Speakers
Description
During a participatory research project on inclusion, in cooperation with pupils and teachers in an elementary school in Norway, we uncovered cyberbullying. We want to present how practitioners intervened based on the information they got during the research project. We also want to suggest possible proactive strategies, based on reflections that emerged through practitioner-researcher-cooperation.
According to Messiou (2019) it can be argued that pupils can become resources for change and the development of inclusive practices. Arnesen (2020) found examples of processes that pupils experience as including or excluding in their investigations into how pupils themselves experience school. Tangen (2022) emphasizes that children are important voices in research and argues that listening to pupils' voices promotes inclusion.
The starting point of the study was the following research question: How can pupils’ voices contribute to the design of a research project about inclusion in primary school?
While researching this question in a preparational meeting, a focus group interview, and two following up meetings with a group of five 6th graders, two central topics emerged: friendship and social media. It was during the dialogues with the pupils, teacher and researcher that cyberbullying was uncovered.
The objective of our contribution is to present our preliminary findings regarding social media and cyberbullying from the pupils’ perspectives. We also want to invite others to join us in our reflections on how one can intervene when cyberbullying occurs and what proactive strategies might be useful to prevent cyberbullying.
Keywords
cyberbullying, prevention, intervention, pupil's voices
| Please indicate what type of scientific contribution it is | Qualitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Mixed |
