Cyberbullying in Post-16 Education
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The phenomenon of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. The vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education. This book explores cyberbullying in the context of post-16 education in England. The main contributions to knowledge are the age group and context of this research. A mixed methods survey methodology was used to collect data from 5,690 students from 41 colleges. In terms of prevalence, 7....
The phenomenon of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. The vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education. This book explores cyberbullying in the context of post-16 education in England. The main contributions to knowledge are the age group and context of this research. A mixed methods survey methodology was used to collect data from 5,690 students from 41 colleges. In terms of prevalence, 7.9% of those aged 16-19 years old who study in colleges in England reported being victims of cyberbullying and 1.9% admitted to cyberbullying others. The findings also show certain demographic groups statistically more likely to be disproportionately involved as cyberbullies and cybervictims. A range of reasons were reported for cyberbullying others and being cyberbullied. Various consequences for being a cybervictim were revealed. Education researchers, policy makers and practitioners will find this book particularly useful to develop more of an understanding of cyberbullying in colleges.
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