c Nichols 1c

Susan Nichols

Dr. Erin Dietel-McLaughlin

FYC 13100: First-Year Composition

28 October 2010

Cyberbullying: Solutions to a New Phenomenon

Sticks and stones may break my bones, but names will never hurt me. This popular

saying is completely false. Names do hurt. Name-calling and other non-physical abuse have

become increasingly popular especially with the development of technology. Sameer Hinduja

and Justin W. Patchin, authors of u

u 

 
 , define cyberbullying as

³willful and repeated harm inflicted through the use of computers, cell phones, and other

electronic devices´ (5). Technology is continually progressing. For example, since the year 2000

Internet usage has increased by 249.6% (Hinduja and Patchin 7), creating more opportunities for

children and adolescents to harass and bully one another.

Cyberbullying is different than traditional bullying because it is over some technological

device. There is no physical contact; there is no instantaneous response (Urbanski and Permuth

67). This does not mean that cyberbullying does not hurt or affect its victims though. In fact,

72% of students consider cyberbullying to be just as harmful as plain, old bullying (Urbanski and

Permuth 67). Victims usually experience ³low self-esteem, depression, anxiety, insecurity,

oversensitivity, introversion, and withdrawal from social activities´ (Gibbone and Manson). In

some cases, there are even harsher effects such as suicide. ³In Essex Junction, Vt., 13-year-old

Ryan Patrick Haligan kills himself after months of harassment, including instant messages

calling him gay´ (Billitteri). Cyberbullying is real. Even worse, there is no escape from it. The

web and technology in general, is always active, always happening and so is the bullying,
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whether or not the victim is online (Urbanski and Permuth 76). This problem should not persist.

A few possible solutions exist for solving this problem of cyberbullying. To truly combat

cyberbullying in grades Kindergarten through twelve though, education of school administrators

and an increased awareness and discussion about this serious problem among this group needs to

take place. Then, through these actions, appropriate preventative measures and responses to

cyberbullying will be clear.

It appears as if there is no uniform procedure with dealing for cyberbullying. Sometimes

it seems as if schools create their protocol for bullying on the spot as cases and issues arise.

Other schools brush over the topic, not really delving into it, not truly making a genuine attempt

to solve and stop the problem of cyberbullying. For example, my younger sister, Elizabeth, is

eleven years old and is in sixth grade at a public middle school in Wilmette, Illinois. This year in

health class, which is a unit of her physical education class, she shared that she spent two

periods, a total of eighty minutes, partially dealing with cyberbullying. Her class was given a

packet and completed a worksheet in class. Though the sixth graders did this for two days in

health, there were only a couple of questions that applied to bullying. The students had to define

cyberbullying and bullying and reason why bullies behave in the manner they do as well as

describe ways to stand up to and avoid bullies (Nichols). Most of these questions are not even

particular to cyberbullying but rather just traditional bullying. Even if all four questions did

pertain to just cyberbullying though, this would still not be enough. Eighty minutes of reading a

packet and filling out a worksheet is not substantial; students will not retain the information and

recognize the seriousness of the problem. This became very apparent when I asked Elizabeth to

recall any anti-bullying programs or lectures from earlier in the year or previous grades. She

could not remember anything specific (Nichols). I would presume that this is true of most
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students across the nation and world. Schools are not trying hard enough, if at all, to solve the

problem of cyberbullying. Their efforts are proving ineffective. Students do not have a grip on

cyberbullying; they do not know how to prevent it or respond to it.

Furthermore, a rather controversial and more promoted possible solution to cyberbullying

involves the law. Advocates believe that creating new laws or updating current laws will solve

this prevalent problem. For starters, this is problematic because as Thomas J. Billitteri, author of

³Cyberbullying´ points out, it is more than difficult to distinguish between what is illegal and

what is simply rude or insensitive. It is a fine line and it is even hard for legislators to determine

what is illegal with respect to cyberbullying. Additionally, schools often run into trouble with the

law when trying to care for cyberbullying cases. Administrators have to keep in mind the First

Amendment and students¶ rights to free speech. Urbanski and Permuth, authors of þþ



u

, explain that sometimes schools can only intervene if school technology was

used, if the problem took place at school, or if it caused a significant distraction at the school

(79). However, many cyberbullying cases arise at home, but the problems are carried over to the

school setting and can indeed cause distraction at school. Is this enough reason for the school to

get involved? It surely is another fine line.

