Mitigating Cyberbullying Through Awareness and Intervention in Rural South African Schools

This study aimed to examine the extent, nature, and impact of cyberbullying among high school learners in rural areas of Queenstown, Eastern Cape, South Africa. As access to digital technology increases, even in remote areas, learners are becoming more exposed to online risks. Using a mixed-methods approach, datawere collected from 79 learners aged 14 to 21 in Grades 10 to 12 through questionnaires and follow-up interviews. The results showed that cyberbullying was more common and emotionally harmful than traditional bullying. Learners described it as ongoing and anonymous, which made it harder to deal with. A key issue was that many learners did not report incidents because they felt that parents and teachers didn’t fully understand social media platforms like WhatsApp, Facebook, and Instagram. The study also found that many rural schools lacked proper policies and awareness programs on cyberbullying. These findings highlight the urgent need for schools to introduce digital safety education, train teachers, and provide safe ways for learners to report incidents. The study calls for stronger support systems to help address the growing problem of cyberbullying in rural communities.