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Students’ perspectives on stakeholders’ cooperative efforts to overcome cyberbullying in Norwegian primary schools
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DOI：10.1007/s11218-026-10260-8.png)
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Abstract
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This study examines students’ perspectives on stakeholder cooperation to address cyberbullying in Norwegian elementary and middle schools (grades 7–10). Q methodology was employed to reveal adolescents’ subjective perspectives on what they expect stakeholders to help them with to prevent and stop cyberbullying. Participants were presented with a hypothetical scenario in which their peer was subjected to cyberbullying. Exploratory factor analysis revealed three distinct perspectives: ‘Active users who need capable adults’ (perspective 1), ‘Independent digital enthusiasts’ (perspective 2), and ‘Peer-oriented users’ (perspective 3). Findings suggest capable adults may be requested to help if their actions are based on a genuine understanding of cyberbullying and expected to improve the situation and support the child’s developing agency. Findings also indicate that children value their autonomy and peer relations, which may influence their perception of cooperative efforts.
Keywords:
Cyberbullying
Cooperation
Whole education approach
Q methodology
Subjectivity
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