In the Tinker v. Des Moines Independent School District case, it was decided that

³schools must seek a balance between free speech and school interests in guaranteeing student

safety´ (Urbanski and Permuth 80). Even with this supposed clarification, schools still have

trouble determining if it is appropriate or not for them to get involved and/or punish the bully. As

David L. Hudson Jr. notes in Billitteri¶s article, ³µThere are more questions than answers in this

emerging area of law¶´ (Billitteri). To deal with this, states are trying to pass new laws that entail

cyberbullying regulations or add cyberbullying clauses to existing laws (Billitteri). Alisdair A.

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Gillespie argues that people should feel safe on the Internet. The author supports legal solutions

to cyberbullying and notes that laws are needed to put an end to unacceptable behavior

(Gillespie).

In my opinion though, laws are not the answer. Few people will even waste time and

money taking their case to court. Even if this were not true though, law is ineffective. It may

slightly aid the problem but it does not actually get rid of it. Billitteri shares that Jane Clare Orie,

a Pennsylvania senator, believes that these laws are necessary because the current laws dealing

with technology and bullying are out of date; technology and bullying have surpassed the laws in

place currently. The two are at a whole new level (Billitteri). United States Representative Gary

Aubuchon corroborates Orie¶s point in Billitteri¶s article declaring that creating cyberbullying

laws instead of just relying on school board guidelines stresses the importance and seriousness of

cyberbullying (Billitteri). Danah Boyd, yet another scholar who contributed to Bilitteri¶s

³Cyberbullying´ article, rebukes both of these claims explaining that the laws are useless; she

believes that education and discussion are the answer. She is correct because as she points out

laws are like bandages for cyberbullying; they do not solve the actual problem and do not deal

with the direct cause of the problem. Boyd and other civil libertarians in the article reveal that

³educating students and parents on the harmful consequences of online abuse, instituting school-

based prevention programs and promulgating clear school policies on harassment are more

effective that passing laws´ (Billitteri). This argument hits on the ideal solution to cyberbullying.

Until people truly understand the problem, nothing including laws, will help.

Some school authorities and parents believe that the best solution is not education,

discussion, and awareness as Boyd encourages, but rather simply turning off the technology

(Hinduja and Patchin 160). Although this seems like an easy and obvious fix, it is sending the
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wrong message. For starters, cyberbullying is never the victim¶s fault so he or she should not be

punished. This punishment promotes not reporting cyberbullying because students do not want to

lose Internet time. Also, it is important to recognize that cyberbullying can still occur, whether or

not the student is online (Hinduja and Patchin 161). For instance, ³At a high school near

Pittsburgh, an anonymous e-mail list features sexually explicit rankings of 25 female students,

names and photos included´ (Billitteri). This will happen whether or not the victims, in this case

the female students, are online or using technology. As mentioned earlier, there is no escape to

cyberbullying (Urbanski and Permuth 76). Finally, turning off the technology proposes running

away from problems. Parents do not allow their children to just skip school if they are being

bullied in a traditional manner (Hinduja and Patchin 161). So why should their children ditch out

just because the bullying is occurring on the Internet or through technology? They should not.

Another common belief is that cyberbullying is a natural part of life and an aspect of growing up

(Hinduja and Patchin 7). Some people do not take cyberbullying seriously. As Gillespie pointed

out, this is one reason why education is needed. People need to be taught that cyberbullying is a

threatening problem and that it actually does cause negative effects and leaves the victim feeling

horrible. It cannot be ignored. Cyberbullying, or all bullying for that matter, does not have to be

tolerated and should not be tolerated. It is in no sense a part of adolescence.

Anne Gibbone and Mara Manson offer a different solution to cyberbullying that is being

more frequently used now. The approach does get closer to the best solution; however, their

suggestion is not ideal. The two authors of the article ³Bullying: Proactive Physical Educators¶

Contribution to School-Wide Prevention,´ believe cyberbullying should be dealt with in physical

education class. They do not mention adding it to a health class curriculum though like

Elizabeth¶s school did. Gibbone and Manson share that ³teachers can influence desired student
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behavior through classroom management, teaching strategies, and activities that promote a

positive climate.´ Sports are an appropriate medium to teach good character because different

roles such as a captain or a referee can be assigned, and cooperation is enforced (Gibbone and

Manson). This good character then in turn results in a more positive school environment and less

students engaging in cyberbullying. By beginning to integrate cyberbullying education at school

or rather instilling good qualities that will prevent students from becoming any type of bully

during school, Gibbone and Manson start to reveal the best solution to cyberbullying. They are

not quite there yet though because no real, direct, blunt education, programs or discussion on

cyberbullying are put into place. Students are not mature enough to infer these indirect teachings

on cyberbullying. Authority cannot rely on children subconsciously adapting. Programs that

literally spell out cyberbullying must be implemented.

