Cyberbullying victimization and the COVID-19 pandemic: a routine activity perspective

The COVID-19 pandemic-induced shift to online learning resulted in students spending more time online while quarantining. Using data collected before and during the pandemic from representative samples of eighth graders, we explored differences in cyberbullying victimization, including factors in st...

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Bibliographic Details
Published in:	Journal of school violence Vol. 22; no. 4; pp. 517 - 528
Main Authors:	Schilling, Rachael A, Wang, Wenjin
Format:	Journal Article
Language:	English
Published:	London Routledge 02-10-2023 Taylor & Francis LLC
Subjects:	Bullying Computer Mediated Communication COVID-19 Cyberbullying Educational Change Expenditures Grade 8 Guardianship Intervention Learning middle school Middle School Students Online Courses Pandemics Parent Child Relationship Parents & parenting routine activity theory School Violence Student Attitudes Student Characteristics Students Victimization Victims
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Summary:	The COVID-19 pandemic-induced shift to online learning resulted in students spending more time online while quarantining. Using data collected before and during the pandemic from representative samples of eighth graders, we explored differences in cyberbullying victimization, including factors in students' daily lives that may contribute to cyberbullying, before and during COVID-19 through a routine activity lens. We found that students were more likely to experience cyberbullying during the pandemic than before and that parental guardianship, target visibility, and characteristics of victims help explain this difference. These findings add to our understanding of the unequal impact the pandemic may have on different groups while underlining the importance of parental guardianship and collaborative intervention.
ISSN:	1538-8220 1538-8239
DOI:	10.1080/15388220.2023.2248869