This study describes and explains the perspectives of students, their parents, teachers, and administrators in relation to cyberbullying in a public elementary school in the USA. The site for the study is a pre-k through 8th grade elementary school located in a Midwestern suburb. The study employed a mixed method research design, combining both qualitative and quantitative research techniques. Four separate online surveys were used to collect quantitative data from students, their parents, teachers, and administrators. Focus groups were conducted that were comprised of students, teachers, parents, and administrators. The findings from this study contribute to the emerging body of literature associated with cyberbullying in the USA in two important ways. First, the four instruments used in this study provide a model for schools and districts to gather information from key stakeholders associated with cyberbullying. Second, the findings from this study identify some of the common understandings, as well as the potent perceptual differences in the lived experiences of stakeholders associated with this phenomenon. Recommendations for research and practice are included.
|Keywords:||Cyberbullying, Student Use of Technology, Elementary School|
Principal, Broadview, IL, USA
Associate Professor, Department of Educational Leadership, Roosevelt University, Chicago, Illinois, USA