Online Aggression & Cyberbullying

Tech researcher Dr. Chris Ferguson has pointed out that data from the National Center for Education Statistics (NCES) in the United States suggests that bullying has decreased during the social media age. Source

 

 

 

Same data from the NCES has found that since 2011 the percentage of students reporting technology based bullying has stated fairly static

 

 

Some hypothesized that during COVID, bullying—especially cyberbullying—would increase dramatically due to the shift to online learning. However, emerging evidence-based research from both Canada and the U.S. shows a decrease in face-to-face bullying, which aligns with our expectations. Interestingly, cyberbullying remained at pre-COVID levels or saw only a slight increase.

 

Canadian Research

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• https://onlinelibrary.wiley.com/doi/10.1002/ab.21986

 

• https://bit.ly/3cfu8q5

 

U.S.-Based Research

 

• https://www.edworkingpapers.com/sites/default/files/ai21-436.pdf

 

Other Research

 

• Education Week: Bullying dropped during pandemic

 

This research suggests that the organizational and power structures bullies often rely on within school environments—both offline and online—were disrupted during the pandemic. This insight may be key to shaping future prevention strategies. COVID and the shift to at-home learning may have unexpectedly illuminated new prevention approaches that differ from the pre-pandemic focus, if we can understand the "how" and "why."

 

Understanding the Core of Bullying Behaviour

 

At its core, bullying is the systematic use of power over others. Those who engage in bullying leverage fear to gain compliance, which in turn leads to submission. This dynamic allows them to consolidate influence and control within their peer groups. In many cases, these individuals are not social outcasts but rather well-integrated, socially skilled, and highly strategic in their actions.

 

Dr. Tracy Vaillancourt, a highly respected Canadian researcher in the field of bullying, has stated that social hierarchies are firmly established by high school, with clear distinctions between different social groups. Research shows that popular kids are four times more likely to engage in bullying behaviours. This finding challenges the outdated notion that bullying is solely a result of low self-esteem or social maladjustment. Instead, it can be a deliberate strategy used to maintain or elevate social status.

 

Given that schools were shut down during COVID, we must ask: was the audience required to facilitate such behaviour disrupted—thus explaining the decrease? We believe so. A fundamental motivator behind bullying behaviour is the human need to belong. Many bullies use fear, compliance, and submission to reinforce their position within a social hierarchy. When left unchecked, this behaviour can create a bullying contagion, where others mimic these tactics to gain power and popularity. Again, we believe COVID disrupted this social dynamic—and that disruption may hold insights into prevention.

 

The Mental Health Impact of Bullying

 

From a mental health perspective, a 2022 Canadian study from the University of Alberta (link) found that bullying can increase the frequency of depression as youth age into middle adolescence. This underscores the importance of early education and prevention efforts beginning in elementary school.

 

The study found:

 

“...overt peer victimization is associated with depressive symptoms in early to middle adolescence. Early instances of relational peer victimization appear to be more detrimental to adolescents’ experiences of depression than overt victimization. These findings further indicate that early depressive symptoms contribute to vulnerability to both relational and overt peer victimization. Depression as a precipitating factor for peer victimization requires a mental health approach in preventive interventions targeting peer aggression. It is clear that supporting adolescent mental health is critical in addressing peer relationship problems.”

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In this new 2025 study, https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-025-22692-6 researchers also found: 

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"We identified a strong positive relationship between PTSD symptoms and experience with cyberbullying."

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Why a Shared Definition Matters

 

We have found that many people use the term “bullying” to describe any undesirable behaviour between two individuals—whether physical, verbal, social, emotional, or digital. However, we believe the term is being overused and diluted. Today, almost any negative behaviour that a youth experiences is labeled as bullying by parents, educators, counsellors, law enforcement, and even the youth themselves.

 

Why does this overuse occur? Most likely because here in Canada—and even across North America—we lack a universally agreed-upon definition of what bullying actually is. It means different things to different people. But if we are going to effectively address true bullying behaviour—or what we prefer to call “peer aggression”—then we must establish a consistent, widely understood definition that can serve as a foundation for intervention.

Fortunately, the Supreme Court of Canada has provided a framework.

 

The Supreme Court’s Blueprint

 

In a 2012 case known as A.B. v. Bragg, the Supreme Court of Canada defined bullying as:

 

“Behaviour that is intended to cause, or should be known to cause, fear, intimidation, humiliation, distress, or other forms of harm to another person’s body, feelings, self-esteem, reputation, or property. Bullying can be direct or indirect and can take place by written, verbal, physical, or electronic means, or any other form of expression.”

 

This decision gave us a strong legal foundation. By consulting directly with teens, and drawing from both this case law and definitions commonly used by North American experts in the field, we developed the following definition of bullying, which we share during our presentations:

 

“Bullying is peer aggression that can involve a power imbalance or jockeying for social hierarchy (popularity) among a group of friends. It can be delivered directly or indirectly—verbally, physically, in writing, or via digital means—to support targeted behaviour by an individual or group. The behaviour is intended to cause, or should reasonably be known to cause, fear, intimidation, humiliation, distress, or other forms of emotional, psychological, physical, and/or social trauma.”

 

With this definition, we can evaluate questionable behaviours against a set of essential elements to determine whether they qualify as bullying or fall into another category.

 

The Essential Elements of This Definition

 

By breaking down the definition of bullying into its core components, we can more accurately assess whether a specific behaviour qualifies as peer aggression or is something else—such as rudeness or conflict. These essential elements include:

 

• It is a form of violence. That’s why we use the term peer aggression. It acknowledges that bullying, whether physical or psychological, causes real harm.

 

• It can be direct or indirect. The behaviour can be targeted face-to-face or carried out behind the scenes (by proxy) through gossip, rumours, exclusion, or digital messaging.

