Cyberbullying and behavioral outcomes in a middle school setting

With the recent surge of technological advancements, social networks, and electronic media, the phenomena of cyberbullying continues to plague contemporary society in various forms that include flaming, online harassment, cyberstalking, denigration, masquerading, outing, and exclusion. This study features data from 126 respondents consisting of middle school administrators, counselors, teachers, and others who work with middle school students in the sixth, seventh, and eighth grades. Using appropriate statistical validation, it will be shown that the collected data support the assertions that respondents have experienced some form of cyberbullying, and based on these experiences, are acutely able to recognize that their middle school students also experience these same types of cyberbullying on a weekly basis; middle school children, who have experienced some form of cyberbullying, are also exhibiting an increase in negative behavior in the classroom; and there is no perceived gender difference in susceptibility to cyberbullying when comparing middle school girls or boys.