The web, a bully’s new playground? : cyberbullying amongst Maltese adolescents aged between thirteen and fifteen

Abstract

Diamanduros, Downs & Jenkins (2008, p.693) argue that technology has “removed the schoolyard parameters from traditional bullying and expanded the problem to the borderless cyberworld.” Cyberbullying is a new form of an old problem that poses challenges for adolescents, parents, schools, and the wider community (Chadwick, 2014). It knows no geographical or time-related boundaries (Chadwick, 2014). The literature review highlights the direct relationship and links between traditional bullying and cyberbullying, yet sheds light on the particular features of cyberbullying. Schools play a key role in that children may refer to them for help, and parents consider schools as reference for guidance about online safety (Lauri, Borg & Farrugia, 2015). Schools provide an ideal environment to support students’ emotional wellbeing and mental health (Cowburn & Blow, 2017) and cater for the fundamental belongingness need (Baumeister & Leary, 1995; Maslow, 1970). A quantitative approach was adopted in order to explore cyberbullying amongst Maltese adolescents aged between thirteen and sixteen. A sample of 367 students from two public schools, two church schools, and one private school resulted in findings which suggest that the phenomenon of cyberbullying can be understood through a continuous cycle involving attacks and retaliation, and which is fueled by a fundamental need to belong.