 

 

• It usually—but not always—involves a power imbalance. This can be physical, social, or hierarchical, even within a group of friends. Sometimes, bullying is a result of jockeying for popularity or status.

 

• It can be delivered in multiple ways. Bullying can occur verbally, non-verbally, physically, in writing, electronically, or through any other expressive medium.

 

• It supports deliberate, repeated, and hostile behaviour. There is intent—either overt or reasonably foreseeable—behind the aggression.

 

• It causes harm. This harm can be emotional, psychological, physical, or social in nature, and the aggressor either intends to cause it or should reasonably have known it would occur.

 

This comprehensive definition allows us to clearly separate bullying—peer aggression involving a power imbalance—from other undesirable behaviours such as rudeness, meanness, or interpersonal conflict where power dynamics may not be present. Understanding this distinction is critical because the strategies we use to address these behaviours differ significantly.

 

In fact, we suggest that rudeness or mean behaviour—while hurtful—can often be used as an opportunity to help youth develop conflict resolution skills, an essential part of growing up and functioning in adult society.

 

The Difference Between Bullying and Rude, Mean, or Disturbing Behaviour

 

Conflating all aggressive behaviour with bullying can dilute the effectiveness of both prevention and intervention strategies. While all bullying is aggressive, not all aggressive behavior qualifies as bullying. Distinguishing between the two is crucial if we want to apply the right tools for each circumstance.

 

To help parents, educators, counsellors, administrators, and law enforcement professionals assess whether a specific behaviour meets the threshold of bullying, British Columbia educator and principal Cathal Walsh developed a tool we strongly endorse called “The Bullying Equation.” It’s a practical litmus test.

 

If you can answer “yes” to the following six questions, chances are high that the behaviour in question constitutes bullying—specifically, peer aggression—rather than rude, mean, or disturbing conduct:

 

• Is the hurtful behaviour repetitive?

  Bullying is rarely a one-time incident. It typically escalates over time, involving a growing pattern of negative behaviour either online or offline.

 

• Is there a clear intent to harm or cause fear, humiliation, or distress?

  In peer aggression, the hurt is not incidental. It is either malicious or carried out with reckless disregard for the harm it causes.

 

• Is there a deliberate hurtful action following the desire to harm?

  This includes acts such as name-calling, pranks, teasing, spreading rumours, or social exclusion.

 

• Is there evidence of enjoyment or social reward for the aggressor?

  For example, bragging about the behaviour or gaining attention or approval from peers for the aggression.

 

• Is there a power imbalance?

  This could be physical (size or strength), social (popularity), or institutional (positional authority within the peer group).

 

• Does the target feel oppressed?

  Signs include a change in behaviour such as avoiding school, a loss of appetite, trouble sleeping, or withdrawal from activities. If a child feels targeted, we must take that seriously and investigate fully.

 

We believe Cathal Walsh’s Bullying Equation offers a much-needed framework that helps adults differentiate between normal peer conflict and true bullying. It guides thoughtful, proportional responses rather than reactive ones—and allows youth space to develop resilience when facing everyday challenges that do not involve a power imbalance.

 

How Technology Has Transformed Bullying

 

Although traditional bullying historically occurred at school or while traveling to and from school, modern technology has allowed bullying behaviour to extend far beyond those boundaries. Today, peer aggression can happen anytime, anywhere—thanks to digital platforms.

 

As Dr. Sameer Hinduja and Dr. Justin Patchin explain in their excellent book Bullying Beyond the Schoolyard:

 

“While power in traditional bullying might be physical (stature) or social (wit or popularity), online power may simply stem from proficiency with—or the knowledge or possession of—some content (information, pictures, or video) that can be used to inflict harm. Anyone with any of these characteristics or possessions within a certain online context has power, which can be wielded through some form of cyberbullying. Indeed, anyone who can utilize technology in a way that allows them to mistreat others is in a position of power, at least at that moment, relative to the target of the attack.”

 

This redefinition of power is central to understanding cyberbullying. No longer is dominance confined to the physical or social realm; in the digital age, control over information or technological skill can become a powerful weapon in peer aggression.

 

The Four Types of Digital Peer Aggressors (Cyberbullies)

 

According to the resource StopCyberbullying.org, there are four primary types of cyberbullies. Understanding these typologies helps parents and educators better identify motivation and intervene appropriately.

 

1. The Vengeful Angel

This youth does not see themselves as a bully but rather as someone avenging a wrong. Their intention is to defend a friend or “right a wrong,” though the outcome is still harmful.

 

2. The Power-Hungry

These youth seek control and dominance, often using social media platforms to gain an audience. A 2021 University of California, Davis study (link) found that teens who cyberbully often do so strategically to climb the social ladder. They may target even their own friends—or their friends’ friends—because those individuals pose the greatest threat to their social rank.

 

“This differs from some traditional definitions of bullying, which assume aggression flows only downward—from socially dominant individuals to more vulnerable peers. In reality, many cyberbullies target rivals with the intent of gaining or maintaining popularity.”

 

3. The Mean Girls

Here, the aggression is driven by ego, social manipulation, or boredom. These attacks are often orchestrated in groups and can involve exclusion, gossip, or humiliation for entertainment.

 

4. The Inadvertent Cyberbully

These youth may not see themselves as bullies at all. They are often reacting emotionally, impulsively responding to a situation without fully understanding the consequences of their digital behaviour.

 

The Need to Belong: The Psychology Behind Bullying

 

A fundamental motivator behind bullying behaviour is the human need to belong. Many youth who engage in peer aggression use fear, compliance, and submission as tools to strengthen their place within a social hierarchy. When this type of behaviour goes unchecked, it can create a bullying contagion—a ripple effect where others adopt similar tactics to gain power, approval, or popularity.

 

This helps explain why certain schools report significantly higher rates of bullying than others. When aggression is rewarded with status or left unaddressed, it spreads.

