Cyberbullying Prevention: DRONE Project Insights

Parents International, a key partner hosting a Participate Doctoral Candidate, is actively involved in the EU-funded DRONE Erasmus+ project. This initiative aims to develop cyberbullying prevention trainings for teachers and school leaders, alongside tools for students. To achieve this, primary and secondary research was conducted across six countries under the DRONE project. Parents International led research efforts in Germany and the Netherlands and supported primary research in Hungary. The findings reveal surprising trends: bullying and cyberbullying occur far less frequently than previous studies suggest, despite participants hailing from disadvantaged backgrounds. Notably, most reported incidents involved bullying by teachers, not peers.

Cyberbullying Prevention: Research Methodology and Insights

In May and June 2024, individual interviews were conducted with disadvantaged students—primarily migrant, Roma, and students with disabilities—aged 12-18. The questions explored their digital competence, experiences with bullying and cyberbullying, exposure to fake news and misinformation, social media habits, time spent online, opinions on school ICT curricula, and their trusted support networks in times of trouble.

Students in Germany and the Netherlands expressed strong confidence in their digital competence. All reported proficiency in using digital tools, searching and verifying information, and leveraging the internet for learning and staying connected with family and friends. They consistently cited support from family and/or friends. However, trust in teachers was notably low. Most students viewed teachers as unhelpful in addressing cyberbullying prevention or digital challenges, and all considered school ICT curricula outdated or irrelevant. Thanks to their confidence in navigating online spaces, the vast majority felt safe online or knew how to protect themselves. Every student approached information on the internet with suspicion, refusing to take it at face value.

Cyberbullying Trends: Teachers as Perpetrators

When asked about bullying experiences, students were encouraged to report personal incidents or those affecting someone they knew. In the Netherlands, about half of the students knew someone who had been bullied, but none reported being bullied by peers. Strikingly, around 30% cited bullying by teachers, often involving body-shaming or targeting disabilities. In Germany, approximately 10% of students experienced bullying, with half of these incidents attributed to teachers. These findings, while not nationally representative (many participants were from migrant families), highlight an unexpected trend: teachers, not peers, emerged as key perpetrators in reported cases.

 

 

Who Students Trust for Cyberbullying Prevention Support

In emergencies or incidents, all students in both countries trusted their parents (and some grandparents) for support. Over half also relied on friends. In the Netherlands, no students would turn to teachers, while in Germany, about 40% would consider it. This underscores a critical insight: student trust in parents far outweighs trust in educators.

 

 

 

 

 

 

Perspectives from Adults

While interviews with adults in most countries are still being analyzed, parent interviews in Germany and the Netherlands corroborate the students’ accounts. Teacher and school leader interviews present a more complex picture, suggesting a disconnect between how schools perceive their role and how students experience it.

Key Takeaways for Cyberbullying Prevention

These findings carry significant implications for cyberbullying prevention efforts:

• Parents as primary allies: Parents should be a central focus in tackling bullying and cyberbullying, given the high level of trust students place in them.
• Rethinking school roles: Schools must acknowledge their limited influence compared to the authority they often assume. The low trust in teachers signals a need for change.
• Teacher competence under scrutiny: The perception (or reality) of teachers’ low digital competence and involvement in bullying must be addressed. This will guide the development of DRONE’s trainings and tools.
• Building on trust: Schools should leverage students’ existing trust in parents rather than trying to replace it.

These insights will shape the DRONE project’s cyberbullying prevention trainings for educators and tools for students. They also offer valuable lessons for the Participate project’s practical tools, emphasizing collaboration with parents and a reevaluation of school-based strategies.