Anti-Bullying in the Digital Age: Evidences and Emerging Trends
A special issue of Societies (ISSN 2075-4698).
Deadline for manuscript submissions: 15 November 2025 | Viewed by 40
Special Issue Editor
Interests: the psychological and educational impact of problematic Internet use among children and adolescents; media literacy, digital competence, and digital citizenship education; innovation in teaching methodologies, including the use of ICT, gamification, and active learning strategies
Special Issue Information
Dear Colleagues,
The rapid expansion of digital technologies has significantly reshaped social interactions, especially among children and adolescents. Within this evolving digital landscape, cyberbullying has emerged as a complex and pervasive form of aggression characterized by anonymity, wide reach, and the persistence of harmful content. This Special Issue, ‘Anti-Bullying in the Digital Age: Evidences and Emerging Trends’, aims to provide a comprehensive and multidisciplinary perspective on current manifestations of online bullying, along with evidence-based strategies for prevention and intervention.
Focus: This Special Issue will explore how digital environments have transformed traditional bullying dynamics. Topics of interest include the spread of harmful content through social media, the role of emerging social roles such as trolls, and the influence of collective behavior—both protective and harmful—within online communities. Particular attention will be given to the psychological consequences of cyberbullying and the necessity of developing informed and context-sensitive responses.
Scope: We welcome empirical articles, conceptual papers, and systematic reviews or meta-analyses that investigate cyberbullying from diverse disciplinary perspectives, including psychology, education, communication studies, and digital sociology. Submissions should ideally address protective factors such as emotional and social intelligence, as well as the role of the classroom, peer groups, and families as key agents in buffering against digital aggression. Studies focused on digital literacy, online empathy, and the development of responsible digital citizenship will also be considered of particular relevance.
Purpose: The goal of this Special Issue is to foster a critical and updated dialogue on cyberbullying as a socio-technological phenomenon. By integrating emerging theoretical frameworks with current empirical findings, we aim to inform not only the academic community but also educators, policymakers, and practitioners involved in designing anti-bullying strategies and interventions in schools and communities.
Relation to the Existing Literature: While scholarly interest in cyberbullying has increased, much of the current literature remains fragmented or narrowly focused. This Special Issue seeks to move beyond traditional dichotomies between offline and online bullying, promoting a more integrative and dynamic understanding of digital aggression. Through the inclusion of meta-analyses and reviews, we aim to consolidate the existing evidence base, identify research gaps, and highlight innovative practices. Ultimately, this Issue aspires to contribute to a more nuanced understanding of online violence and to promote emotionally and socially intelligent responses within educational and digital ecosystems.
Prof. Dr. Raquel Lozano-Blasco
Guest Editor
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Keywords
- cyberbullying
- digital harassment
- online safety
- digital literacy
- anti-bullying strategies
- youth mental health
- social media bullying
- educational technology
- psychological impact
- digital intervention
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