According to Dr. Tracy Vaillancourt, bullying can present differently based on gender:

 

• Boys tend to engage in more direct and overt forms of bullying, including both verbal and physical aggression.

 

• Girls, by contrast, are more likely to use covert tactics, such as:

  • Spreading rumours

  • Excluding others from peer groups

  • Weaponizing friendships

  • Using non-verbal cues like eye-rolling or “the death stare”

 

Dr. Vaillancourt also points out that many youth who engage in persistent bullying behaviours exhibit traits from what psychologists refer to as the Dark Triad:

 

• Narcissism: An inflated sense of self-importance and entitlement.

 

• Machiavellianism: Manipulative behaviour and strategic exploitation of others.

 

• Psychopathy: A lack of empathy or remorse.

 

Importantly, not all bullies are emotionally troubled or socially awkward. In fact, many are socially well-adjusted, emotionally intelligent, and adept at justifying their behaviour. This contradicts the long-held belief that bullies are simply damaged individuals on a path to criminality.

 

Some even go on to become very successful in adult life. This is a central theme explored in the book Snakes in Suits by Dr. Paul Babiak and Dr. Robert Hare, which outlines how individuals with these traits can rise to positions of power in professional environments.

 

Criminal and Civil Consequences of Cyberbullying in Canada

 

Many Canadians are unaware that our Criminal Code already includes approximately 14 distinct offences that can be applied to various forms of digital peer aggression when appropriate. These include:

 

• Criminal Harassment

 

• Harassing Communications

 

• Uttering Threats

 

• Defamatory Libel

 

• Impersonation

 

• Intimidation

 

• Counselling Suicide

 

• Extortion

 

• Sending False Messages

 

• Hate Crime

 

• Voyeurism

 

• Mischief to Data

 

• Unauthorized Use of a Computer

 

• Possession, Distribution, and Accessing of Child Pornography

 

• Mischief

 

In addition to criminal charges, there are civil consequences. These may include lawsuits for defamation or the increasingly recognized legal tort of intrusion upon seclusion (source). If the targeted individual is a member of the LGBTQ+ community, additional protections may be available under provincial Human Rights Codes, such as those in British Columbia.

 

Do We Need New Laws?

 

Do we believe new criminal laws need to be enacted to deal with digital peer aggression?No.

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Do we believe that some existing laws could be tightened or updated to reflect today’s digital realities? Yes.

 

Currently, the process to gather evidence and meet the high burden of proof needed to pursue criminal charges—beyond a reasonable doubt—is slow and burdened by complex legal and administrative procedures. Legislative and procedural reform could help law enforcement act more quickly and effectively.

 

We also believe that internet service providers (ISPs) and mobile carriers should be held to a higher standard. This includes being accountable for the enforcement of clear, reasonable Terms of Service specific to digital peer aggression. Federal oversight and legislation could help make this happen.

 

Why Education Still Matters Most

 

Laws are not a silver bullet. In our view, the most effective tool remains education.

 

Yes, legal consequences are necessary for those who ignore the educational message and continue to intentionally harm others. But when it comes to most digital peer aggression, especially among youth, school-based restorative justice initiatives are often more appropriate and effective than the traditional criminal justice system.

 

The criminal system should be reserved for the most severe incidents, especially those involving repeated threats, extortion, or exploitation.

 

The Frequency of Cyberbullying in Canada

 

Current research shows that cyberbullying and digital peer aggression are most often committed by someone the target knows, loves, or trusts. It is also one of the most frequent digital challenges youth face today—both online and offline.

 

What concerns us deeply is this: 60% of youth who are targeted do not tell an adult.

According to Dr. Sameer Hinduja and Dr. Justin Patchin, there are two key reasons why youth are reluctant to disclose cyberbullying:

 

• Fear of being blamed or having their devices taken away. Many victims worry that telling a parent will result in having their phone or internet access removed—cutting them off from their digital social life.

   

• Lack of trust in adult intervention. Youth often feel that adults will overreact, under-react, or fail to resolve the issue in a calm, effective manner.

   

In fact, Dr. Hinduja recently reported that:

 

• Only 17% of youth said telling a parent was helpful.

 

• Just 6.2% found intervention by an educator to be effective.

 

Clearly, we adults must do better.

 

Debunking the “Epidemic” Narrative

 

Media often report that cyberbullying has reached epidemic proportions among Canadian youth. However, peer-reviewed research paints a different picture.

 

According to a 2014 Statistics Canada study, only 17% of youth aged 15–29 reported being the target of cyberbullying or cyberstalking. This aligns with broader North American data showing that cyberbullying rates generally fall between 10% and 35% (source).

 

More recently, a February 2023 report from MediaSmarts Canada found:

 

• 32% of teens experienced meanness or cruelty online.

  • 41% of that occurred in online gaming,

  • 37% through text or private messaging,

  • 26% on social media. (Source)

 

While these numbers show that cyberbullying is a real issue, they also suggest that it is not the norm in most Canadian schools.

 

That said, even one case is one too many.

 

New Canadian Research by Dr. Tracy Vaillancourt

 

Some insightful 2023 Canadian research from Dr. Tracy Vaillancourt at the University of Ottawa (source) explored the impact of transitioning into high school on bullying behaviours:

 

“We examined the impact of transitioning into high school in a large cohort of Canadian youth and found that this typical life event was associated with universal reductions in bullying victimization and nearly widespread reductions in bullying perpetration. For 5.3% of adolescents, a notable increase in bullying perpetration was found after they transitioned into high school.”

 

This research suggests that for most adolescents, the move into high school actually decreases bullying—both as a victim and as a perpetrator. However, a small subset may experience an uptick in aggressive behaviour. These nuanced findings highlight the importance of targeted support during transitional periods in youth development.

