Near-Peer

Interventions to
Prevent
Cyberbullying
Melissa Kinman
01

Area of Focus
Cyberbullying in Elementary
School
As students have access to Near-Peer Interventions are led by
technological devices at younger ages, students who are close in age, but
cyberbullying is quickly becoming a slightly older, than the student
silent epidemic that is undermining the participants.
mental health of students in our
schools. Near-peer interventions for
cyberbullying are more effective than
adult-led interventions.
 Smithland Elementary School
Target 4th and 5th grade students:

● 74 Fourth Grade Students in 4 classes

● 85 Fifth Grade Students in 4 classes
● 159 of the 727 students at SMES

Cyberbullying is an increasing concern.

Interventions 2023-2024

● Classroom Guidance lessons on “Conflict

Styles” and “Digital Drama”
● Restorative Circles and Conversations
● Fifth Grade Intervention with School
Counselors, the Collins Center, and HPD
● Educational Information sent home to
parents/caregivers
02
Variables
 Students’ Attitudes &
Behaviors

Attitudes Behaviors
Students’ positive, Students’ actions or
negative, or ambivalent inactions in regard to
feelings and beliefs cyberbullying
towards cyberbullying
03
Proposed
Research
Question
 How do near-peer interventions
influence students’ attitudes and
behaviors in regard to cyberbullying?
04
Literature
Review
Cyberbullying Phenomenon
● Cyberbullying was a concern among teens pre-pandemic.
● Technology became more available and it’s usage increased during the pandemic.
● Technology continues to be used at greater rates post pandemic, including
regularly by younger students.
● The pervasive and prolonged use of technology increases opportunities for
cyberbullying.
○ Any time of day
○ Most locations
● A unique difference between cyberbullying and bullying in person is the lack of
perceived power differential. Students have increased opportunity to cyberbully
others who they perceive as stronger than them, due to the opportunity to be
anonymous.
(Polanin et al., 2022)
Why is this important to us?
● Studies show that cyberbullying is a problem at all levels of education; including
the elementary school level (Tanrikulu, 2018).

● Schools are the main setting where preventative and intervention programs can be
implemented with school-aged children (Tanrikulu, 2018).

● Victims of cyberbullying can experience a variety of negative and long lasting

outcomes a few of which could include feelings of isolation, anxiety, depression,
low self-esteem, frustration, anger, excessive absenteeism, suicide ideation, sleep
difficulties, a decrease in academic performance, digestive complications, and
some students may turn to substance use as a coping mechanism (Paolini, 2018).
 Effective Intervention
● Prevention programs that focus on cyberbullying are more effective at decreasing
cyberbullying compared with general bully prevention programs (Polanin et al.,
2022).

● Programs that target cyberbullying have been shown to not only decrease
cyberbullying but to decrease traditional bullying as well (Polanin et al., 2022).

● A critical factor to student engagement in intervention programs is including,

empowering, and involving other students in the intervention (Biernesser et al.,
2023).
Why Near-Peer Interventions?
● Cyberbullying rates are the highest when students are in middle school
(Biernesser et al., 2023).
● Students report finding it helpful to talk to someone near their age who can relate
to their experiences. Some students have reported they fear telling a parent/adult,
because they worry their parents will restrict their technology use (Biernesser et
al., 2023).
● Students are more likely to change their attitudes/behaviors when they receive
those messages from peers (Zambuto et al., 2019).
● Programs that involved peers or near peers significantly decreased bullying over
programs that were only led by adults (Biernesser et al., 2023).
● Students rated authentic intervention programing as programs that include real life
examples of cyberbullying and the involvement of peers/near-peers in the
facilitation (Biernesser et al., 2023).
05

Data Collection
 Data Collection
● Quantitative Pre and Post Survey Data on students’ attitudes and behaviors
towards cyberbullying from:
○ 4th and 5th Grade Students
○ Teachers who work with 4th and 5th grade students (classroom teachers,
specials teachers, lunch monitors, and administrators)
○ Parents/Caretakers of 4th and 5th grade students

