Cyberbullying perpetration and victimization among middle-school students

Am J Public Health. 2015 Mar;105(3):e66-72. doi: 10.2105/AJPH.2014.302393. Epub 2015 Jan 20.


Objectives: We examined correlations between gender, race, sexual identity, and technology use, and patterns of cyberbullying experiences and behaviors among middle-school students.

Methods: We collected a probability sample of 1285 students alongside the 2012 Youth Risk Behavior Survey in Los Angeles Unified School District middle schools. We used logistic regressions to assess the correlates of being a cyberbully perpetrator, victim, and perpetrator-victim (i.e., bidirectional cyberbullying behavior).

Results: In this sample, 6.6% reported being a cyberbully victim, 5.0% reported being a perpetrator, and 4.3% reported being a perpetrator-victim. Cyberbullying behavior frequently occurred on Facebook or via text messaging. Cyberbully perpetrators, victims, and perpetrators-victims all were more likely to report using the Internet for at least 3 hours per day. Sexual-minority students and students who texted at least 50 times per day were more likely to report cyberbullying victimization. Girls were more likely to report being perpetrators-victims.

Conclusions: Cyberbullying interventions should account for gender and sexual identity, as well as the possible benefits of educational interventions for intensive Internet users and frequent texters.

Publication types

  • Research Support, U.S. Gov't, P.H.S.

MeSH terms

  • Adolescent
  • Bullying / psychology*
  • Child
  • Electronic Mail / statistics & numerical data*
  • Electronic Mail / trends
  • Female
  • Gender Identity
  • Humans
  • Logistic Models
  • Los Angeles
  • Male
  • Risk-Taking
  • Sex Distribution
  • Sexual Behavior
  • Social Media / statistics & numerical data*
  • Social Media / trends
  • Students / psychology*
  • Students / statistics & numerical data
  • Text Messaging / statistics & numerical data*
  • Text Messaging / trends