Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children more likely to be cyberbullied, those that make them more likely to cyberbully others, and how this affects or is affected by well-being.
Education systems have responded to this challenge in different ways such as promoting awareness of the issue, providing support to children in schools, through Internet safety initiatives, and implementing policies and sometimes laws to combat cyberbullying. There are a number of empirically assessed interventions that aim to support victims and reduce perpetration, although more information is needed on how to develop and scale up effective interventions.
Furthermore, the current literature base underscores the need to establish a common and agreed upon definition of cyberbullying, and a need for research to identify its causes and effects.
Methodology
The report uses a mixed‑methods comparative research design combining quantitative international datasets with qualitative policy analysis. It draws on large‑scale education and skills indicators (including PISA, TALIS, and national administrative data) to map cross‑country patterns, and complements these with document analysis of national strategies, regulatory frameworks, and institutional practices. The methodology includes expert consultations, case studies, and cross‑national comparisons to identify systemic trends, policy gaps, and effective approaches.
Citation
Gottschalk, F. (2022), “Cyberbullying: An overview of research and policy in OECD countries”, OECD Education Working Papers, No. 270, OECD Publishing, Paris, https://doi.org/10.1787/f60b492b-en.
Record created:
15 September 2026
Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children more likely to be cyberbullied, those that make them more likely to cyberbully others, and how this affects or is affected by well-being.
Education systems have responded to this challenge in different ways such as promoting awareness of the issue, providing support to children in schools, through Internet safety initiatives, and implementing policies and sometimes laws to combat cyberbullying. There are a number of empirically assessed interventions that aim to support victims and reduce perpetration, although more information is needed on how to develop and scale up effective interventions.
Furthermore, the current literature base underscores the need to establish a common and agreed upon definition of cyberbullying, and a need for research to identify its causes and effects.
Methodology
The report uses a mixed‑methods comparative research design combining quantitative international datasets with qualitative policy analysis. It draws on large‑scale education and skills indicators (including PISA, TALIS, and national administrative data) to map cross‑country patterns, and complements these with document analysis of national strategies, regulatory frameworks, and institutional practices. The methodology includes expert consultations, case studies, and cross‑national comparisons to identify systemic trends, policy gaps, and effective approaches.
Citation
Gottschalk, F. (2022), “Cyberbullying: An overview of research and policy in OECD countries”, OECD Education Working Papers, No. 270, OECD Publishing, Paris, https://doi.org/10.1787/f60b492b-en.
Record created:
15 September 2026- media education Teacher Training digital skills
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