Middle and high school teachers' perceptions of cyberbullying prevention and digital citizenship.

Cyberbullying is a significant public health concern that has been associated with negative outcomes. The pandemic has increased the reliance on technology in the classroom; thus, research exploring cyberbullying in the classroom is even more important. Furthermore, it is important to understand teachers' perceptions of cyberbullying to inform efforts to support teachers in addressing cyberbullying. With a nationally representative sample of 174 teachers in the United States, a series of questionnaires were administered to investigate teachers' perceptions of cyberbullying, their preparedness to address cyberbullying, perceptions of effective strategies to address cyberbullying and whether social‐emotional learning programs used in their schools incorporate digital citizenship skills. Results indicated little change in the rates of cyberbullying in schools, but that teachers reported a need for training and professional development to best support them on this topic. Implications related to teacher educator preparation programs and school based interventions targeting cyberbullying are discussed. Practitioner points: Results indicated that according to teachers' perceptions, rates of cyberbullying did not change from pre‐covid rates, despite the fact that teachers and students spent more time online and the increased reliance on technology during the pandemic.Teachers feel they need more tools to be prepared to manage cyberbullying and their professional training has not prepared them to manage issues related to cyberbullying.Teachers feel that schools should connect with families and community organizations for cyberbullying intervention strategies. [ABSTRACT FROM AUTHOR]