Anti-Bullying Measures and Initiatives in an Online Setting: Educator Survey

TL;DR

This study explores how educators in virtual schools perceive and handle bullying, finding that verbal and cyberbullying are common and that training is needed to address these issues.

Contribution

The study provides new insights into bullying in online education and highlights the need for tailored anti-bullying strategies for virtual settings.

Findings

Verbal, relational, and cyberbullying are reported more frequently than physical bullying in online schools.

Physical appearance is the most common reason cited for bullying across all types.

Educators feel moderately prepared to address bullying but report gaps in training and awareness.

Abstract

The increased opportunities in virtual schooling offer new opportunities for students but also present new challenges for educators. As virtual enrollment has grown, concerns about student engagement, academic preparedness, and social risks have also grown. Among these concerns is the potential for bullying in online educational settings. While traditional bullying research has been well-documented, studies focusing on bullying within virtual schools remain limited. This study examines teachers’ perceptions of bullying in online schools through a self-reported survey. A total sample of 97 educators from a virtual school was sampled, of which 91% were female. Findings indicate that while physical bullying is rare in the virtual setting, verbal, relational, and cyberbullying are reported by educators. Physical appearance, either body or clothing, was the most reported reason across all types of bullying. Educators reported feeling moderately prepared to identify and respond to these bullying behaviors, but gaps in training and awareness still exist. The study highlights the need for professional development, enhanced digital monitoring, and proactive bullying strategies to fit the virtual learning environment.