International studies have established gender as a predominant factor when it comes to violence, both school-based and other (Skinner, Hester & Malos, 2012). Cyberbullying is no exception: acts of cyberviolence disproportionally target girls and women (Snell & Englander, 2010). It is notably the case for cybersexism, referring to types of violence that are sexist, homophobic (lesbophobic) or sexual in nature, and whose aim is to reiterate dominant gender norms targeting girls and boys. Through the online dissemination of gender norms, it affects both groups, tarnishing the former’s reputation and threatening the latter’s masculinity (Payne & Smith, 2016). Contrary to popular beliefs linking cyberbullying and stranger danger, this communication will discuss how cybersexism can come to play out in school environments and affect school climate and learning environments. It will argue in favour of the concept of cybersexism to designate the multiple ways girls –but also boys- are put back into their “gendered” place at all times, in the classroom and even in cyberspace. In fact, we suggest both spaces form a single socialization space, continuously active as some youth even sleep with their smartphones. Despite growing social and scientific concern, cybersexism is hardly examined as influencing the classroom context. This research conducted in French classrooms suggests sexist and cybersexist bullying are not tenuous or sparse phenomenons. They carry real impacts for boys and girls, while remaining a specific and serious problem for teenage girls (Gradinger & al., 2009).

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