 

How the Internet and Social Media Have Changed the Game

 

Technology has become fully integrated into the lives of young people. It’s no surprise that youth who engage in peer aggression have adapted these tools to extend their reach. Several factors make technology an ideal medium for digital peer aggression:

 

• Speed and Scale: A single message can go viral in seconds, amplifying the impact.

 

• Anonymity: Many platforms allow users to mask their identity, lowering the risk of getting caught.

 

• Disinhibition: Anonymity breeds disinhibition, allowing youth to say things online they would never say in person.

 

• Lack of Supervision: Messages are often sent without any adult present or observing, further reducing accountability.

 

• Pop Culture Influence: Media and entertainment normalize cruelty and ridicule. Shows like Family Guy and American Dad, or even some public figures, model behaviours that youth may imitate in digital spaces.

 

Another contributing factor: cyberbullies often don’t grasp the consequences of their actions until it’s too late. Teens live in the “now,” rarely considering the long-term impact of what they post or share.

 

This is why education and proactive digital literacy are vital—and why we tell the story of Ryan Halligan.

 

The Story of Ryan Halligan: A Tragic Reminder

 

Several heartbreaking cases of bullycide (suicide linked to bullying) and cybercide (suicide linked specifically to cyberbullying) have occurred across Canada and the United States. One of the most well-known is the case of Ryan Halligan.

 

In the summer before eighth grade, Ryan began an online relationship with a popular girl from school. But once the school year began, that girl told Ryan he was a loser. She admitted she only pretended to like him so she could share their private messages with friends and publicly humiliate him. The betrayal left Ryan devastated.

 

He became depressed and began visiting pro-suicide websites. On October 6, 2003, Ryan wrote a note on his computer expressing that he was planning to take his life. Tragically, another user replied, “It’s about f***ing time.”

The next day, Ryan died by suicide.

 

His case became a turning point in public awareness about the very real psychological consequences of online peer aggression. Ryan’s father has since become a vocal advocate for suicide prevention and digital safety.

 

Canadian Data on Youth Bullying and Suicide

 

In a 2007 Kids Help Phone study of 2,474 Canadian students:

 

• Over 70% reported being bullied online.

 

• 44% admitted to having bullied someone online at least once.

 

Just as traditional bullying has been linked to youth suicides in Canada—such as Dawn Marie Wesley (14), Gary Hansen (16), Travis Sleeve (16), and Hamed Nastoh (14)—so too have several cases of cyberbullying led to fatal outcomes.

 

We need to rethink old sayings like “sticks and stones may break your bones, but names will never hurt you.” In today’s digital world, a better phrase might be:

 

“Sticks and stones may break your bones, but cyberbullying can harm you emotionally, psychologically, physically, and socially.”

 

Key Insight: Cyberbullying Often Begins in School Contexts

 

A critical takeaway from the 2009 Canadian Youth Violence Project was this:

 

“Online or offline, the environment when it comes to cyberbullying is almost always school life—not just the internet.”

 

This finding reinforces what we often say in our presentations: cyberbullying doesn’t start online—it starts in real-life social dynamics that are then amplified by technology.

 

So, What Can Cyberbullying Be?

 

Cyberbullying can take place across virtually any digital platform, including:

 

• Text messages

 

• Social media platforms

 

• Emails

 

• Group chats

 

• Voting/rating websites

 

• Blogging platforms

 

• Streaming apps

 

• Online games

 

• Virtual worlds

 

• School or personal websites

 

No matter the medium, here are some of the most common forms of cyberbullying we encounter in our research and school-based work:

 

Direct Harassment and Threats

 

• Sending hurtful or threatening text messages or DMs.

 

• Launching “text wars,” where a group bombards a single target with hostile or overwhelming messages.

 

Account Hacking and Identity Theft

 

• Stealing passwords to gain unauthorized access to email, gaming, or social media accounts.

 

• Pretending to be the victim online—sometimes posting harmful or inappropriate content under their name.

 

Fake Pages, Blogs, or Websites

 

• Creating entire pages or blogs that spread lies, post doctored images, or humiliate the target.

 

• Posting polls such as “Who’s the ugliest person in school?” or “Who would be easiest to sleep with?”

 

Outing and Doxing

 

• Sharing someone’s private, sensitive, or embarrassing information without their consent.

 

• Exposing private images or messages—sometimes referred to as “revenge porn.”

 

Exclusion and Tagging Abuse

 

• Deliberately excluding someone from group chats or online games.

 

• Leaving them out of group photos or intentionally avoiding tagging them to signal their rejection.

 

Spamming and Viruses

 

• Sending malicious software (viruses, trojans) to damage a victim’s device or access their personal information.

 

• Subscribing the victim to inappropriate websites or sending them excessive spam.

 

Sexual Harassment or Exploitation

 

• Sharing unsolicited sexual images or messages.

 

• Threatening to release intimate content unless demands are met (a behaviour that overlaps with sextortion).

 

Physical Threats

 

• Threatening harm to the target or someone they care about—sometimes even involving weapons or suggestions of self-harm.

 

 

Important Note: Digital Self-Harm

 

Recently, our colleagues Dr. Justin Patchin and Dr. Sameer Hinduja published groundbreaking research on digital self-harm, defined as:

 

“The anonymous online posting, sending, or otherwise sharing of hurtful content about oneself.”

 

Yes, some teens actually cyberbully themselves—often as a cry for help.

In their research:

 

• 8.6% of youth admitted to anonymously posting mean content about themselves.

 

• Teens who engaged in digital self-harm were significantly more likely to report suicidal thoughts or attempts.

 

You can read more in their 2022 study here: Digital Self-Harm and Suicide

 

And in their 2024 update, Patchin and Hinduja found that the rate of digital self-harm among teens has increased to 9–12%:Read the full article

 

This research reminds us not to rush to blame others when we see harmful content. In some cases, the person being targeted may also be the one posting it.

 

So, What Can You Do If a Cyberbully Is Targeting You or a Friend?

