Cyberbullying – Instructional Approaches by Middle School Teachers

With the recent increase of technological advancements and its use in and outside of the classroom, cyberbullying is a problem many teachers and parents must deal with today as a result. Research surrounding anti-bullying programs concerning cyberbullying has been limited and scarce because of its recent emergence. The purpose of this qualitative study is to examine how middle school teachers are being instructionally responsive to cyberbullying. My data consisted of two semi-structured informal interviews with a teacher and itinerary guidance counselor. Both have had many years of experience with not only dealing with cyberbullying but also anti-bullying instruction. The findings highlighted the importance and combined role of school staff, parents and students in preventing bullying of any kind, and the importance of fostering empathy in the classroom