Citation

Khan F, Limbana T, Zahid T, Eskander N, Jahan N. Cureus 2020; 12(8): e9738.

Copyright

(Copyright © 2020, Curēus)

DOI

10.7759/cureus.9738

PMID

32821629 PMCID

Abstract

Digital communication has revolutionized the way children interact and maintain social relations. However, not every tween (8-12 years) or teen (13-18 years) is able to take full advantage of digital media and may cross personal and social boundaries causing distress, mostly to their own friends at school and beyond. This results in adverse health effects for both the cyberbullying perpetrator and the victim. Articles reviewed on elementary school children and adolescents, collected from two different databases, showed that the number of elementary school kids using smartphones has more than doubled in the past few years. Given this rise, the risk of cyberbullying has also increased. Not all elementary school kids have the required media literacy to understand that their friends have equal rights in the virtual world as they do in the schoolyard. Regardless, they still carry a smartphone with data, use computers, and other electronic media to bully, embarrass, exclude, or humiliate others, often through social networking sites. Moving from tweens to teens seems to worsen the cyberbully behavior and choices, with middle school kids facing the highest cyberbullying incidents followed by high school kids and then the elementary school kids. The anonymity of cyberspace and the perceived lack of consequences seems to embolden the cyberbully. Identifying the mindset of a cyberbully and those at high risk of becoming a cyberbully can help target intervention efforts where they are needed the most and prevent cyberbullying.

Language: en

Keywords

cyberbullying; adolescent cyberbully; cyberaggression; cyberbully; cyberbullying perpetrator; elementary school cyberbully; tween cyberbully