Cyberbullying and cyberstalking in higher education: policies and practices for supporting students and university staff

Abstract This paper explores cyberbullying and cyberstalking victimisation in a Higher Education community and potential strategies for better supporting victims. It analyses qualitative responses from a convenience sample of students and staff who experienced these adverse behaviours. The data were collected from 34 self-selected respondents from a university in the United Kingdom. All qualitative responses were analysed using thematic analysis through ATLAS.ti 7.5. The interpretation of the data adopted a constructivist epistemological lens. Two-thirds of the sample reported cyber-victimisation formally to the police and/or their employers, but they encountered diverse responses, ranging from strong support to feeling judged or misunderstood. The study highlights that several victims adopted personal strategies to counteract cyberbullying and cyberstalking. Support from family and friends emerged as the primary protective factor for students and university staff. The findings contribute to the development of best practices and policies, as well as the mitigation of risk factors, ultimately fostering cyber user resilience.