Should Schools be Held Responsible for Cyberbullying?

Bogacz, R. and Gordillo, M.G. (2011, March/April). Should schools be held responsible for cyberbullying? Learning & Leading with Technology, 6-7. ISTE: Eugene, OR.

The article Should Schools be Held Responsible for Cyberbullying? by Renee Bogacz and Miguel Gordillo, shares opposing views on the role that schools should play in preventing cyberbullying. Bogacz explains that cyberbullying has emerged in recent years as a cultural behavior that greatly affects students in and out of the school environment. She argues that schools have a responsibility to provide students with safety and promote behavior that reduces online harassment. Bogacz identifies the key stakeholders as the school, administration, parents, and students and stresses the need for all entities to collaborate by addressing the issue of cyberbullying as a group issue rather than isolated events of cyberbullying (2011: 6). Thus, the stakeholders are urged to take initiatives. 

According to Bogacz it is teachers responsibility to inform not only themselves about the issues with cyberbullying but their students as well sharing with them methods of prevention and becoming advocates. For instance, if students “see cyberbullying taking place,” they are encouraged to “be assertive in assisting victims by standing up for them and reporting it” (2011: 7), while the schools should have the proper resources, such as counseling, in place to support victims of cyberbullying. However, Bogacz encouraged invasive and privacy-deprived behavior on behalf of the parents, which I though was a bit too extreme. I understand that parents are trying to keep their children safe but at the same time they should not completely deny them of some personal privacy.

In light of the shared accountability that Bogacz argues in order to address this issue, Gordillo would say otherwise, that it is a collaborative effort between only the school and family; however, the family is identified as the primary stakeholder. Gordillo believes that the bullying behavior inflicted via cyberspace by students stems from the weakening role that family plays by either providing or lacking support for their child, which in turn results in invasive behavior (2011:6). Gordillo does not deny that schools can play an important role in attempting to redirect these behaviors, however, he does not believe that it is the school’s sole responsibility, especially when preventable measures are not modeled or reinforced in the home. Gordillo makes transparent that the school can only function as a support and attempt to provide families with resources that will benefit the already family instituted education of their children. Thus, he acknowledges that there must be an understanding established between the school and the family in order to effectively find a solution to the growing practice of cyberbullying. Both Bogacz and Gordillo presented compelling arguments that need to be examined in the context of school accountability to teach preventable measures of student online harassment.

Personal Response & NETS

I found myself respecting where Gordillo is coming from, however, agreeing with Bogacz. Creating awareness and presenting prevention methods to cyberbullying is the shared responsibility of all “stakeholders.” Students’ safety is of primary concern, whether it is happening at school or beyond school boundaries, period! Are teachers not mandated by the state to report abuse happening at home or outside classroom walls? Bogacz does mention the severe threat that cyberbullying implicates on the lives of vulnerable developing children and youth if not detected in time before tragedy strikes. Just like any type of demeaning behavior cyberbullying affects the self-esteem of the students being victimized as it undermines their true value as people and belittles their self-worth. Although, not addressed in the article I would imagine that the displeasing experience of cyberbullying is heightened for GLBT (Gay, Lesbian, Bisexual, Transexual) students, who already have high suicide rates. Although the article did not address particular ways in which teachers can implement techniques it did express the dangers and risks that lie ahead if actions are not taken to address and prevent cyberbullying.

As a future teacher I see students’ safety as my duty, personal responsibility, and professional obligation. Therefore, I would take steps to create awareness in my classroom. I would design a lesson plan that focused on introducing, applying, and assessing research skills. Students would independently research what cyberbullying is, the effects, ways to prevent it, and what can be done to help those who have been affected by it. Also, I would encourage my students to seek out resources available to those who demonstrate cyberbullying behavior. In this way students are engaging technological concepts and skills while critically thinking about an issue that directly affects them. Students would then individually write about their findings, share their findings with their group, and synthesize information gathered to create a slide presentation using web 2.0 tools like Prezi. In the process students will adhere to ISTE NETS for Students #2 Communication and Collaboration, #3 Research and Information Fluency, #4 Critical Thinking, Problem Solving, and Decision Making, and # 5 Digital Citizenship. Furthermore, students can directly inform the parents about the growing risks of cyberbullying by hosting a presentation night where parents, the PTA, administrators, and other group organizations can participate in an open dialogue about cyberbullying.