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Bullying Interrupted: Victimized Students in Remote Schooling During the COVID-19 Pandemic
Juuso Repo1, Sanna Herkama1, Christina Salmivalli1
1INVEST Research Flagship Center/Psychology, University of Turku, Turku, Finland.
International Journal of Bullying Prevention : an Official Publication of the International Bullying Prevention Association
|November 7, 2022
Summary
Bullying victimization decreased during COVID-19 remote schooling. Increased internet use did not raise cyberbullying, and previously victimized students adapted well, suggesting in-person school interactions are key to combating bullying.
Area of Science:
- Educational Psychology
- Criminology
- Sociology
Background:
- The COVID-19 pandemic necessitated a rapid shift to remote schooling globally.
- Understanding the impact of this transition on student well-being, particularly bullying, is crucial.
- Previous research indicates a link between increased internet use and cyberbullying.
Purpose of the Study:
- To investigate the effect of remote schooling on bullying victimization rates in primary and lower secondary students.
- To analyze the experiences of previously victimized students during remote learning.
- To explore the relationship between increased internet use and cyberbullying during the lockdown.
Main Methods:
- A cross-sectional online survey was administered to 34,771 Finnish students (10-16 years old) during spring 2020 remote schooling.
- Data were supplemented with previous survey data from 2017 and 2019 for comparative analysis.
- The study examined bullying victimization, cyberbullying, internet use, school liking, and teacher support.
Main Results:
- A significant decrease in overall bullying victimization was observed across all grade levels during the remote schooling period.
- Increased internet usage did not correlate with a rise in cyberbullying.
- Previously victimized students reported unexpectedly positive experiences, including higher school liking and perceived teacher support, leading to a reduced adjustment gap compared to non-victimized peers.
Conclusions:
- The findings challenge the assumption that remote schooling exacerbates bullying and cyberbullying.
- Previously victimized students demonstrated resilience and adapted positively to the remote learning environment.
- The study underscores the importance of in-person school interactions as the primary setting for addressing and preventing bullying.
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