Peer violence is not new; its forms, however, have changed according to the new ways of communication; so, today with the use of ICTs a direct contact between the aggressor and the victim is no longer required.

 This type of violence through ICTs also holds some appeal among young people as a way of entertainment, so that the different developed researches, both national and international, have shown an increase in these behaviors among adolescents.

 Teenagers, however, most of the time are not aware, not only of the serious consequences that it may have for victims, but that by behaving that way, they are breaking the law, and therefore they can be sanctioned from a legal and patrimonial point of view, or through a compensation.

In other cases, even knowing that they are acting illegally, they believe that because of the fact that they are under-age nothing will happen to them, that they are unpunished before the law.

 It is therefore a recent phenomenon but it is expanding rapidly, so that it is necessary to undertake an analysis of the reality, in order to establish guidelines for proposals or educational intervention to promote the prevention of this new way of peer violence, and thereby prevent many children from entering the reformatory system.

 Therefore, the aim of this study is to analyze the incidence of the phenomenon of violence among peers through ICTs in educational stage 1st and 2nd years of ESO in the city of Badajoz, and its relationship with certain variables including gender, ownership of the School they attend, level of equipment of these technologies, and the use of social networks, as well as to explore the knowledge those students have on the legal aspects of violent behavior among peers through ICTs.

 The theoretical foundation is mainly related to researches about  peer violence through ICTs conducted in U.S., which are pioneers in this field, (Finkelhor, Mitchell, & Wolak, 2000; Jones, Finkelhor, & Mitchell, 2012; Patchín & Hinduja, 2006; Wilard, 2007); Canada (Cassidy, Faucher, & Jackson, 2013; Li, 2006, 2007.); Australia (Tangem & Campbell, 2010); In  UK (Paul, Smith & Blumberg, 2012; Smith, Mahdavi, Carvalho, Fisher, Russell & Tippett, 2008.); Belgium (Vandebosch &Van Cleemput, 2009); Sweden (Slonje & Smith, 2008); Portugal (De Olivera, 2009; Graçia, 2011); Italy (Guarini, Passini, Melotti & Brighi, 2012; Palladino,  Nocentini, &  Menesini, 2012); and in Spain  (Álvarez-García, Nuñez, Álvarez, Dobarro, Rodriguez & González Castro, 2011; Avilés, 2009; Bringué & Sádaba, 2010; Buelga, Cava, & Misitu, 2010, 2012; Buelga & Pons, 2012; Calmaestra, 2011; Calvete, Orue, Estévez, Villardón & Padilla, 2010; Defensor del Pueblo-UNICEF, 2007; Del Rey, Elipe & Ortega-Ruiz, 2012; Del Río, Sádaba, & Bringué, 2010; Fajardo, Gordillo & Regalado, 2013; Garaigordobil, 2011, 2012; León del Barco, Felipe, Fajardo, & Gómez, 2011, 2012).  

Buelga, S. y Pons, J. (2012). Agresiones entre Adolescentes a Través del Teléfono Móvil y de Internet. Psychosocial Intervention, 21(1), 91-101. Colegio oficial de psicólogos de Madrid. Calmaestra, J. (2011). Cyberbullying: prevalencia y características de un nuevo tipo de bullying indirecto (Tesis doctoral, Universidad de Córdoba). Servicio de Publicaciones de la Universidad de Córdoba. Cassidy, W., Faucher, Ch., &Jackson, M. (2013). Cyberbullying among youth: A comprensive review of current international research and its implications and application to policy and practice. School Psychology International. doi: 10.1177/0143034313479697. Cubo, S., Martín, B., y RAMOS, J. L. (2011). Métodos de Investigación y análisis de datos en ciencias sociales y de la salud. Madrid: Pirámide. Del Río, J., Sádaba, Ch., y Bringué, X. (2010). Menores y redes ¿sociales?: de la amistad al cyberbullying. Revista de Estudios de Juventud, 88, 115-129. Fajardo, M.I., Gordillo, M., y Regalado A.B. (2013). Sexting: nuevos usos de la tecnología y la sexualidad en adolescentes. International Journal of Developmental and Educational Psychology, 1(1), 521-534. Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullyin: una revisión. Internacional Journalof Psychology and Psychological Therapy, 11, 33-254. Graça, T.M. (2011) Cyberbullying: Estudo da prevalência de comportamentos de cyberbullying e sua relação com vivências de vergonha e estados emocionais negativos. (Tesis doctoral, Universidad de Coimbra). Jones, L.M., Finkelhor, D., & Mitchell, K.J. (2012). Trends in Youth Internet Victimization: Findings From Three Youth Internet Safety Surveys 2000–2010.Journal of Adolescent Health 50 (2), 179-186. León del Barco, B., Felipe, E., Fajardo, F. y Gómez, T. (2012). Cyberbullying en una muestra de estudiantes de Educación Secundaria: Variables moduladoras y redes sociales. Electronic Journal of Research in Educational Psychology 10(2), 1696-2095. Li, Q. (2007). New bottle but old wine: A research of cyberbullying in schools. Computers in Human Behavior, 23(4), 1777-1791. doi: 10.1016/j.chb.2005.10.005. Palladino, B.E., Nocentini, A., & Menesini, E. (2012). Online and offline peer led models against bullying and cyberbullying. Psicothema, 24(4), 634-639. Patchin, J.W., & Hinduja, S. (2006). Bullies move beyond the schoolyard: A preliminary look at cyberbullying. Youth Violence and Juvenile Justice, 4, 148-169. doi: 10.1177/1541204006286288. Paul, S., Smith, P.K., & Blumberg, H.H. (2012) Investigating legal aspects of cyberbullying. Psicothema, 24(4), 640-645. Smith, P.K., Mahdavi, J., Carvalho, J.M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376–385 doi:10.1111/j.1469-7610.2007.01846.x. Willard, N. (2007). Educator’s Guide to Cyberbullying and Cyberthreats.