Teachers’ Capacity to Prevent and Manage Cyberbullying During and After COVID-19: A Systematic Literature Review (Poster 12)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Division K Section 5 Poster Session: Teacher and Teacher Educator Learning

Abstract

Teachers' capacity to address cyberbullying is pivotal to the success of anti-bullying initiatives in schools. A systematic literature review was conducted to include relevant research articles based on the framework proposed by Khan et al. (2003). Searches were limited to academic journal articles published between 2019 – 2024, to identify studies conducted during the onset of the COVID-19 pandemic and beyond. The review highlights significant gaps in teachers' preparedness, particularly in understanding the various forms of cyberbullying. Many teachers reported feeling underprepared and lacking confidence in their ability to manage cyberbullying incidents effectively. This indicates a pressing need for comprehensive and ongoing professional development that equips teachers with the necessary skills and knowledge to tackle cyberbullying.

Authors

• Roya Pashmforoosh, Texas A&M University

• Yanbing Chen, Texas A&M University

• Amirpooya Dardashti, Texas A&M University

• Jinhua Zhao, Texas A&M University

• Jia Wang, Texas A&M University