Additionally, many authoritative figures believe that security and protective software can

easily put a stop to cyberbullying. Bill Belsey, author of the cyberbullying.org website, suggests

programs such as eMailTrackerPro, McAfee Parental Controls, and Security Soft¶s Predator

Guard. These respective programs allow cyberbullying victims and their parents or teachers to

identify the sender of emails, provide protection from inappropriate discussion and the sending

of personal information, and recognize dangerous text and create copies of it while notifying the

user to log off the Internet (Belsey). This easy solution is problematic though. Urbanski and

Permuth explain the phenomenon of the ³digital divide´ (74). Students from grades Kindergarten

to twelve have grown up with advanced technology. Most of them have not known a life without

the Internet and cell phones. Therefore, it is very easy for students to surpass and work their way

around either their school administrators or parents¶ security measures (Urbanski and Permuth

74-5). Protective software is not as effective as many adults think. It really is not that safe.
c Nichols 7c

Perhaps authority should use it in pair with education, discussion, and awareness because these

security measures alone certainly are not successful in solving cyberbullying.

Although the previous solutions are legitimate, the best solution to cyberbullying includes

educating all three parties involved in the behavior: the school, parents, and students. Discussion

and awareness of the issue need to be increased also. The solutions involving protective software

mentioned earlier may be used to end cyberbullying; however, they should only be used in

addition to the aspects of the best solution. To ultimately solve cyberbullying, administrators

need to learn how to prevent the problem. School is the link between parents and students and

they possess accurate power to jumpstart discussion and awareness on this issue.

First, schools should assess the prevalence of cyberbullying in their school and find the

general consensus on the school¶s atmosphere through surveys (Hinduja and Patchin 130). Then,

most importantly, the school needs to educate its students and teachers. Although Gillespie

argues for legal solutions to cyberbullying, which are clearly not needed, he does believe non-

legal solutions do exist and that the most important of these is education. The author states that

education is needed so that administrators, students, and parents know the dangers of technology

and how to minimize these dangers to stop cyberbullying from increasing as well as to teach

those who think cyberbullying is not a real threat that they are wrong. Administrators should

conduct staff meetings and invite a specialist to present cyberbullying. The specialist or teachers

could then pass the information on to students and parents through an assembly. It is particularly

helpful if specific case studies are used (Hinduja and Patchin 131-3). For example,

administrators should bring attention to the Megan Meier case. Billitteri explains ³In suburban

Dardenne Prairie, Mo., near St. Louis, 13-year-old Megan Meier hangs herself after receiving

cruel messages on the social-networking site MySpace. She thinks the messages are from a boy
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she met online, but the messages are a hoax.´ In the end, if both teachers and students are aware

of the problem and recognize that cyberbullying is real and serious, then fewer students will

choose to bully. Explanations of real life cases brings cyberbullying closer to home and points

out the severity of this issue.

Gibbone and Manson believe that school-wide programs should be implemented. Some

schools have found success with the Olweus Bullying Prevention Program when dealing with

traditional bullying. Its effectiveness with cyberbullying is not yet known. Nevertheless, any

program in school that gets students communicating about this issue will be helpful. If the whole

school is aware of the problem of cyberbullying then the problem is already being solved. Next,

Hinduja and Patchin suggest that schools plainly outline their bullying policies and make sure

that cyberbullying is included (137). Hinduja and Patchin also bring up the innovative idea of

peer mentoring (137); it is true that students listen and pay more attention to other students rather

than teachers or other adults. Truthfully, it is irrelevant who gets the message about

cyberbullying across to students as long as it is gotten across. A positive school environment is

important too (Hinduja and Patchin 139). If students know that teachers support them and are

there for them, then they can go to them with their problems instead of resorting to

cyberbullying. Schools should also install security software (Hinduja and Patchin 143), but as

discussed earlier this precaution cannot stand-alone because students can easily get past them.

Remember, often times, students are way ahead in terms of technology than adults. These actions

put together will make the problem of cyberbullying identifiable. Not only will people know it

exists, but they will recognize its effects and come to understand it. If people are knowledgeable

on the topic, they can help stop cyberbullying if they see it occurring but also create ways to put

an end to it once and for all.

