Anti-Cyberbullying Strategies for Elementary School Educators

This qualitative research study examines the question: How is a small sample of elementary school teachers designing and implementing gender inclusive lessons aimed at preventing cyberbullying; and what outcomes do they have on students’ understanding and prevention of cyberbullying? Data was collected through semi-structured interviews with two elementary school teachers working in the Greater Toronto Area who actively educate their students about cyberbullying. Participants were contacted through convenience and purposive sampling. Interview transcripts were coded to examine emergent themes. Developed themes were then organized into five main themes. The themes included taking a proactive approach to address cyberbullying, the importance of collaboration as a means to address and combat the issue of cyberbullying, and the use of engaging resources and strategies to make learning meaningful for students. Further, the main themes discussed how participants noted gender differences in how students experience cyberbullying, but took a whole-class approach to addressing anti-cyberbullying education, and how participants indicated significant barriers that teachers and their students face regarding the issue of cyberbullying. Implications for the educational community and for my own personal and professional identity are discussed, and recommendations are made for teachers, school boards, and Faculties of Education to better prepare educators to incorporate anti-cyberbullying strategies into their elementary school communities