Master of Science (MS)
Educational Psychology & Higher Education
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Number of Pages
Many schools and school districts have had direct experience with the negative psychological effects of cyberbullying in their schools, ranging from high profile suicides to lower profile incidents that affect the ability of students to receive an education. Federal, state, and local regulations, as well as mandates from state educational agencies, require schools and school districts to address cyberbullying. Experts advocate that schools play a major role in addressing cyberbullying with anti-bullying policies in general and anti-cyberbullying policies in particular. This study presents case study portraits of two exemplary school districts, with a comparison to similar school districts, suggesting that 1) developing a clear and concise policy that involves stakeholders; 2) providing education with a focus on bullying prevention for staff, students, and parents; and 3) developing action plans aimed at modifying behavior, with punishment as a last resort can help school districts achieve the goal of reducing the risk and threat of cyberbullying among children and adolescents in the public schools so that they can all attain the benefits of technology advances without the harmful effects and risks that can occur.
Bullying – Psychological aspects; Bullying in schools; Cyberbullying – Prevention; Education; Pledges; Policy; Public schools; Prevention
Education | Educational Psychology | Education Policy
Humphries, Alison, "Cyberbullying Policy in Public Schools" (2012). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1674.