Christopher Shea, The Washington Post; When schools went virtual, online bullying declined
"(According to one 2019 study from the Centers for Disease Control and Prevention, some 20 percent of American high school students reported being bullied in person in the previous year; 16 percent reported being bullied online.) Bacher-Hicks and four colleagues at B.U. — associate professors Joshua Goodman, Jennifer G. Green and Melissa Holt — tackled the question using an unusual approach: They first established, by examining past data, that Google searches for such terms as “bullying” and “cyberbullying” closely track real-world trends, as measured in surveys. They then looked at what happened to search trends during the pandemic. The results, which appeared in a National Bureau of Economic Research working paper in December, weren’t what many people expected. This interview has been edited for length and clarity...
Q: If I understand it right, in your interpretation online bullying is largely an outgrowth of in-school bullying.
A: Absolutely. I think that bullying that occurs online may in many cases just be an extension of bullying that started in person. We know from prior research that many of the same individuals — that is, both the victims and the aggressors — are involved in in-person and in cyberbullying. So there are clear links between the two. And I think an important contribution of our paper is to show that when you disrupt one form of bullying, there is a clear reduction in both forms.
Q: Your paper suggests there might be lessons for this and for the post-pandemic world. What might those be? Because kids eventually will be all back in these chaotic physical environments again.
A: The lessons might come out of this question: Why do we think that even when schools reopened in fall 2020 during the pandemic, bullying was lower in those schools than we would have predicted? One reason is that schools put additional structures in place to prevent the spread of covid-19. And many of those structures likely helped to reduce bullying when students were back in person. We know from prior studies that a lot of bullying occurs during unstructured time — that is, time spent passing other students in the hallway, time at lunch, etc. During the pandemic, there has been a lot less flexibility in offering that type of unstructured time. And there is a lot more supervision during the school day. I don’t think that we should necessarily maintain all of these new structures moving forward, but I think it does suggest there’s something that we can learn about how providing additional structured time might reduce bullying."