 

If you or someone you know is being targeted by a cyberbully, taking action early is critical. Here are the steps we recommend:

 

1. Know what cyberbullying is—and tell an adult you trust.

Speak up. If the first adult you tell doesn’t take it seriously, find another. Keep telling trusted adults until someone steps in and helps you stop it.

 

2. Don’t engage with the cyberbully.

 

Ignore their attempts to provoke you. Engaging with them only escalates the situation and gives them what they want: attention and a reaction.

 

3. Tighten your digital privacy.

 

Restrict who can message you, view your content, or add you to group chats. Most platforms allow you to limit contact or turn off DMs altogether.

 

4. Block the sender.

 

Use the platform’s built-in tools to block the aggressor. This prevents further messages and cuts off their access to your account.

 

5. Google yourself.

 

See what’s out there about you online. Set up Google Alerts for your name to monitor your digital footprint. This allows you to catch and respond to potential issues early.

 

6. Save the evidence.

 

Take screenshots, save text messages, emails, DMs, or voicemails. If needed, copy them into a document and print them out. Never delete the evidence—it may be crucial for school or legal action.

 

7. Report the behaviour.

 

Let the platform, website, or app know what's happening. Social media companies and ISPs usually have reporting systems in place. If it happened during school hours, report it to a teacher or administrator right away.

 

8. Know when to contact the police.

 

If the messages include threats, criminal harassment, hate speech, or attempts to extort or exploit, contact law enforcement immediately. Provide them with the saved evidence.

 

Cyberbullying Signs: How to Know if a Young Person Is Being Targeted

 

Many youth who are being cyberbullied don’t come forward. That’s why it’s important for parents, teachers, and guardians to look for behavioural cues. While no single sign confirms cyberbullying, a combination of changes may indicate that a young person is in distress.

Here are common red flags to watch for:

 

• Sudden changes in computer or phone usage:

  They may stop using devices altogether or, conversely, become obsessively attached to them.

 

• Visible emotional distress after being online:

  Look for signs like anger, anxiety, frustration, or sadness after checking their messages or scrolling social media.

 

• Secrecy about online activity:

  They may become evasive or defensive about who they’re talking to, what apps they’re using, or why they’re online so often.

 

• Sleep problems and physical symptoms:

  Insomnia, nightmares, stomach aches, and headaches may indicate psychological distress tied to online aggression.

 

• Social withdrawal:

  A reluctance to leave the house, attend school, or participate in previously enjoyed activities can be a red flag.

 

• Unexplained crying or emotional outbursts:

  These may be reactions to ongoing emotional abuse online.

 

• Frequent visits to the school nurse or early dismissals:

  Some students feign illness to avoid facing aggressors or to escape school-related anxiety.

 

• Drop in academic performance:

  Cyberbullying can disrupt concentration, motivation, and overall school engagement.

 

• Changes in appearance, dress, or hygiene:

  A sudden shift could be a response to negative comments or online ridicule.

 

• Loss of personal belongings or damaged property:

  These may be signs of both physical and psychological targeting.

 

• Confusing or inconsistent explanations:

  If the stories your child tells you don’t add up or avoid detail, it could be an attempt to hide victimization.

 

• Low self-esteem, heightened anxiety, or depression:

  These are some of the most consistent psychological consequences of prolonged cyberbullying.

 

What Parents Should Do If Their Child Is Being Targeted by a Cyberbully

 

When your child is being cyberbullied, your first and most important role is to help them feel safe and supported. The goal is to work with—not against—your child to address the issue calmly, rationally, and effectively.

 

Start with empathy, not punishment

 

Research from Dr. Sameer Hinduja and Dr. Justin Patchin shows that youth often don’t disclose cyberbullying because:

 

• They’re afraid they’ll be blamed for it and have their phone or internet access taken away.

   

• They don’t believe adults will respond calmly, rationally, or helpfully.

   

If your child opens up to you about being targeted online, don’t overreact. Your first words matter. Try something like:

 

“I know it must have been hard for you to tell me what’s going on. I’m really glad you did. Let’s figure out how we can handle this together.”

 

Reassure your child that:

 

• They’re not in trouble.

 

• They did the right thing by telling you.

 

• You will take steps to protect them without making the situation worse.

 

 

Steps Parents Can Take

 

• Ensure your child’s immediate safety.

  Ask if they feel unsafe or threatened and take protective steps as needed.

   

• Document everything.

  Collect evidence—screenshots of texts, emails, DMs, posts, voicemails, or videos. Save and date them. Don’t delete anything until the issue is resolved.

 

• Assess the situation.

  • Is the cyberbullying ongoing?

  • Is your child in communication with the aggressor?

  • Can it be handled by blocking or disengaging?

   

• Report abuse to platforms.

  Social media platforms, messaging apps, and games often have in-app reporting tools. Teach your child how to use them and encourage them to do so.

   

• Change passwords.

  If your child’s account was compromised or impersonated, change all relevant passwords immediately.

   

• Consider contacting the aggressor’s parents.

  If you know who the aggressor is, and it’s appropriate, approach their parents calmly and respectfully. Use evidence to support your concerns. Try using a script like this, recommended by aggression-reduction expert Dr. Elizabeth Englander:

   

  “I need to show you what your son/daughter typed to mine. They may have meant it as a joke, but my child was really hurt. A lot of kids type things online they would never say in person, and it can easily be misinterpreted.”

 

• Inform the school.

  Even if the cyberbullying occurred outside school hours, if it involves classmates or impacts school life, inform school administration. Bring evidence and explain what actions you've taken and what you hope the school can do.

   

• Contact service providers.

  Let the relevant internet service provider or cellphone carrier know about the issue. Be ready to share evidence, as they may have policies against such abuse.

   

• In serious cases, involve law enforcement.

