Individual, Family, School, and Neighborhood Contributors to Roles of Bystanders in Cyberbullying Situations

Several factors influence the role assumed by bystanders in cyberbullying, so an ecological approach is adopted, considering community, school, family, and individual characteristics. This study aimed to establish the effect of these factors on bystanders’ roles in cyberbullying situations. A probabilistic sample of 520 participants from 28 public schools in Medellín, Colombia, was used, and validated questionnaires were administered. Cross-classified multilevel modeling was used to analyze fixed and random effects for schools and comunas (neighborhood groups). More than half (52.9%) of participants reported involvement in cyberbullying in roles such as targets, aggressors, and target/aggressors. Individual characteristics explained most of the variability in defender and passive outsider behaviors. Being involved in cyberbullying as a target, aggressor, or target/aggressor predicted a higher likelihood of taking on defender or passive outsider roles. The passive outsider role was linked to high moral disengagement, while empathy was a significant predictor of the defender role, but not the passive outsider role. Experiencing psychological violence at home negatively predicted the defender role and increased the passive outsider role. School climate was a strong predictor of the defender role in cyberbullying, while comuna variables did not significantly explain the passive outsider or defender roles. This study emphasizes the critical influence of school and family environments on bystander roles in cyberbullying, while also reaffirming the impact of individual traits such as empathy and moral disengagement. These findings suggest the need for comprehensive prevention and intervention programs that foster a positive school climate, engage educators and parents, and address key individual traits to promote proactive bystander responses.