Effectiveness of anti-cyberbullying educational programs: A socio-ecologically grounded systematic review and meta-analysis
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The effectiveness of anti-cyberbullying interventions reported in the literature has been mixed even when the pedagogical organization of the programs were taken into account. To gain deeper insight into the relationship between pedagogical design principles of anti-cyberbullying interventions and their program effectiveness, this study comprises a systematic review and analysis of the pedagogical characteristics and meta-analyses of anti-cyberbullying educational programs for adolescents published up to March 2020. Nineteen independent studies from over 2700 articles resulting from systematic searches of six database services met the study selection criteria. A detailed integrated socio-ecological framework was constructed to reveal, for each program component in the selected intervention studies, whether intrapersonal learning, interpersonal interactions, or community-oriented events were involved, and the stakeholders targeted. This pedagogical analysis identified five subgroups. Meta-analysis results of the 19 selected programs found small effect sizes overall for cyber-aggression and cyber-victimization. Further explorations showed that the pedagogical design features statistically significantly moderated the effectiveness of the anti-cyberbullying intervention. The subgroup analysis showed that only programs involving interpersonal interactions and stakeholder agency demonstrated superior program effectiveness. Due to the small number of studies that provided data on long-term programs effectiveness, the meta-analysis findings were inconclusive.
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Participation in cyberbullying intervention programmes has a small but significant effect in reducing victimization.
“Participation in cyberbullying intervention programmes has been consistently shown across 11 meta-analyses to have a small but significant effect in reducing victimization25,26,89–91,102,105,122,125,128.”
From Umbrella review of meta-analyses on the risk factors, protective factors, consequences and interventions of cyberbullying victimization (2024) · cites this paper as [90]
Section 5.5.1 reports a small, statistically significant reduction in cyber victimization in the short term (SDM = -0.213, p < .001). It also reports that the long-term reduction was not statistically significant (p = .054), so the unqualified claim of a significant effect omits an important time limitation. No page number is available in our copy. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThe effect of anti-cyberbullying interventions is consistent regardless of whether the programme is school-based or home-based.
“These findings were consistent, regardless of whether the programme was school based, targeting children and adolescents16,89,90,105 or home based, aimed at increasing parental awareness91.”
From Umbrella review of meta-analyses on the risk factors, protective factors, consequences and interventions of cyberbullying victimization (2024) · cites this paper as [90]
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- Authors
- Lan, M., Law, N., & Pan, Q.
- Affiliations
- Zhejiang Normal University (CN)
- University of Hong Kong (HK)
- Corresponding author
- Lan, Min
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2022-05
- Volume
- 130
- Pages
- 107200
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W4205337893
- Cited by
- 70
- References
- 69
- Citations by year
- 2026: 16 · 2025: 23 · 2024: 12 · 2023: 13 · 2022: 6
- FWCI
- 2.02
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Computers in Human Behavior (publishedVersion, cc-by)
- Funders
- Research Grants Council, University Grants Committee (T44-707/16 N)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Physical Sciences › Computer Science › Artificial Intelligence › Hate Speech and Cyberbullying Detection
- Keywords
- cyberbullying, online aggression, cyber victimization, adolescents, educational programs, socio-ecological framework, instructional design, interpersonal interaction, stakeholder agency, program effectiveness
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