  If the cyberbullying includes threats, hate speech, extortion, or repeated harassment, call the police. Present clear documentation.

   

• Seek civil remedies if necessary.

  For defamation or severe emotional harm, consider legal counsel to explore civil action where appropriate.

 

What If My Child Is the Bully?

 

No parent wants to believe their child could be responsible for bullying. But the reality is, any child—even one who seems well-behaved, respectful, or academically successful—can engage in harmful online behaviour.

 

If you learn that your child has been bullying others, stay calm. This is a moment to listen, reflect, and guide—not react with anger or shame.

 

1. Start with a calm, honest conversation.

Let your child know that you’re aware of the behaviour and that you want to understand why it happened. Resist jumping to conclusions. Instead, ask:

“Can you help me understand what led up to this? What were you thinking when you posted that?”

Understanding the motivation is essential to guiding a meaningful response.

 

2. Address the underlying issues.

Once you understand the “why,” you can address the root cause. This may involve emotional, social, or psychological factors. Sometimes professional counselling is necessary, especially if your child is struggling with empathy, impulse control, or peer pressure.

 

3. Help your child develop empathy.

Encourage them to reflect on how their target felt:

“Can you think of a time when you felt left out or embarrassed? That feeling is what your classmate is experiencing now because of your actions.”

Empathy-building is a critical step toward behaviour change.

 

4. Reflect on your home environment.

Youth often mirror what they see. Ask yourself:

• How do we handle conflict at home?

• Do we model respectful communication?

• Is name-calling, yelling, or sarcasm normalized?

 

If aggressive behaviour is present at home, your child may be carrying those patterns into their peer interactions.

 

5. Implement fair and balanced consequences.

Not all bullying requires the same response. Consequences should be:

 

• Reasonable to the offence,

• Educational in nature, and

• Progressive if the behaviour continues.

 

Avoid harsh punishment that may fuel resentment without fostering understanding.

 

6. Support apology and accountability.

Give your child the opportunity to make amends—ideally, in person. This teaches responsibility and the value of repairing harm.

 

7. Continue to monitor behaviour.

Stay involved. Notify teachers or school staff of the incident and ask them to keep you updated. Let them know you’re taking the issue seriously and want to be notified if it recurs.

 

What Can Schools Do?

 

Schools play a crucial role in both preventing and responding to cyberbullying. While the behavior may occur off-campus and outside of school hours, if it involves students and affects the school environment, then the school has both a legal and moral obligation to act.

Let’s look at some examples:

 

• In 2008, a group of elementary students in Pickering, Ontario, apologized for posting a YouTube video mocking a classmate who had suffered a stroke.

 

• A 14-year-old student in Saskatoon found a video online showing herself being assaulted.

 

• In Burlington, Ontario, students created a website called “davenightisgay,” where hundreds of anonymous messages were posted attacking a fellow student.

 

• In 2007, 19 students at Robert F. Hall Catholic Secondary School in Caledon, Ontario, were suspended for posting derogatory and sexually explicit comments online about their principal.

 

These examples highlight a critical point: online behaviour can—and often does—have real-world school consequences.

 

Do Schools Have the Right to Intervene? Yes.

 

Some argue that if the cyberbullying didn’t occur on school grounds, schools have no authority to get involved. But Canadian courts have made it clear:

 

If there is a “nexus” or connection to the school—whether through students, staff, or the school environment—then the school has the legal right and responsibility to act.

 

As Canadian internet legal expert Dr. Shaheen Shariff writes in her book Confronting Cyberbullying:

 

“If there is a nexus to the school (peers, teacher, school property), then there is an absolute right to intervene.”

 

In today’s digital age, the boundaries of school supervision extend beyond physical walls. Schools have a duty to ensure that students can learn in a safe, respectful environment—whether bullying occurs online, in the hallways, or at home with school peers.

 

Legal Precedents and Standards

 

Canadian courts have supported this broader duty of care:

• Meyers v. Peel County Board of Education (1981):

  “In order to teach, school officials must provide an atmosphere that encourages learning.”

 

• R. v. M.R.M. (1998):

  “A school board has a duty to maintain a positive school environment for all persons served by it.”

 

This duty includes ensuring the school does not become a hostile, deliberately dangerous, or “poisoned” environment that interferes with a student’s ability to learn.

 

Schools are also bound by:

 

• Common law (duty of care)

 

• Statutory duties (e.g., Education Acts, Codes of Conduct)

 

• The Charter of Human Rights and Freedoms

 

• Human Rights Codes

 

Teachers, acting in loco parentis (in place of the parent), have a legal obligation to protect students from foreseeable harm—including that which stems from cyberbullying.

 

Each Cyberbullying Incident Must Be Assessed on Its Own Merits

 

Every incident of cyberbullying is unique. To impose school discipline, there must be sufficient evidence—gathered through a full and thorough investigation—that the online harassment was initiated by a particular, identifiable student, and that a nexus to the school environment exists.

 

Canadian courts have expressed deep concern about bullying and intimidation in schools. The Supreme Court of Canada has referred to threats (including cyberbullying) as:

“Tools of intimidation designed to instil fear.”

 

The aim of Canada’s Criminal Code, in part, is to protect citizens—especially youth—from fear, harassment, and intimidation. If schools fail to address these issues, they risk violating their duty of care.

 

As Dr. Shaheen Shariff explains:

 

“Failure to supervise (protect) students properly can result in an actionable tort of negligence (unintentional tort).”

 

For a victim to bring a successful negligence claim against a school, they must show:

 

• A duty of care existed.

 

• A tangible injury occurred (psychological or physical).

 

• The injury was foreseeable and could have been prevented.

 

• The injury was caused by the actions or omissions of the school or staff.

 

Legal Advice from Canadian Law Firms

 

According to the Canadian firm Evans and Phillips LLP, for a school to be found negligent:

 

• There must be a clear link (nexus) between the school’s inaction and the student’s injury.

