Addressing Bullying in the Digital Age: A Comparative Analysis of Online and In-Person Bullying for Effective Intervention Strategies in Schools
Format
Individual Presentation
First Presenter's Institution
Georgia Southern University
First Presenter’s Email Address
ericlanders@georgiasouthern.edu
First Presenter's Brief Biography
Dr. Eric Landers earned his Ph.D. from the University of Florida with an emphasis on children with Emotional and Behavioral Disorders (EBD). He has worked as a classroom teacher for students with EBD, as a professor at West Virginia University and Georgia Southern University, and as an independent consultant supporting school-wide behavioral systems. Dr. Landers focuses on bullying, responding to challenging behaviors, and school climate and culture. He has served as the Co-Director of the BSED, MAT, and MED Special Education Programs at Georgia Southern University and the founder/director of the Southeast Conference on School Climate.
Second Presenter's Institution
Georgia Southern University
Second Presenter’s Email Address
jmcbrayer@georgiasouthern.edu
Second Presenter's Brief Biography
Juliann Sergi McBrayer, Ed.D. is an Associate Professor and Co-Director of the National Youth Advocacy and Resilience Research Center at Georgia Southern University. She holds a Doctorate and Educational Specialist from Georgia Southern University, a Master’s degree from Ohio University, and a Bachelor's degree from SUNY College at Buffalo. She has served 20 years as an educational leadership associate/assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher and teacher leader. As a scholarly practitioner, her research interests include the development, implementation, and assessment of educational leadership and teacher preparation programs with a focus on purposeful, collaborative, and sustainable professional learning programming to ensure effectiveness and accountability.
Third Presenter's Institution
University of Southern Mississippi
Third Presenter’s Email Address
summerpannell@gmail.com
Third Presenter's Brief Biography
Dr. Summer Pannell currently serves as Associate Professor of Educational Leadership and Program Coordinator of the EdD in Educational Leadership at Stephen F. Austin State University and as Director of the National Institute for Restorative Discipline. She has over two decades of experience as an educational leadership faculty member and P-12 administrator and teacher. During her tenure as principal, she received a Champion of Change Award for her school closing achievement gaps and served on collaborative committees to develop statewide principal and teacher evaluation systems. Dr. Pannell holds superintendent, principal, and teacher certification in multiple states and is a certified trainer in Restorative Discipline Practices, Neuro-Linguistic Practitioner (NLP), and Behavior Threat Assessment.
Fourth Presenter's Institution
Georgia Southern University
Fourth Presenter’s Email Address
cposick@georgiasouthern.edu
Fourth Presenter's Brief Biography
Chad Posick, Ph.D., is an Associate Professor of Criminal Justice and Criminology and Co-Director of the National Youth Advocacy and Resilience Research Center. His research focuses on child and youth victimization, and quantitative methods in social science research.
Submitter
I am submitting this proposal as one of the presenter(s)
Location
Ballroom E&F
Strand #1
Hands: Safety & Violence Prevention
Strand #2
Hands: Safety & Violence Prevention
Relevance
This presentation addresses a global health problem for schools.
Brief Program Description
Bullying is a global concern impacting students' health, academics, and teachers' well-being, even affecting school funding. As online schooling grows, understanding the differences between in-person and online bullying is essential for developing effective interventions. This proposal compares both forms to inform anti-bullying strategies for educators and policymakers.
Summary
Bullying is a global health concern for schools. It causes multiple health, academic, and social concerns for students. It increases personal and job stress for teachers and even negatively impacts school funding due to excessive absences. These outcomes make bullying a significant issue in today’s educational landscape. With the proliferation of technology, more students are attending school through online formats. While there are similarities between brick-and-mortar and online schools, each setting offers its own unique challenges. As educational institutions seek to address the well-being of their students, understanding the nuanced differences and overlaps between these forms of bullying is crucial to developing effective interventions. This proposal compares online bullying and instances of in-person bullying as reported by teachers. This presentation will offer educators, counselors, and policymakers insights into creating comprehensive anti-bullying strategies.
Evidence
Laith, R. & Vaillancourt, T. (2022). The temporal sequence of bullying victimization, academic achievement, and school attendance: A review of the literature. Aggressive and Violent Behavior, 64, 1-12. https://doi.org/10.1016/j.avb.2022.101722
Hutzell, K., & Payne, A. (2012). The impact of bullying victimization on school avoidance. Youth Violence and Juvenile Justice, 10(4), 370-385. https://doi.org/10.1177%2F1541204012438926
Baams, L., Talmage, C., & Russell, S. (2017). Economic costs of bias-based bullying. School Psychology Quarterly, 32(3), 422-433. http://dx.doi.org/10.1037/spq0000211
Mundy, L., Canterford, L., Kosola, S., Degenhardt, L., Allen, N., & Patton, G. (2017). Peer victimization and academic performance in primary school children. Academic Pediatrics, 17(8), 830-836. https://doi.org/10.1016/j.acap.2017.06.012
Menken, M., Isaiah, A., Liang, H., Rivera, P., Cloak, C., Reeves, G., Lever, N., & Chang, L. (2022). Peer victimization (bullying) on mental health, behavioral problems, cognition, and academic performance in preadolescent children in the ABCD study. Frontiers in Psychology, 13, 1-15. https://doi.org/10.3389/fpsyg.2022.925727
Learning Objective 1
At the end of this session, participants will understand the difference between bullying in online settings and brick and mortar schools.
Learning Objective 2
At the end of this session, participants will understand how to develop strategies for both the online and face-to-face setting.
Learning Objective 3
At the end of this session, participants will understand how to strengthen Adult Networks of Support in their school to prevent bullying behavior.
Keyword Descriptors
bullying, school safety, MTSS
Presentation Year
2025
Start Date
3-4-2025 10:15 AM
Recommended Citation
Landers, Eric; McBrayer, Juliann; Pannell, Summer; and Posick, Chad, "Addressing Bullying in the Digital Age: A Comparative Analysis of Online and In-Person Bullying for Effective Intervention Strategies in Schools" (2025). National Youth Advocacy and Resilience Conference. 40.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/40
Addressing Bullying in the Digital Age: A Comparative Analysis of Online and In-Person Bullying for Effective Intervention Strategies in Schools
Ballroom E&F
Bullying is a global concern impacting students' health, academics, and teachers' well-being, even affecting school funding. As online schooling grows, understanding the differences between in-person and online bullying is essential for developing effective interventions. This proposal compares both forms to inform anti-bullying strategies for educators and policymakers.