This blog outlines how gender may influence learners’ experiences of cyberbullying, including differences in online harassment, name-calling, rumours and unwanted sexual communication. It explores why gender alone is not a reliable predictor of cyberbullying victimisation and highlights the importance of individualised support, gender-sensitive interventions and creating safer online environments for learners.
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Does gender shape the experience of cyberbullying?
Research suggests that boys and girls may experience cyberbullying differently. Female learners have been found to be more likely to experience certain forms of online harassment, particularly harassment from strangers and receiving unwanted sexual images or messages. At the same time, some research suggests that neither gender nor age is necessarily a significant predictor of cyberbullying victimisation. In other words, cyberbullies may not necessarily select their victims based on gender or age. Gender should therefore not automatically be viewed as a clear predictor of who is likely to experience cyberbullying.
Understanding these differences requires looking beyond gender alone to consider the psychological and social factors influencing online behaviour. The Regenesys School of Psychology encourages a deeper understanding of human behaviour, relationships and the experiences that shape people’s responses to different situations.
The type of cyberbullying may differ
Where gender differences may become more noticeable is in the type of cyberbullying experienced. Upsetting messages, rumours and gossip appear to be more common among female learners, while name-calling may be more common among male learners. Girls may also face particular risks related to unwanted sexual communication and images. These differences matter because the form that cyberbullying takes may influence how learners experience it, how they respond and the type of support they need.
The consequences of these experiences can extend beyond digital platforms and affect learners’ everyday lives. In her RegInsights article, Cyberbullying and Its Impact on Learning in South Africa, Dr Yemisi Oduntan explores how online harassment can influence psychological wellbeing, classroom participation and academic performance. Her discussion highlights why recognising the different forms of cyberbullying is important when considering how best to support affected learners.
Understanding the wider educational implications is equally important. UNESCO’s work on safe learning environments provides further context on bullying, violence and the importance of creating supportive educational spaces for learners.
Moving beyond assumptions about boys and girls
It is important for schools, parents and other professionals not to make assumptions about cyberbullying based only on gender. Boys and girls share many of the same online risks, and any learner can experience cyberbullying. At the same time, recognising that some experiences may differ can help schools respond more effectively. Support and intervention programmes should therefore be sensitive to the different ways cyberbullying may affect learners without reinforcing stereotypes about boys and girls. Understanding these differences allows schools to move away from a one-size-fits-all approach and towards support that responds to the learner’s actual experience.
An important part of providing meaningful support is recognising that emotional distress is not always immediately visible. In another RegInsights article, You Cannot Always See When Someone Is Struggling, Dr Yemisi Oduntan explains why a person’s outward appearance or everyday behaviour may not reflect their psychological wellbeing. This perspective is particularly relevant to cyberbullying, where learners may experience emotional difficulties without openly expressing what they are going through.
For parents and educators, this reinforces the importance of listening without judgement and creating environments where learners feel comfortable asking for help. UNICEF South Africa’s guidance on cyberbullying offers practical information on recognising harmful online behaviour and responding appropriately.
Taking a psychologically informed approach can help schools and families recognise each learner’s unique experience rather than relying on assumptions. The Regenesys School of Psychology highlights the importance of understanding human behaviour, emotional wellbeing and the social environments that influence people’s experiences.
