While there is a substantial body of research on cyberbullying in schools, that focuses on if and how cyberbullying and harassment can affect children’s and adolescents’ health and wellbeing, little is known about how school staff identify and deal with cyberbullying among boys and girls. In order to gain deeper insight about this challenging issue, the current study aims to examinehow school staff identify the phenomenon of cyberbullying among gender groups (girls and boys) and which strategies they enact to prevent and deal with occurrences of cyberbullying among primary school pupils?

Cyberbullying is a complex phenomenon that takes place within a social ecology involving a wide range of factors: individual, family, societal, and school factors (Bronfenbrenner, 1979).The present study, accordingly, is informed by Bronfenbrenner (1979) social ecological model. The model is used as a conceptual framework to address how various factors, in different layers, inform and shape school strategies and interventions in preventing and dealing with cyberbullying among pupils.

This study is a part of a broader collaborative initiative between the municipal authorities and the university of Gävle. Twenty-four (24) semi-structured interviews were conducted with school staff, including school principals, assistant principals, teachers, a librarian, and a janitor. The empirical data was recorded and subsequently transcribed in full detail. The transcribed data was then subjected to thematic analysis, using the iterative phases of the constant comparison technique to unveil key components and insights from the transcribed data (Morgan & Nica, 2020). An ecological model of cyberbullying, coupled with a critical analysis of interviews, was then used to delve into how school staff approach the phenomenon of cyberbullying and ways in which they seek to prevent and deal with cyberbullying.

The findings indicate that cyberbullying a phenomenon that predominantly occurs outside of school but which, nevertheless, impacts educational activities and practices. Moreover, the results suggest a higher prevalence of cyberbullying behaviour among girls. The study identifies seven anti-cyberbullying strategies employed by school staff to intervene in, prevent and deal with cyberbullying among primary pupils. These anti-cyberbullying strategies encompass conducting bi-annual anti-bullying surveys, establishing and collaborating with School Safety Teams, fostering continuous close relationships with pupils, building team unity and creating a team atmosphere among pupils, working with parents to counteract cyberbullying, developing school staff competence regarding cyberbullying, and Co-operating with the School Health Teams. The study has provided additional insights into the unique socio-ecological context in which cyberbullying takes place, characterized by a "twenty-four-seven" availability. Furthermore, the implications of identifying cyberbullying and addressing initiatives related to this form of bullying in schools were discussed.

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