Abstract
This study offers a multi-dimensional
analysis of ‘real world’ cyberbullying
between members of a special school
community. By exploring the perceptions
of a member of school staff observing, and
reflecting upon, a series of inter-connected
cyberbullying incidents, the purpose of this
article is to analyse the social and
educational contexts within which
interactions of this nature are embedded.
The interview both illuminated a number of
themes pertinent to the current literature,
and extended those related to the call for
further analysis of the contextual
determinants of cyberbullying.
The influence of the conditions
experienced by the children involved
(Attention Deficit Hyperactivity Disorder
(ADHD) and Autistic Spectrum Condition
(ASC)) is discussed and demonstrated. This
use of natural observation provides a
current and ‘real world’ illustration of
teacher perceptions of the complex
behaviours and interactions occurring in
cyberspace, which hold potential for grave
consequences. A hopeful tone is
maintained as the potential for selfless
upstander behaviour and resolution via the
involvement of supportive and
knowledgeable pastoral staff is realised in
the article’s conclusion alongside an
examination of the potential for more indepth
case-study research comparing, and
contrasting, staff and pupil reactions and
interactions.
Original language | English |
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Pages (from-to) | 121-124 |
Journal | The International Journal of Emotional Education |
Volume | 9 |
Issue number | 1 |
Early online date | 30 Apr 2017 |
Publication status | E-pub ahead of print - 30 Apr 2017 |
Keywords
- cyberbullying
- upstander
- bystander
- victim
- special school