The conclusions in the book ‘Cyberbullying: Theory on and research into the boundless, digital living environment of children and adolescents in the Netherlands’ concern both primary and secondary schools. Additional exploratory research was conducted into the upper years of primary school, because little is still known about online bullying there. “We cannot yet say exactly how big the problem is, because the figures range from 10 to 40 percent, but we can conclude that it definitely already occurs in Years 4, 5 and 6,” Remco Spithoven says in an interview with NOS.
Cyberbullying 24/7
Unlike traditional, offline bullying, cyberbullying continues 24/7. Bullies have all kinds of ways to hurt their victims online: fighting; denigrating; imitating; passing things on; deception; exclusion; harassment and stalking. Through liking, sharing, editing and resharing content on social media, a digital flood of negative messages about victims can be unleashed. Cyberbullying therefore seems to have even more serious consequences than offline bullying.
Long-term consequences
In the long term, victims face anxiety, depression, school and sick leave, dropping out of school, substance abuse, sleep problems, psychosomatic complaints, the glorification of suicide and, ultimately, in some cases, actually taking their own lives. Cyberbullying is an urgent social issue that deserves more attention and requires an integrated approach. In this collection, intended among others for parents, caregivers, education professionals, youth support workers, youth workers, the police and municipalities, various authors discuss what cyberbullying is and how it can be addressed from different contexts. Fundamentally, the help of every adult in the Netherlands is needed.
The authors believe it is high time to stop looking away and to help children and adolescents with their digital socialisation.