虽然多种因素决定了他们对推荐干预措施的接受程度，但每位教师解决问题的关键是他们在网络欺凌方面所经历的沮丧、烦恼和担忧程度。