An investigation of elementary school students' participation in and victimization by cyberbullying according to students, teachers and parents perspectives

This study aims to explore the perspectives of teachers, students, and parents concerning elementary school students' engagement in cyberbullying, both as perpetrators and as victims. Conducted during the 2024-2025 academic year in selected primary schools in the Bağcılar district of Istanbul, the research employed a basic qualitative research design. Data were gathered using semi-structured interview forms, targeting students across different grade levels, their classroom teachers, and parents. Specifically, data were collected by directing 15 questions to 120 students, 14 questions to 20 teachers, and 11 questions to 20 parents. The data were subsequently analyzed through descriptive analysis techniques. Findings indicate that both the experience of cyberbullying victimization and engagement in cyberbullying behaviors can emerge as early as elementary school. Additionally, the study reveals that parents possess limited knowledge regarding the concept of cyberbullying, while teachers do not place sufficient emphasis on this topic within their instructional practices.