A Meta-Analysis of School-Based Cyberbullying Prevention Programs’ Impact on Cyber-Bystander Behavior

Abstract

Cyberbullying among youth is an emerging public health concern that has a wide array of deleterious outcomes. The current meta-analytic review synthesized school-based cyberbullying prevention programs’ impact on promoting cyber-bystander intervention among K–12 students. As a result of exhaustive searches and a thorough screening procedure, a total of 9 studies were identified as eligible. Meta-analytic synthesis of the 9 studies involving 35 effect sizes demonstrated that overall, the treatment effect was not statistically significant (g = 0.29, SE = 0.14, p = .07, 95% CI [-0.03, 0.61]). Findings of the moderator analyses suggest that incorporating an empathy activation component in the prevention program was associated with better program effectiveness in promoting cyber-bystander intervention. Further, older age was found to be associated with better program outcomes. Findings of the current meta-analysis provide important insight for developing cyberbullying prevention programs that promote cyber-bystander intervention.

Keywords:

• Cyberbullying
• cyber-bystander
• school-based
• program
• prevention
• meta-analysis

Associate Editor:

• Jamilia Blake

Additional information

Notes on contributors

Cagil Torgal

Cagil Torgal, MS, is a Doctoral Student in Counseling Psychology at the University of Florida. Her research interests include online and in-person bullying and victimization with an emphasis on bystander behavior, and the links between adverse experiences and mental health among youth.

Dorothy L. Espelage

Dorothy L. Espelage, PhD, is a William C. Friday Professor of Education in the Peabody School of Education at the University of North Carolina at Chapel Hill. Dr. Espelage has authored over 190 peer-reviewed articles, six edited books, and 70 chapters on school violence, bullying, homophobic teasing, sexual harassment, and school climate.

Joshua R. Polanin

Joshua R. Polanin, PhD, is a Principal Researcher in the Research & Evaluation division at American Institutes for Research (AIR). He leads four federally funded systematic review and meta-analysis projects and has published 20 peer-reviewed meta-analyses. Dr. Polanin received his PhD from Loyola University Chicago and participated in an Institute of Education Sciences funded postdoctoral fellowship at Vanderbilt University.

Katherine M. Ingram

Katherine M. Ingram, MS, is a Graduate Student in School Psychology at the University of North Carolina at Chapel Hill. Her research and clinical interests include school-based approaches to fostering healthy relationships and preventing interpersonal and sexual violence.

Luz E. Robinson

Luz E. Robinson is a Graduate Student in School Psychology at the University of North Carolina at Chapel Hill. Her research interests include school-based violence prevention, school safety, mental health promotion, social–emotional learning and resilience among Latinx and other marginalized youth.

America J. El Sheikh

America J. El Sheikh is a Graduate Student in Counselor Education at the University of Florida. Her research interests include multicultural psychology and counseling, protective factors for minorities, posttraumatic growth, prevention science, the connections between mental and physical health, and understanding barriers and enablers for seeking mental health treatment and services.

Alberto Valido

Alberto Valido is a Graduate Student in Applied Developmental Science and Special Education at the Peabody School of Education, University of North Carolina at Chapel Hill. Valido’s research interests include intersectionality with a mental health prevention focus and randomized clinical trials, specifically among adolescents who experience discrimination or are victimized at school due to their sexual, racial, or gender identities.