○ Skyline Middle School Near-Peer Mentors

○ Skyline M.S. teachers who teach Near-Peer Mentors
○ Parents/Caretakers of Near-Peer Mentors

● Purpose: To explore differences or perceived differences in students’ attitudes and

behaviors towards cyberbullying before and after the intervention.
06

Collaborators
 Collaborators
● Smithland E.S.
○ Students (4th and 5th grade - targeted audience)
○ Parents (4th and 5th grade)
○ Teachers & Staff (4th and 5th grade teachers at SMES)
● Skyline M.S.
○ Students (7th and 8th grade)
○ Parents (7th and 8th grade)
○ Teachers & Staff (7th and 8th grade teachers at SKMS)
● Both Schools
○ Administrators, Family School Liaisons, Behavior Specialists, interested
teachers/staff
○ Students and parents of students who are victims/perpetrators of
cyberbullying to provide additional insight

Why? Each party can provide a different type of insight on their experiences, the
settings where they observe and interact with students, and the changes they may
observe.
07

Proposed Action
 Phase 1:
Skyline M.S.
1. Awareness Meeting for 7th & 8th
grade
2. Counselors work with all 7th and
8th grade students - reflect
together on cyberbullying
3. Near-Peer Educators = Total of
16-20 Student Volunteers (from 7th
& 8th grade)
4. Complete training course

*Adapted and modified from NoTrap! evidence based

anti-bullying prevention program (Zambuto et al., 2019)
Phase 2 -
Smithland E.S.
1. Awareness Meeting for 4th & 5th
grade
2. Counselors and Near-Peer Educators
work with all 4th and 5th grade
students - reflect together on
cyberbullying

*Adapted and modified from NoTrap! evidence based

anti-bullying prevention program (Zambuto et al., 2019)
Phase 3 -
Near-Peer Led

1. Trained Near-Peer Educators lead 2

cooperative activities in each of the
4th and 5th grade classrooms.
a. Empathetic Feelings
b. Problem Solving Strategies

*Each focus on victim & bystander

*Adapted and modified from NoTrap! evidence based

anti-bullying prevention program (Zambuto et al., 2019)
 Conclusion
● Decrease rates of cyberbullying and traditional bullying among students at
Smithland Elementary School and Skyline Middle School

● Improve the mental health of students at SES and SMS

● Empower students to stand up to bullies and to support victims

● Increase academic performance, attendance rates, self-esteem, and positive views

towards school.
 Resources
Biernesser, C., Ohmer, M., Nelson, L., Mann, E., Farzan, R., Schwanke, B., & Radovic, A.
(2023). Middle school students’ experiences with cyberbullying and perspectives toward
prevention and bystander intervention in schools. Journal of School Violence, 22(3),
339–352. https://doi.org/10.1080/15388220.2023.2186417

Paolini, A. (2018). Cyberbullying: Role of the school counselor in mitigating the silent killer
epidemic. International Journal of Educational Technology, 5(1), 1–8.
https://eric.ed.gov/?id=EJ1182235

Polanin, J. R., Espelage, D. L., Grotpeter, J. K., Ingram, K., Michaelson, L., Spinney, E., Valido,
A., Sheikh, A. E., Torgal, C., & Robinson, L. (2022). A systematic review and meta-analysis
of interventions to decrease cyberbullying perpetration and victimization. Prevention
Science, 23(3), 439–454. https://doi.org/10.1007/s11121-021-01259-y

Tanrikulu, I. (2018). Cyberbullying prevention and intervention programs in schools: A

systematic review. School Psychology International, 014303431774572.
https://doi.org/10.1177/0143034317745721

Zambuto, V., Palladino, B. E., Nocentini, A., & Menesini, E. (2019). Why do some students want
to be actively involved as peer educators, while others do not? Findings from NoTrap!
anti-bullying and anti-cyberbullying program. European Journal of Developmental
Psychology, 16(4), 373–386. https://doi.org/10.1080/17405629.2017.1419954
 Thanks!
Do you have any questions?
kinmanmj@dukes.jmu.edu

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