Comparing student perceptions of coping strategies and school interventions in managing bullying and cyberbullying incidents

Abstract

A total of 407 students in a central London secondary school participated in a survey of different approaches to managing traditional bullying and cyberbullying. Student perceptions of individual coping strategies and school interventions for traditional bullying and cyberbullying were measured. Rankings of the strategies for traditional bullying and cyberbullying were compared. Ratings for cyberbullying were moderately lower than for traditional bullying but both had similar ranked order of reported value. The highest coping item ratings were for Seeking Help & Advice, followed by Independent Approach and Evading Problems; the lowest item ratings were for Externalising Problems and Internalising Problems. The highest intervention item ratings were for School Sanctions and Disciplinary Action, followed by Informal Approach and Support Approach, with the lowest item ratings for Curricular Approach. Students reported the most helpful approach in coping with traditional bullying and cyberbullying was the support of family members, primarily parents. Students considered the most helpful intervention for both traditional bullying and cyberbullying was permanent suspension from school. Implications for future practice in education settings are discussed with reference to whole-school anti-bullying measures.

Keywords:

• bullying
• cyberbullying
• school students
• coping strategies
• anti-bullying interventions