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Once educated by the school, parents can also assist in the prevention of cyberbullying. A

newsletter sent out by the school is extremely helpful or town events like a community meeting

could be held by administrators (Hinduja and Patchin 143-4) in order to increase awareness and

make sure that parents too, in addition to the school and students, are truly educated on this issue

of cyberbullying. A great way parents can attack this problem is through communication. If they

talk to their children, starting at a young age, children will be well informed and more likely to

listen to the adults (Hinduja and Patchin 146-8). A more trusting relationship will also develop,

which is important because then students will not be afraid to go to their parents if they do

happen to be a victim of cyberbullying. Obviously responsible parents will also watch over their

children and check on their Internet activity (Hinduja and Patchin 149-150). Belsey points out

that computers with Internet access should be placed in open spaces in homes so that parents can

frequently watch over their children. If parents are educated, then they will come to understand

the harsh reality of cyberbullying. All of these actions are fairly easy to follow, people just need

to be educated so that they know solutions exist.

Because these preventative measures may not solve all cyberbullying problems, school

officials, parents, and students need to know how to respond appropriately. There are suitable

ways to respond; people just need to be made aware. If these methods are shared and made

known through more frequent discussion, then all three parties will gain knowledge and become

more educated simply over time. Hinduja and Patchin propose that schools be more creative in

their responses to cyberbullying. They suggest not only using real life examples to teach the

horrible effects of this behavior but also assigning papers on cyberbullying so that students can

discover the problem themselves (164-5). If students have to put the time into a topic for school,

they will become invested and take the matter seriously. Also, schools should develop a trustee
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system in which an adult trained in dealing with cyberbullying is available at all times along with

an anonymous reporting system (Hinduja and Patchin165-7). That way, students will be

comfortable talking about their cyberbullying experiences and getting help. They know that

someone is there for them and that someone will understand where they are coming from. The

school and parents can inform Internet service providers too so that the problem is cut off at the

stem (Hinduja and Patchin 167-8). Belsey too advises teachers, parents, and students to do this.

If education, awareness, and discussion are raised to a new level, these responses will be

discovered. Better ones may even be uncovered. If people start talking about cyberbullying, they

will realize there are ways, like the ones previously noted, to help victims.

Education, discussion, and awareness are vital to solving cyberbullying. Combined, the

three form the best solution to this problem that continues to increase. If schools are educated on

the topic they can increase awareness through meetings, posters, newsletters, etc. That way,

students and parents as well as the rest of the community can become educated and more aware.

From this, an increase in discussion will stem. More people will talk about cyberbullying and its

horrible effects. More solutions will be sought out and the cycle will repeat until the problem

literally does not exist anymore.

It is a valid concern that schools and parents and students do not have enough time in a

curriculum or even a day to become educated on the topic of cyberbullying. Schools have to

stick to a curriculum and meet standards in academic areas. Parents are busy running around

from place to place, grocery shopping and driving their children to sports practices. And some

students may just not care. This is a reasonable argument; however, it is imperative that people

make time and start to care. Teachings should be integrated into everyday life. Time should be

made no matter what. Cyberbullying has drastic effects that need to be dealt with.
c Nichols 11c

Cyberbullying continues to affect more and more people each day. This behavior leaves

students feeling lonely and humiliated and decreases self-esteem (Hinduja and Patchin 13-14).

Administrators cannot just let a terrible problem continue to worsen. Cyberbullying is causing

great emotional distress for students in grades Kindergarten through twelve. Some extreme cases

have even led to suicide. A solution is needed to stop this downward spiral. Technology has its

benefits and users need to focus on these rather than using the Internet and cell phones, for

example, inappropriately. Many possible solutions to cyberbullying are available and though

they all offer satisfactory responses to this outrageous behavior, only one solution is the best. To

truly end cyberbullying, schools administrators need to be educated and knowledgeable enough

to pass this information on to students and parents. Discussion and greater awareness also need

to be raised because the truth of the matter is names do hurt.

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Works Cited

Belsey, Bill. i

. Bill Belsey. Web. 11 Oct. 2010.

Billitteri, Thomas J. ³Cyberbullying.´ i  18.17 (2008): 385-408. þi  .

Web. 11 Oct. 2010.

Gibbone, Anne and Mara Manson. ³Bullying: Proactive Physical Educator¶s Contribution to

School-Wide Prevention.´ þ 
 
 

 
  81.7

(2010): 20+.      . Web. 11 Oct. 2010.

Gillespie, Alisdair A. ³Cyber-bullying and Harassment of Teenagers: The Legal Response.´

 
 

 
!" 28.2 (2006): 123-136.     

. Web. 11 Oct. 2010.

Hinduja, Sameer and Justin W. Patchin. u

u 

 
 . Thousand Oaks:

Corwin Press, 2009. Print.

Nichols, Elizabeth. Personal interview. 18 Oct. 2010.

Urbanski, Jan and Steve Permuth. þþ


u

. Lanham: Rowman & Littlefield

Education, 2009. Print.