 

• The school must have breached a legal duty that directly contributed to the harm.

 

• School staff must be shown to have acted with deliberate indifference or to have ignored warning signs.

 

• The conduct must rise to the level of intentional or reckless behaviour that “shocks the conscience.”

 

Important clarification:Schools are not expected to constantly supervise students, nor are they liable for truly unforeseeable events. But they are expected to act when presented with credible reports of bullying—especially when there is a direct connection to the school.

 

How Can Principals and Teachers Play a Part?

 

Knowing that there are criminal, civil, and human rights consequences for failing to act when a student reports being cyberbullied, school leaders must be proactive, responsive, and transparent.

 

Here’s what principals and teachers can do to protect students—and shield themselves, their schools, and their school boards from liability:

 

1. Establish and enforce a strong school policy.

Ensure your school has a clear policy and code of conduct that explicitly addresses:

 

• Threats

 

• Intimidation

 

• Harassment

 

• Misuse of technology (including mobile devices and internet tools)

 

The policy should define behaviours, outline consequences, and include digital scenarios. Where possible, have students and parents co-sign the Code of Conduct to ensure shared accountability.

​

2. Promote a culture of respect and digital citizenship.

 

Preventing bullying starts with school culture. Foster an environment built on:

 

• Inclusion

 

• Integrity

 

• Student voice

 

• Evidence-based education around online conduct

 

Digital literacy should be integrated across the curriculum—not siloed into a one-day assembly.

 

3. Respond immediately and thoroughly to reports.

 

When a student or parent discloses an incident, early intervention is key.

 

Investigative steps should include:

 

• Interviewing the student involved (privately and respectfully)

 

• Determining if they feel unsafe

 

• Asking for a written statement

 

• Reviewing all supporting evidence (texts, emails, social media posts, screenshots, full message headers)

 

• Identifying whether the behaviour is isolated or part of a pattern

 

• Interviewing potential witnesses

 

• Speaking with the alleged aggressor, if appropriate

 

• Contacting law enforcement if there is a threat of harm or serious criminal element

 

4. Communicate with families.

 

After gathering the facts, meet with the targeted student and their parents. Explain:

 

• What steps have been taken

 

• What the school is doing next

 

• What support will be provided to the student

 

Transparency builds trust and shows your commitment to student safety.

 

5. Consider school-wide reporting tools.

 

Platforms like “Stop A Bully” or anonymous reporting forms can empower students to report incidents before they escalate.

 

6. Apply school discipline appropriately.

 

Once the investigation is complete, determine whether the cyberbullying:

 

• Took place on or off school grounds

 

• Has a direct nexus to the school community

 

If a nexus exists, discipline can range from:

 

• Verbal warnings

 

• Behavioural contracts

 

• Counselling

 

• Detention

 

• Suspension

 

• School transfer

 

• Expulsion (in extreme cases)

 

If warranted, schools should refer criminal matters to law enforcement.

 

A Measured Approach: Criminal, Civil, and Human Rights Actions Should Be Rare

 

Taking formal action through the criminal justice system, civil courts, or human rights tribunals should be reserved for the most severe or repeated cases of cyberbullying—especially when other avenues have failed.

 

At The White Hatter, we believe that:

 

• Education should always be the first line of defence.

 

• Restorative practices are often more effective than punishment.

 

• Proportional responses are essential to prevent over-criminalization of youth behaviour.

 

Yes, some forms of cyberbullying do warrant legal consequences—particularly when they involve threats, extortion, hate speech, or sexual exploitation. But for first-time or lower-level offences, consequences should be incremental and developmentally appropriate.

 

Helping Youth Understand Consequences

 

We recommend teaching students the full scope of possible outcomes when it comes to digital peer aggression:

 

• Cyberbullying can have criminal consequences.

  Youth need to understand the relevant Criminal Code sections, such as criminal harassment, uttering threats, or impersonation.

 

• Cyberbullying can have civil consequences.

  This includes being sued for defamation, emotional distress, or intrusion upon seclusion.

 

• Cyberbullying can result in human rights complaints.

  Particularly if the behaviour targets someone based on protected characteristics such as sexual orientation, race, religion, or disability.

 

• There is a difference between free speech and defamation.

  While the Charter protects freedom of expression, it does not shield individuals from the legal consequences of libel or slander.

 

• Schools can intervene—even if the bullying happened off-campus—if a nexus exists.

  Students need to understand how online conduct impacts school climate and that administrators have legal authority to respond.

   

 

Proportional Discipline: Not Everything Deserves a Hammer

 

As Abraham Maslow once said:

 

“If the only tool you have is a hammer, you tend to see every problem as a nail.”

 

Criminal charges, lawsuits, and tribunals are hammers. Use them sparingly—and only when necessary.

 

For many students, a better path is restorative justice.

​

Restorative Justice: An Educational Alternative

 

Restorative justice is an approach where the aggressor meets the target (in a safe, structured environment) with a trained facilitator. Together, they explore:

 

• What happened

 

• How it made the target feel

 

• What can be done to repair the harm

 

We’ve witnessed powerful moments of healing and growth through this process. Restorative justice not only helps victims find closure, but also allows aggressors to take ownership of their actions in a meaningful way.

 

It transforms discipline into education.

 

Changing School Culture: The Power of ‘Up-standers’ Over Bystanders

 

One of the most powerful ways to address cyberbullying is to shift school culture from passive observation to active intervention. This means encouraging students to move from being bystanders to becoming up-standers—peers who intervene when they witness bullying or peer aggression.

 

Research here in Canada, particularly by academic experts at PREVNet (Promoting Relationships and Eliminating Violence Network), has found that:

 

When a peer intervenes during a bullying situation, the behaviour often stops within seconds.

That’s why fostering peer-to-peer accountability is critical.

