Here is the research we’ve found on cyberbullying in Norway, 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: 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.



Authors: Skilbred-Fjeld, Sara; Reme, Silje Endresen; Mossige, Svein

Year: 2020

Title: Cyberbullying involvement and mental health problems among late adolescents

Journal: Journal of Psychosocial Research on Cyberspace


Abstract: Exposure to cyberbullying is associated with psychological distress like depressive symptoms, self-injurious behavior and suicidal thoughts. Cyberbullying is thus a major challenge for public health. This study examines the prevalence of cyberbullying and explores the psychological characteristics of adolescents who have experienced cyberbullying. The sample consisted of 4531 Norwegian graduates in high school, age 18–21. The following psychological characteristics were investigated: self-harm, suicide attempts, antisocial behavior, anxiety and depression. Three mutually exclusive groups of cyberbullying were compared: 1) cybervictims, 2) cyberbullies and 3) cyberbully-victims. Participants involved in cyberbullying were further compared to those not involved. The prevalence of cyberbullying in this study was 5 %. There were no significant differences between cyberbullies, cybervictims and cyberbully-victims on any of the psychological variables, except for fewer reported suicide attempts in cyberbullies compared to cybervictims and cyberbully-victims. Late adolescents involved in cyberbullying did however report significantly more anxiety, depression, self-harm, suicide attempts and antisocial behavior, compared to those not involved. Thus, late adolescents involved in cyberbullying struggle more with psychological problems than non-involved adolescents. Increased knowledge about the characteristics of cyberbullies, cybervictims and cyberbully-victims could contribute to better detection and earlier identification of those involved in cyberbullying. This knowledge can further help understand more of the potential psychological vulnerability factors and consequences of cyberbullying, which could be used to optimize preventive measures and treatment.



Authors: Kaiser, S., Kyrrestad, H., and Fossum, S

Year: 2020

Title: Cyberbullying status and mental health in Norwegian adolescents

Journal: Scandinavian Journal of Psychology


Abstract: The aim of the present study was to examine how the cyberbullying status (not involved, cyber-victim only, cyberbully only, cyber-victim and bully) is related to the mental health of the adolescents when controlled for traditional bullying experience. We also examined the potential moderator sex on the relationship between cyberbullying status and mental health. Univariate analyses of variance were conducted to predict mental health problems using the Strength and Difficulties Questionnaire total difficulties score and its five scales. The model consisted of five predictors in addition to an interaction term between cyberbully status and sex. Of the 2,117 adolescents, 50% were girls. The vast majority did not have any cyberbullying experience (87%), 9% of the adolescents were cyber-victims only, 1% were cyberbullies only and 3% were both cyber-victims and bullies. Overall, girl’s mental health seems to be more compromised when exposed to or involved in cyberbullying than boys mental health. In general, adolescents who are not only cyberbullies and cyber-victims, but also cyber-victims only had a worse mental health compared to adolescents without cyberbullying experience. Being exposed to cyberbullying is a unique contributor to mental health problems. Preventing cyberbullying is therefore important. Especially girl’s mental health seems to be negatively affected when exposed to cyberbullying.



Authors: Gudmundsdottir, G. B., Gassó, H. H., Rubio, J. C. C., & Hatlevik, O. E.

Year: 2020

Title: Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway.

Journal: Computers & Education


Abstract: Information and communication technology (ICT) has become an important component of initial teacher education (ITE) in Europe and in the continuous professional development of practicing teachers. The development of professional digital competence (PDC) is emerging as an essential part of teacher education. Due to the increasing use of ICT and the growing number of online teaching and learning resources, the responsible use of ICT has become one of the key aspects of PDC. For the purpose of this paper, the responsible use of ICT includes privacy issues, cyberbullying and the ability to evaluate digital content. We examine Spanish and Norwegian student teachers’ perceived competence in privacy issues and in handling cyberbullying and their ability to evaluate digital content. In a survey conducted in autumn 2017, 681 Spanish and 563 Norwegian first-year student teachers in Spain and Norway answered questions on the responsible use of ICT. The findings show that in both countries the three concepts are recognised as distinct and that there is a positive relationship between student teachers’ perceived understanding of the concepts. This implies that these concepts should be taught as separate components of PDC. However, it is challenging to compare student teachers’ perceived knowledge of the concepts across two countries and to create an integration model that fit both countries. This is partly due to cultural and language differences. The study provides a baseline in terms of knowledge about responsible use at the participating universities. It also details general implications for policy, practice and ITE programmes.



Authors: Ida Risanger Sjursø, Hildegunn Fandrem, James O’Higgins Norman, & Erling Roland.

Year: 2019

Title: Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland

Journal: International Journal of Environmental Research and Public Health


Abstract: A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and/or cybervictimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.



Author(s): Kyriacou, C., Mylonakou‐Keke, I., & Stephens, P.

Year: 2016

Title: Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway

Journal: British Educational Research Journal


Abstract: This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with 30 statements concerning bullying in schools. Twelve of these statements specifically explored adopting a social pedagogic perspective. There was a general consensus among the respondents in all three countries that bullying is a major problem in schools and that schools are not tackling bullying adequately. The replies also indicate that many respondents reported views that align with a social pedagogic perspective. Differences between students within each country and between countries are in part a reflection of polarised views about how best to tackle bullying.



Author(s): Olweus, D.

Year: 2012

Title: Cyberbullying: An overrated phenomenon?

Journal: European Journal of Developmental Psychology


Abstract: The paper argues that several claims about cyberbullying made in the media and elsewhere are greatly exaggerated and have little empirical scientific support. Contradicting these claims, it turns out that cyberbullying, when studied in proper context, is a low-prevalence phenomenon, which has not increased over time and has not created many “new” victims and bullies, that is, children and youth who are not also involved in some form of traditional bullying. These conclusions are based on two quite large samples of students, one from the USA and one from Norway, both of which have time series data for periods of four or five years. It is further argued that the issue of possible negative effects of cyberbullying has not received much serious research attention and a couple of strategies for such research are suggested together with some methodological recommendations. Finally, it is generally recommended that schools direct most of their anti-bullying efforts to counteracting traditional bullying, combined with an important system-level strategy that is likely to reduce the already low prevalence of cyberbullying.