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

Eric Landers (), Juliann Sergi McBrayer, Summer Pannell, Richard Cleveland, Deidre Daniels and Monika Krah
Additional contact information
Eric Landers: Department of Elementary and Special Education, Georgia Southern University, Statesboro, GA 30458, USA
Juliann Sergi McBrayer: Department of Leadership, Technology, and Human Development, Georgia Southern University, Statesboro, GA 30458, USA
Summer Pannell: School of Education, The University of Southern Mississippi, Hattiesburg, MS 39406, USA
Richard Cleveland: Department of Leadership, Technology, and Human Development, Georgia Southern University, Statesboro, GA 30458, USA
Deidre Daniels: Curriculum & Instructional Programs, Georgia Cyber Academy, Atlanta, GA 30349, USA
Monika Krah: Department of Leadership, Technology, and Human Development, Georgia Southern University, Statesboro, GA 30458, USA

IJERPH, 2025, vol. 22, issue 4, 1-12

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.

Keywords: bullying; online; virtual schools; cyberbullying (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/22/4/480/pdf (application/pdf)
https://www.mdpi.com/1660-4601/22/4/480/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:22:y:2025:i:4:p:480-:d:1618805

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().