Here is the research we’ve found on cyberbullying in Denmark, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.



Authors: Silvia Gabrielli, Silvia Rizzi, Sara Carbone, and Enrico Maria Piras

Year: 2021

Title: School Interventions for Bullying–Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects

Journal: Int. J. Environ. Res. Public Health


Abstract: Background: Several challenges and emotional demands characterize adolescence, affecting the mental well-being of youths. Among these, bullying and cyberbullying are recognized nowadays as a major social problem, affecting more than one-third of adolescents, with extensive negative consequences for the victims involved, such as lower self-esteem, increased loneliness, depression, and anxiety. School programs and interventions that foster resilience, coping, and well-being are particularly important during adolescence as protective and preventive factors against the consequences of (cyber)bullying. The paper presents two recent co-designed interventions for (cyber)bullying prevention deployed in Europe, targeting early adolescents and their school communities. Methods: The UPRIGHT project developed an evidence-based, whole-school intervention to train resilience as a protective factor to promote mental well-being in adolescents, in a cross-national perspective. The CREEP project designed and implemented digital interventions to support schools in (i) early detection of cyberbullying events on social media and (ii) coaching adolescents (victims, bullies, bystanders) on how to cope with (cyber)bullying behaviors. Results: The main challenges and insights collected during the design and implementation of both interventions are discussed to inform future research and practice. Conclusion: The feasibility and acceptance of prevention programs are key to the reducing risk of (cyber)bullying and improving the psychological well-being of early adolescents.



Authors: Kofoed, J. and Staksrud, E.

Year: 2020

Title: We always torment different people, so by definition, we are no bullies’: The problem of definitions in cyberbullying research

Journal: New Media & Society


Abstract: In this article, we investigate the power of prevailing definitions within the research field of cyberbullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyberbullying and its consequences. We analyse how the definition of cyberbullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings. The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyberbullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work. Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives.



Author(s): O’Neill, B., & Dinh, T.

Year: 2015

Title: Mobile technologies and the incidence of cyberbullying in Seven European Countries: findings from Net children go mobile.

Journal: Societies


Abstract: The harmful effects of bullying and harassment on children have long been of concern to parents, educators, and policy makers. The online world presents a new environment in which vulnerable children can be victimized and a space where perpetrators find new ways to perform acts of harassment. While online bullying is often considered to be an extension of persistent offline behavior, according to EU Kids Online (2011), the most common form of bullying is in person, face-to-face. With the rise in use of mobile Internet technologies, this balance is changing. Increased levels of use and more time spent online accessed through a variety of devices has increased children’s exposure to a range of online risks, including cyberbullying. This article presents the findings of the Net Children Go Mobile project, a cross-national study of children aged 9–16 in seven European countries. The research builds on the work of EU Kids Online and supports the identification of new trends in children’s online experiences of risk and safety. The study finds that while overall levels of bullying have remained relatively static, levels of online bullying have increased, particularly among younger teens. The relationship between cyberbullying and the use of mobile Internet technologies is examined and factors contributing to increased levels of cyberbullying are highlighted.



Author(s): Kofoed, J., & Ringrose, J.

Year: 2012

Title: Travelling and sticky affects: Exploring teens and sexualized cyberbullying through a Butlerian-Deleuzian-Guattarian lens

Journal: Discourse: Studies in the Cultural Politics of Education


Abstract: In this paper we combine the thinking of Deleuze and Guattari (1984, 1987) with Judith Butler’s (1990, 1993, 2004, 2009) work to follow the rhizomatic becomings of young people’s affective relations in a range of on- and off-line school spaces. In particular we explore how events that may be designated as sexual cyberbullying are constituted and how they are mediated by technology (such as texting or in/through social networking sites). Drawing on findings from two different studies looking at teens’ uses of and experiences with social networking sites, Arto in Denmark, and Bebo in the UK, we use this approach to think about how affects flow, are distributed, and become fixed in assemblages. We map how affects are manoeuvred and potentially disrupted by young people, suggesting that in the incidences discussed affects travel as well as stick in points of fixation. We argue that we need to grasp both affective flow and fixity in order to gain knowledge of how subjectification of the gendered/classed/racialised/sexualised body emerges. A Butlerian-Deleuzian-Guattarian frame helps us to map some of these affective complexities that shape sexualized cyberbully events; and to recognize technologically mediated lines of flight when subjectifications are at least temporarily disrupted and new terms of recognition and intelligibility staked out.