CAUSES, PREVALENCE, AND PEDAGOGICAL APPROACHES TO ADDRESSING CYBERBULLYING AMONG ADOLESCENTS

Abstract

Cyberbullying has become a significant social and educational issue in the digital age, particularly affecting adolescents who actively engage in online communication. The purpose of this study is to analyze the causes and prevalence of cyberbullying among adolescents and to examine pedagogical strategies for preventing and addressing this phenomenon in educational environments. The research uses a qualitative analytical approach based on a review of recent empirical studies and systematic reviews on cyberbullying. The findings indicate that cyberbullying prevalence among adolescents varies widely across regions, ranging from approximately 6% to more than 50%, depending on methodological approaches and contextual factors. Key causes include excessive social media use, peer pressure, lack of digital literacy, family environment, and psychological vulnerabilities. Cyberbullying is strongly associated with negative mental health outcomes such as anxiety, depression, and social withdrawal. Educational institutions play a critical role in prevention through digital literacy education, social–emotional learning programs, teacher training, and the implementation of school-wide anti-bullying policies. The study concludes that comprehensive pedagogical interventions integrating awareness, digital competence, and supportive school climates can significantly reduce cyberbullying among adolescents.