BULLYING, CYBERBULLYING AND (CYBER)OSTRACISM AMONG SCHOOLCHILDREN: PREVALENCE, COPING STRATEGIES AND PREVENTION

Abstract

The accelerated development of digital technologies has significantly transformed the socialization environment for adolescents and increased the risks of bullying both offline and online, including cyberbullying and "soft" forms of social exclusion manifested in (cyber)ostracism. In these circumstances, a comprehensive study of not only overt forms of aggression but also the hidden mechanisms of rejection that impact adolescents' psychological well-being and their successful school adaptation is particularly relevant. The aim of this study is to comprehensively analyze the prevalence of bullying, cyberbullying, and (cyber)ostracism among adolescents, as well as to examine their coping strategies and identify key areas for preventive work in the school environment. The empirical component was a cross-sectional survey of students in grades 6–11 in comprehensive schools in Ust-Kamenogorsk. The adapted Coping with Cyberbullying Questionnaire (CWCBQ) was used as the base instrument, supplemented by the author's section aimed at identifying manifestations of (cyber)ostracism. Processing of the empirical data included descriptive and comparative analysis. The scientific novelty of the study lies in its application of an integrated approach to examining bullying, cyberbullying, and (cyber)ostracism as interrelated forms of adolescent violence and social exclusion, as well as in the adaptation of the research tools to regional specifics. The practical significance of the study lies in the potential use of the obtained results in the development of school prevention programs aimed at creating a safe educational environment, strengthening digital hygiene skills, supporting constructive response strategies, and increasing the involvement of teachers, parents, and peers in preventing such phenomena.