The Role of Hope in Bullying and Cyberbullying Prevention

Sameer Hinduja^1*Justin W. Patchin²

• ¹Florida Atlantic University, Boca Raton, United States
• ²University of Wisconsin–Eau Claire, Eau Claire, Wisconsin, United States

IntroductionResearch is clear that the cognitive-motivational internal asset of hope is significantly related to enhanced life satisfaction and psychological well-being. It also has shown promise in preventing participation in a variety of negative externalizing behaviors, especially antisociality, maladaptive coping, and various forms of aggression among young people. The current exploration evaluates the relationship between hope and youth participation in bullying and cyberbullying.Materials and methodsA nationally representative survey was conducted in spring 2019 among 5,569 U.S. students aged 12-17 (mean age 14.5) to examine bullying and cyberbullying behaviors, with 2,472 respondents completing the Children’s Hope Scale. The study measured bullying offending through 8 different forms of school bullying and 12 forms of cyberbullying in the previous 30 days. Student hope levels were measured using Snyder’s six-item Children’s Hope Scale while controlling for demographic variables including age, gender, race, and sexual orientation.ResultsThe study found that 16.5% of students participated in school bullying behaviors and 10.7% in cyberbullying behaviors at least twice in the previous 30 days. Name-calling was the most common form of school bullying (16%), while making others feel left out was the most frequent form of cyberbullying (10.1%). Statistical analyses revealed that male students were more likely to engage in both forms of bullying. Importantly, higher levels of hope were associated with significantly lower participation in both school bullying and cyberbullying behaviors.DiscussionFindings indicate that hope has an inverse relationship with school bullying and cyberbullying behaviors among US youth, suggesting that fostering hope could help reduce these forms of interpersonal aggression. Specifically, schools should prioritize hope-building through the practices of one-on-one relationships, scenario-based learning, and supportive-cooperative interventions.