 

However, this doesn’t happen on its own. Schools need buy-in from both staff and students to make it work. Creating a culture where students feel empowered—and supported—to intervene requires:

 

• Consistent education

 

• A safe environment to report concerns

 

• Strong adult modelling

 

• Clear consequences for aggression

 

• Visible student leadership on these issues

 

 

Recent Research Supporting the Up-stander Approach

 

A 2025 research paper from the Self-Determination Theory group provides further support for the up-stander model:📄 Read the study

 

This paper found that students are far more likely to take positive action against bullying when:

 

• They feel autonomy to act,

 

• They are supported by adults and peers, and

​

• They are part of a school climate that rewards courage and kindness rather than silence.

 

A Whole-Community Approach: Lessons from UNESCO and James O’Higgins Norman

​

In August 2020, James O’Higgins Norman, UNESCO Chair on Tackling Bullying in Schools and Cyberspace, released a compelling paper titled:📄 Tackling Bullying from the Inside Out: Shifting Paradigms in Bullying Research and Interventions

 

In this paper, O’Higgins Norman argues that the most effective way to reduce bullying and cyberbullying in schools is through a “whole-school community approach”—a model that shifts responsibility away from individual students or punitive discipline alone, and toward collective culture change.

 

Key Components of a Whole-Community Model:

 

• Leadership and Change Management

  School leaders must model commitment, allocate resources, and support staff and students in anti-bullying efforts.

 

• Policy Development Based on Best Practices

  School policies should be grounded in current, evidence-based research—not outdated punishment models or fear-driven narratives.

 

• Curriculum Planning and Delivery

  Anti-bullying and digital literacy content should be woven into the regular curriculum, not relegated to a one-time presentation.

 

• School Ethos Built on Respect and Inclusion

  Culture matters. A school’s ethos—its “unwritten rules”—must reflect the values of empathy, accountability, and mutual respect.

 

• Student Voice and Leadership

  Students should be involved in the development of policy, prevention programs, and peer-support systems. Youth buy-in increases engagement and relevance.

 

• Student Support Services

  Guidance counsellors, social workers, and mental health professionals must be part of a wraparound support system.

 

• Partnerships with Parents, Educators, Law Enforcement, and the Broader Community

  Prevention doesn’t stop at the school gates. Community-wide involvement strengthens accountability and reinforces shared values.

   

 

At The White Hatter, we strongly agree: a holistic, inclusive, student-informed approach is the most effective way to tackle bullying and cyberbullying long-term. When youth are treated as partners rather than passive recipients of adult interventions, they become powerful change agents within their schools and communities.

 

A Final Note to Educators, Parents, and Law Enforcement: Don’t Just Say ‘Delete the Message’

 

One of the most damaging responses an adult can give to a youth experiencing cyberbullying is:

 

“Just delete the message and move on.”

 

While that may seem like practical advice, it completely dismisses the emotional, psychological, social, and even physical impact that peer aggression can have on a young person.

 

Cyberbullying isn’t just words on a screen. It can:

 

• Undermine a youth’s sense of safety

 

• Isolate them from peer groups

 

• Trigger anxiety, depression, or self-harm

 

• Disrupt learning and school attendance

 

• Erode self-esteem and personal identity

 

That’s why our message to adults is clear:

 

“Deleting a message does not delete the harm.”

 

Youth need a wraparound support approach—one that includes:

 

• Emotional validation

 

• Consistent follow-up

 

• Concrete actions to restore safety and confidence

 

• Mental health support, where needed

 

More importantly, they need adults who will act, not just talk. Posting an anti-bullying poster or observing Pink Shirt Day once a year is not enough.

 

Our Shared Responsibility

 

While schools have a critical role in addressing digital peer aggression, parents and caregivers also play a vital part. The causes of cyberbullying are multifactorial, and so must be the solutions. It’s not just about policing behaviour—it’s about guiding digital citizenship, fostering empathy, modelling respect, and building trust.

 

Staying Informed: Where to Find the Latest Research on Cyberbullying

 

Cyberbullying is not a static issue—it evolves alongside technology, youth culture, and online trends. That’s why it’s essential for parents, educators, and law enforcement to stay up to date with reliable, evidence-based research.

Here are trusted resources we recommend:

 

Cyberbullying: Identification, Prevention, and Response

By Dr. Justin Patchin & Dr. Sameer HindujaA thorough, research-driven guide to understanding cyberbullying in its modern forms.🔗 Download the PDF

 

International Journal of Bullying Prevention

Published by Springer, this peer-reviewed journal curates leading global research on bullying and digital aggression.🔗 Browse volumes

 

Our Interview with Dr. Justin Patchin

Hear directly from one of the world’s foremost experts on cyberbullying. We talk about emerging trends, prevention strategies, and why calm, informed adult responses matter.

 

https://youtu.be/os48uM7HSkI?si=E1w-VLKa8DD1cbLt

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Tackling digital peer aggression ,bullying, requires more than awareness campaigns and rigid definitions that don’t reflect what students are actually going through. Young people are telling us that the current system often feels performative, not protective. To make real progress, schools must shift their focus from reactive responses to proactive, student-centered strategies that reflect lived experience and recognize bullying as a social issue rooted in broader systemic factors. This means building school cultures grounded in empathy, inclusion, and connection, where students feel seen, heard, and supported. By embracing co-designed, youth-led initiatives, and embedding diversity literacy and peer leadership into the fabric of school life, we can move toward a school culture that empowers students and creates environments where every young person can thrive.

 

At The White Hatter, we believe that education—grounded in research, empathy, and respect—is the cornerstone of prevention. Whether you're a parent, educator, counsellor, or student, you play a vital role in cultivating safer digital spaces for youth.

 

Let’s move beyond slogans and policies and focus on real action, real support, and real connection.

 

Because behind every screen is a real person—and every action online has an impact.