Exploring Gender, School Environment, and Reporting Barriers in Adolescent Cyberbullying: A Cross-Sectional Study from Qatar

Authors: Bafjaish, S., Yankouskaya, A., Erbad, A., Ali, R., Alsayed Hassan, D.

Journal: Journal of Psychologists and Counsellors in Schools

Publication Date: 01/01/2026

eISSN: 2055-6373

ISSN: 2055-6365

DOI: 10.1177/20556365261474037

Abstract:

Cyberbullying is a concern among adolescents, with gender, age, and school environment shaping its prevalence. Although they affect victimisation and reporting, little is known about their operation in Qatar, where cultural norms and school structures may influence disclosure. This study examines gender, age, and school environment factors associated with adolescents’ cyberbullying victimisation, reporting to school authorities, and barriers to disclosure in Qatar. A sample of 351 adolescents (aged 13–16 years; 49.9% boys) from five public schools completed a survey assessing demographics, school satisfaction, academic pressure, performance, teacher and peer support, cyberbullying experiences, reporting behaviours, and barriers. Data were analysed with two-way ANOVAs, multiple regressions, and Bayesian checks. Boys reported higher victimisation than girls, and early adolescents (13–14 years) experienced and reported more incidents than older peers. Peer support was negatively associated with victimisation, while teacher support and school satisfaction were associated with greater reporting, and peer support with lower reporting. Teacher support was associated with reduced doubts about responsiveness but greater concerns about retaliation and parental restriction, whereas peer support was associated with reduced social-cost concerns. These findings highlight the school environment’s role in cyberbullying and reporting. Interventions should strengthen teacher-student trust and address barriers to formal reporting.

Source: Scopus