How Italian Middle School Adolescents Conceptualize and Navigate Cyberbullying: A Qualitative Analysis of Definitions, Behaviors, Roles, and Coping Strategies.

backgroundsCyberbullying represents a major concern for students, yet most studies rely on quantitative and adult-centered perspectives. Understanding adolescents' views on cyberbullying is crucial for prevention.

methodWe conducted sixteen focus groups with 220 Italian middle school students (ages 11-13). Transcripts were inductively analyzed to identify domains, core ideas, and the occurrence of categories (general, typical, variant) using the Consensual Qualitative Research method.

resultsFour main domains emerged: definitions, behaviors, roles, and coping strategies. Adolescents defined cyberbullying as a hostile online interaction marked by publicity, often followed by anonymity; few mentioned repetition. Direct acts such as insults, threats, and non-consensual image sharing were viewed as the most harmful behaviors, followed by impersonation and identity theft, while online challenges and other forms were less mentioned. Students mainly perceived cyberbullying as a dyadic interaction between bully and victim, showing limited awareness of pro-bullies, few references to bystanders, and no mention of defenders. Finally, participants focused on victims' responses with little attention to bystanders' coping strategies.

conclusionsBy revealing a nuanced understanding of cyberbullying, adolescents emphasize the need for prevention programs that not only address online risks but also build on their own language, perspectives, and experiences.