This article is based on the experiences of the Austrian Safer Internet Centre during the first year of the COVID-19 pandemic. The aim is to explain changes in cyberbullying and to provide advice on how to prevent and react to this negative group dynamic.

The COVID-19 pandemic led to a rise in cyberbullying

The Austrian national helpline Rat auf Draht recorded an increasing number of cyberbullying cases during the first lockdown imposed by the pandemic. Homeschooling was then the norm for most students. They were either at home or split into two groups, alternating a physical presence at school one group at a time.

Younger students were especially affected

In the past, young people between 10 and 15 years of age rarely reported cyberbullying cases. This changed with the introduction of homeschooling because of the ongoing pandemic. School timetables were tight. Teachers and students reported a lack of time to create a positive feeling within the group of pupils, and limited time to establish a positive culture within the class. The students had no opportunity to feel united and cohesive.

Teachers were also challenged in dealing with this particular situation, as they had little to no time or opportunity to conduct group activities focused on the topic of bullying, compared to the previous school years. If cyberbullying prevention fails or is left out in general, children and youth often end up abusing or being abused online or face to face. This concerns mainly 10-year-olds as they are especially vulnerable due to the lack of sufficient media competences and conflict-coping mechanisms. Normally, workshops are offered to pupils to prevent these situations from occurring.

Being bullied in class: grades worsen

Cyberbullying also occurred in online classes, especially within Microsoft Teams. As reported by both teachers and students, students shut each other out and restricted their possibilities of participating in class. The chat function was also used to bully classmates. 

As a result, the affected students often withdrew themselves from online classes without the teachers even realising the underlying problem. This resulted in their grades worsening, particularly as attendance played a crucial role during the lockdowns. Frequently, the targeted students were additionally excluded from online platforms such as WhatsApp or Discord, where classwork was shared.

Advice to prevent and react to cyberbullying

Teachers play a pivotal role in preventing cyberbullying. Based on how teachers have reacted over the last year, here is a list of what can and should be done:

• Pay attention to the class. Are all pupils present?
• Make sure that all technical settings are adjusted so that students cannot hinder others.
• Check the chat frequently for any problematic behaviour.
• Provide engaging activities, so that pupils do not get bored easily.
• Make sure that the quieter students are doing well. Ask them privately and check on them often. 
• If you notice that a student is missing more often than usual, talk to their parents. Try to understand and find a solution for the situation.

Students who are not directly being targeted by bullies can also help. Here is what they can do: 

• Check on your fellow classmates often.
• Talk to your teachers if you notice any cyberbullying activity or potentially problematic behaviour.
• Make sure your classmates reflect on their online behaviour.

Find out more about the work of the Austrian Safer Internet Centre, including its awareness raising, helpline, hotline and youth participation services – or find similar information for Safer Internet Centres throughout Europe.