7.9) Online bullying

Rating description: 

  • Fully met: We collect data about whether this type of bullying is an issue in school, and this data shows us this type of bullying isn’t a concern. We also actively work to prevent and respond to any bullying targeted at these pupils.
  • Partially met: We collect data about whether this type of bullying is an issue in school, and this data highlights that this type of bullying is an issue, therefore we are actively working to prevent and respond to this type of bullying.
  • Not yet met: We do not collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school).

Why is this important?

Online bullying can have a significant and lasting impact on pupils’ wellbeing, mental health, attendance, and engagement with learning. Because online interactions often take place outside the school day and can be hidden from adults, this form of bullying may go unnoticed unless schools actively collect and review relevant data. Understanding whether online bullying is an issue allows schools to identify patterns, respond promptly, and put effective prevention measures in place. Without accurate data, schools risk underestimating the extent of harm or failing to protect pupils who may be particularly vulnerable, making it essential to monitor, prevent, and address online bullying as part of a whole-school approach to safeguarding and inclusion.

Top Tips:

  • Collect regular, meaningful data - use pupil surveys, safeguarding logs, behaviour records, and parent feedback to monitor online bullying; and include specific questions about platforms used, frequency, and where incidents occur (in or out of school hours).
  • Analyse and act on the data - review data termly to identify patterns, trends, or groups more at risk; and use findings to inform staff training, assemblies, curriculum content, and targeted interventions.
  • Ensure clear reporting routes - make it easy for pupils to report online bullying confidentially (e.g. trusted adults, online forms, worry boxes), and ensure pupils know what online bullying is and how to report it.
  • Embed online safety into the curriculum - teach pupils about respectful online behaviour, privacy, and how to respond if they experience or witness online bullying, and reinforce messages through PSHE, computing, assemblies, and tutor time.
  • Train staff to recognise and respond - provide regular training so staff understand current apps, platforms, and online risks; and ensure staff know how to log concerns consistently and follow safeguarding procedures.
  • Work with parents and carers - share guidance on online safety, monitoring devices, and reporting concerns, and communicate clearly how the school responds to online bullying, including incidents that occur outside school but impact pupils.
  • Review and update policies - ensure behaviour, anti-bullying, and safeguarding policies explicitly include online bullying, and check policies reflect current practice and are regularly shared with pupils, staff, and families.
  • Demonstrate proactive prevention - run awareness campaigns, pupil voice activities, or peer mentoring focused on online behaviour, and celebrate positive online conduct and digital citizenship.

Resources & Examples: 

Resources

Examples: 

Please note that examples from primary and other school settings may still include some useful hints and tips you can adapt and apply for a secondary setting.

Back to 7. At risk groups page

Note: the resources listed at the bottom of this page (below) have all been referenced in the text above.