Bullying lands on the new virtual platforms

The implementation of the new technologies (NNTT) in the educational field It has been accelerated as a consequence of the COVID-19 pandemic and the confinement stage where several institutions have adapted to home schooling. While the educational field was being transformed, and although bullying through the virtual world is not a new phenomenon, new forms of harassment did emergeas well as probably a certain intensification of them.

A few years ago, bullying was fundamentally linked to the formal educational environment: school, institute. However, with the greater participation of children and adolescents in non-formal educational environments and the widespread presence of the virtual environment, bullying is no longer limited to a specific physical space and, unfortunately, has moved to mobile devices. The expert in Prevention and Mediation of Educational Conflicts from the International University of La Rioja (UNIR), Noemí García-Sanjuán, assures that the NNTT are not negative in themselves, on the contrary, they offer great opportunities. The problem is not the screens, but the use that is given to them.

In recent years, new forms of bullying linked to the virtual environment have emerged, in addition to cyberbullying or cyberbullyingfor example: the grooming, in which an adult harasses a minor; the stalkingwhich consists of tracking someone’s digital activity to gather information that it can be used to cause harm; cyber-partner violence, which is also found in adolescents and young people; and even the sextortion. The latter derives from the phenomenon of sexting, which is a form of communication that does not have to be negative in itself; the problem comes when some of the intimate content shared is disseminated to third parties without the consent of the person.

According to the expert, the greatest risk is not detecting the signs in time. Not being able to identify the alarm signals leads to greater difficulties. Protocols are needed, but it is essential that professionals know when to activate them and how to accompany these processes. Educators have the possibility of bonding both with the children and adolescents with whom they work and with their families. Generating a care alliance is essential to be able to face any difficulty throughout childhood, adolescence and youth, which are important stages of development.

Bullying and cyberbullying are an imbalance of power that occurs within an established network of school and community relationships.

Unesco

Regarding the detection of bullying, it can be identified in children or adolescents through emotional changes such as increased irritability, anxiety symptoms and even sadness. Sometimes it can be observed that changes occur when they are with the devices, presenting cases where they may not allow adults to access them. In general, the expert considers that one should be attentive to any of these signs that cannot be associated with a specific event.

Prevention is closely linked to Delay as much as possible the start of handling mobile devices by children or adolescents. Parents or natural supports must convey their availability to children and adolescents; they must be sure that there is a protective adult and someone to turn to. This is necessary and possible not only in parents or natural supports, but also in teachers and educators in general. There is evidence that in educational settings where minors feel that an adult is available, the prevalence of bullying decreases. It is not a matter that is transmitted only verbally: the attitude and actions are what make children and adolescents integrate this important message.

Preventing and fighting bullying: The 9 components of education

Already in 2020, the Unesco presented a series of Recommendations of the Scientific Committee for the prevention and fight against bullying and cyberbullying at schooltogether with the French Ministry of Education, Youth and Sports.

In this report they proposed to redefine bullying and cyberbullying as “an imbalance of power that occurs within an established network of school and community relationships, and it is favored or inhibited by the social and institutional context of the schools and the educational system”.

Bullying and cyberbullying, they added, are a relational phenomenon that occurs within a network of people. And it highlights the absence of positive, effective and caring responses towards students who are bullied or cyberbullied by peers or adults.

This phenomenon, in general, causes emotional, social or physical damage. And repetition can not only be linked to the number of times bullying and cyberbullying incidents occur, but also to the effect it has on the person who may fear that a single event may be repeated or re-shared on social media.

Furthermore, not all perpetrators act intentionally. “Students who engage in bullying may do so as a result of group dynamics, rather than because they want to hurt the bullied student.”

How to respond effectively to bullying and cyberbullying? With a global approach to education, which begins with:

• A strong political leadershipa legal framework and robust policy framework to address bullying, school violence and violence against children in general.
• Curriculum, learning and teaching to promote a caring school environment (for example, against bullying).

Repetition can be linked not only to the number of times bullying and cyberbullying incidents occur, but also to the effect it has on the person who may fear that a single event could be repeated or re-shared on social media.

Unesco

• Complaint mechanisms for students affected by bullying, accompanied by support and referral services.
• empowerment and student participation.
• Evidence: monitoring bullying and evaluation of interventions.
• Train and support teachers to address bullying and for a student-centered classroom management and your care.
• Environment of physical and psychological safety at school and in the classroom.
• Participation of all stakeholders school community, including mothers and fathers.
• Collaboration and partnership between the education sector and a wide range of sectors and institutions (other sectors of the Government, NGOs, academia and digital platforms). (F)