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ABSTRACT
This article provides an overview of a research study wherein drama for social intervention (DSI) was employed to explore teenaged girls’ understanding and experiences of cyberbullying. The author situates her study in the context of current cyberbullying research and DSI literature, establishing cyberbullying as a pervasive social phenomenon in schools. The study was conducted at a medium-sized independent school where a convenience sample of four girls in grades 11 and 12 participated in nine study sessions with the intention of concluding with a final collective creation performance. The author discusses arts-based research methodologies and her presentation of the resulting qualitative data in the form of an ethnodrama. Responding to research questions, the author explores girl understandings of cyberbullying, how this contrasts with lived experiences, and how DSI facilitates participant engagement and reflection. The author also examines participant discomfort with sharing creative work, the apparently disengaging nature of distancing devices, and how girl identity appears to manifest as multiple, disconnected avatars online. Finally, the author proposes implications for researchers and educators, discussing the benefits and challenges of DSI techniques, calling for a reshaping of cyberbullying discourses and programming, and suggesting future goals for online safety education.