Analyzing the Correlation Between Cyberbullying and Teacher Training

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Abstract

Cyberbullying, which involves intentional harm through digital platforms, has become a significant challenge in schools, affecting student well-being and academic performance. Despite its prevalence, teachers often report feeling underprepared to handle cyberbullying incidents effectively. This study aims to assess the relationship between cyberbullying and teacher training in K-12 schools located in the United States. Using data from the 2018 School Survey on Crime and Safety (SSOCS), the research examines how various teacher training programs influence educators’ ability to detect and intervene in cyberbullying. The study’s results and policy implications based on these findings are discussed.

Authors

• Jimmi Winn, University of Central Oklahoma

• Chunghyeon Seo, University of Central Oklahoma