Primary School Ages

Societies | Free Full-Text

Academic Editors: Conor Mc Guckin and Lucie Corcoran

Cyberbullying is an international issue for schools, young people and their families. Whilst many research domains have explored this phenomenon, and bullying more generally, the majority of reported studies appear in the psychological and educational literatures, where bullying, and more recently, cyberbullying has been examined primarily at the individual level: amongst adolescents and young people, with a focus on the definition, its prevalence, behaviours, and impact. There also is growing evidence that younger children are increasingly accessing technology and engaging with social media, yet there is limited research dedicated to this younger age group. The purpose of this paper is to report on a systematic literature review from the psychological and educational research domains related to this younger age group, to inform future research across the disciplines. Younger children require different methods of engagement. This review highlights the methodological challenges associated with this age group present in the psychological literature, and argues for a greater use of sociological, child-centred approaches to data collection. This review examined studies published in English, between 2009 and 2014, and conducted with children aged 5–12 years, about their experiences with cyberbullying. Searches were conducted on seven key databases using keywords associated with cyberbullying and age of children. A Google Scholar search also examined published and unpublished reports. A total of 966 articles and reports were retrieved. A random peer review process was employed to establish inter-rater reliability and veracity of the review. Findings revealed 38 studies reported specifically on children aged 5–12 years. The dominant focus of these articles was on prevalence of cyberbullying, established through survey methodology. Few studies noted impacts, understanding and behaviours or engaged children’s independent voice. This review highlights current gaps in our knowledge about younger children’s experiences with this form of bullying, and the importance of employing cross-disciplinary and developmentally appropriate methodologies to inform future research.

MDPI and ACS Style

Ey, L.-A.; Taddeo, C.; Spears, B. Cyberbullying and Primary-School Aged Children: The Psychological Literature and the Challenge for Sociology. Societies 2015, , 492-514.

View more citation formats

AMA Style

Ey L-A, Taddeo C, Spears B. Cyberbullying and Primary-School Aged Children: The Psychological Literature and the Challenge for Sociology. Societies. 2015; 5(2):492-514.

Chicago/Turabian Style

Ey, Lesley-Anne; Taddeo, Carmel; Spears, Barbara. 2015. "Cyberbullying and Primary-School Aged Children: The Psychological Literature and the Challenge for Sociology." Societies 5, no. 2: 492-514.

Notes: Multiple requests from the same IP address are counted as one view.

No

[Return to top]

Interesting facts:

Glen Park is a Primary School (ages 4-11) in upper Chaddlewood, Plympton. The Head Teacher is Anne Newell, and the school contains around 400 pupils. The secondary schools often attended by Glen Park students are Heles School and Ridgeway Secondary School, both in...

Wildkin Olive Kids Trains, Planes & Trucks Lunch Box
Kitchen (Wildkin)
  • Based in Nashville, Tennessee and founded in 1994, Wildkin is committed to making useful, fun and safe gear for kids of all ages. In a range of bright colors and...
  • Sturdy, durable, fabric construction,Product Dimensions: 7 x 3.2 x 9.8 inche
  • Pvc, bpa & phthalate-free
  • Available in lots of great patterns
  • Insulated and easy-to-clean
  • Zippered front pocket
  • Manufacturer recommended age: 3-15 years
Related Posts