References
- Bansal, S., Garg, N., Singh, J., & Van Der Walt, F. (2024). Cyberbullying and mental health: Past, present and future. Frontiers in Psychology, 14, Article 1279234. https://doi.org/10.3389/fpsyg.2023.1279234
- Graham, M. A. (2025). Traditional bullying and cyberbullying as main drivers of low mathematics achievement in South African schools: Evidence from TIMSS 2019. Education Inquiry, 16(2), 157–176. https://doi.org/10.1080/20004508.2023.2173122
- Makwele, B., & Nhlapo, V. A. (2026). Understanding cyberbullying as a human rights violation in the educational ecosystem of South African schools. Bulgarian Comparative Education Society. https://eric.ed.gov/?id=ED681985
- Malesa, K. J., & Sekgobela, T. (2025). The destructive consequence of cyberbullying on the mental health of learners in South Africa. International Journal of Business Ecosystem & Strategy, 7(5), 428–434. https://doi.org/10.36096/ijbes.v7i5.890
- Maruma, D., & Ngobeni, E. T. (2026). The effects of bullying on learners’ academic performances in Warmbaths Circuit in the Waterberg District, Limpopo Province. INTED2026 Proceedings, Article 0552. https://doi.org/10.21125/inted.2026.0552
- Mashiya, M. (2025). Exploring the influence of bullying on learners’ well-being in rural secondary schools: A systematic literature review. International Journal of Studies in Systematic Reviews, 1(1), 47–56. https://hdl.handle.net/10520/ejc-ijssr_v1_n1_a5
- Nickerson, A. B., & Fredrick, S. S. (2026). Cyberbullying and mental health in children and adolescents. Annual Review of Clinical Psychology, 22, 559–586. https://doi.org/10.1146/annurev-clinpsy-061324-073435
- Nkwanyana, B. P. (2025). Psycho-social effects of cyberbullying in selected secondary schools, KwaZulu-Natal, South Africa. Interdisciplinary Journal of Education Research, 7(S1), Article a12. https://doi.org/10.38140/ijer-2025.vol7.s1.12
- Phalane, K., & Tshabalala, N. P. (2026). The effects of bullying victimisation on academic achievement and social development in selected educational settings in Africa. Frontiers in Education, 11, Article 1679312. https://doi.org/10.3389/feduc.2026.1679312
- Twaddle, C. L., & le Roux, D. B. (2026). The prevalence and correlates of cyberbullying among South African adolescents. South African Journal of Information Management, 28(1), 1–13. https://doi.org/10.4102/sajim.v28i1.2132
- Sekgobela, T. (2026). Cyberbullying and learner wellbeing in South Africa: A Social Work Perspective. View research paper (PDF).
- Sibisi, N. N., Ngubane, L., Mpofu, Z. F., & Nyambuya, V. P. (2025). Exploring the perceptions and experiences of learners and educators on bullying and cyberbullying in selected schools in KwaZulu-Natal. Perspectives in Education, 43(4). https://hdl.handle.net/10520/ejc-persed_v43_n4_a9
Frequently Asked Questions About Gender and Cyberbullying
Does gender affect cyberbullying among learners in South Africa?
Gender may influence the type of cyberbullying learners experience, but it does not determine who will be targeted. Both boys and girls in South Africa can face online harassment, and support should respond to individual experiences rather than gender assumptions.
Are girls more likely to experience cyberbullying than boys?
Some studies suggest that girls experience certain forms of cyberbullying more frequently, including online rumours, harassment and unwanted sexual communication. However, findings vary across populations, and boys can also experience serious online abuse.
What types of cyberbullying are commonly experienced by boys?
Boys may experience online name-calling, insults, threats and humiliation. The form and severity of cyberbullying depend on individual circumstances, digital environments and peer relationships rather than gender alone.
Why might girls experience different forms of online harassment?
Gender norms, peer relationships and social expectations may influence how online harassment occurs. Some girls experience rumours, unwanted sexual messages or appearance-related harassment, although these experiences are not exclusive to girls.
How can South African schools address gender differences in cyberbullying?
Schools can establish clear reporting procedures, educate learners about respectful online behaviour and provide confidential support. Responses should consider each learner’s experience without assuming that all boys or all girls face the same risks.
What are the psychological effects of cyberbullying on teenagers?
Cyberbullying can contribute to anxiety, embarrassment, fear, social withdrawal and reduced self-confidence. The effects vary between individuals, making supportive communication and timely intervention important.
Can boys and girls experience the same forms of cyberbullying?
Yes. Both boys and girls may experience threatening messages, impersonation, exclusion, humiliation and online rumours. Gender-related patterns identified in research should not be treated as fixed rules.
What should parents in South Africa do when a child experiences cyberbullying?
Parents should listen without judgement, preserve relevant evidence and help the child report harmful behaviour through the school or digital platform. They can also seek assistance from school counsellors or trusted support services.
How can teachers recognise cyberbullying among learners?
Teachers can look for changes in participation, attendance, mood, peer relationships or classroom engagement. These signs do not automatically indicate cyberbullying, but they may justify a sensitive and confidential conversation with the learner.
Why is a gender-sensitive approach important in cyberbullying prevention?
A gender-sensitive approach helps schools recognise possible differences in online harassment while avoiding stereotypes. It encourages inclusive prevention strategies and support based on the nature and impact of each learner’s experience.
