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Inside Teaching : August 2010
www.atra.edu.au | firstname.lastname@example.org RESEARCH 45 New research by MEGAN PRICE and JOHN DALGLEISH indicates that cyberbullying occurs most often at the end of primary school and the beginning of secondary school, and that more than a quarter of victims don’t seek support. environment allows cyberbullies to feel less inhibited and less accountable for their actions. The results of research on the prevalence of cyberbullying among young people vary considerably. As Jaana Juvonen and Elisheva Gross of the University of California at Los Angeles note in their study of online and in- school bullying among internet- using adolescents, reports of prevalence in the literature range from nine per cent to 49 per cent within a school year. Juvonen and Gross attribute the wide variance to differences in research design and the types of technology examined. As they note, while rates are not as high as for traditional bullying, where prevalence is up to 70 per cent, the spread of technology- mediated communication in recent years suggests an increased potential for this form of bullying in the future. The short-term impact of traditional bullying has been widely documented, and includes problems with emotional adjustment, school adjustment and relationships. Some research, such as that by Peter Smith and colleagues, suggests that the impact of cyberbullying to be comparable, while other research, such as that by Marilyn Campbell, suggests the impact may be more severe. There are two reasons for this: the