August 9, 2026

According to a survey in 2012, nearly 4 in 5 Singapore children aged 8 to 17 were bullied online and/or offline (Microsoft Corporation, 2012). Unsurprisingly, school bullying is a pervasive social issue where children and adolescents are subjected to harmful behaviour by their peers. In the digital age, this extends to cyberbullying, which involves hurtful messages or social ostracism on digital platforms. In ‘School bullying and cyberbullying in Singapore: prevalence, predictors, and outcomes’, a chapter in Handbook of School Violence, Bullying and Safety (Edward Elgar, 2024), Associate Professor Jungup Lee (NUS Social Work), Professor Rebecca Ang and Assistant Professor Cheung Hoi Shan (both NIE Psychology and Child & Human Development Academic Group) examine the prevalence and patterns of both forms of bullying. This research is particularly significant in Singapore, one of the most tech-savvy countries globally, where every secondary school student is equipped with a learning device tablet.

The researchers emphasise that the causes of school bullying and cyberbullying affect both victims and aggressors. These causes are multifaceted and rooted in individual, familial, and social-ecological factors. Individual traits like aggression, low self-esteem, and a history of victimisation can predispose youths to bully or become targets. Family dynamics, including parenting styles and levels of parental involvement, play a significant role, with neglect or harsh discipline often linked to increased bullying behaviours. Social factors, such as peer relationships and the overall school environment, are equally critical. For example, a lack of supportive friendships can increase vulnerability to victimisation. Moreover, the widespread use of digital technology and social media adds new dimensions to bullying, as the anonymity and detachment of online interactions emboldens aggressors.

Bullying has severe impacts on the mental health and wellbeing of victims, who often suffer from heightened anxiety, depression, and an increased risk of suicidal ideation. Victims also exhibit higher levels of externalising behaviours, like aggression and conduct issues, compared to their peers who are not uninvolved in bullying.

The researchers highlight the current approach adopted to combat school bullying, focusing on three key levels of intervention: prevention, mediation, and policy implementation. Preventive programs aim to educate children and youths about bullying dynamics and effective responses, often led by local non-profit organisations such as TOUCH Cyber Wellness. Mediation efforts provide support and guidance to both victims and perpetrators to foster mutual forms of resolution and understanding. Finally, robust policy implementation emphasises a zero-tolerance stance towards bullying, ensuring that schools create safe environments and allocate resources to support affected individuals.

While progress has been made over the years, the researchers highlight limitations in existing anti-bullying programs, emphasising the need for more targeted interventions. They note that current initiatives often fail to address the diverse patterns and impacts of bullying across different demographics. For example, they advocate for gender-responsive programs to account for differences in prevalence and help-seeking behaviours across different genders. They also stress the importance of raising awareness and educating children, parents, and educators about bullying and its prevention. Future research and efforts are crucial to refining these programs and effectively addressing the complexities of school bullying and cyberbullying, ensuring better protection and support for vulnerable youth.

Read the article here.