Abstract
There is no disagreement that cyberbullying is a serious global problem, and that strategies to combat the problem are sorely needed. Without evidence-based interventions readily available, practitioners are left to their own devices to create programs, sometimes in collaboration with researchers. In this book, we have provided the most current information available on efforts to reduce cyberbullying in schools. The reader will notice that the strength of the evidence of effectiveness varies among the programs, but all at least show preliminary findings that hold promise. Readers will need to weigh the results of these evaluations with care, and note whether the context for the interventions will make it possible to adapt the program for their own setting. For example, in some countries, students remain together as a class throughout the day, while in others, secondary students change classes (and classmates) multiple times each day. This means that programs based on a cohort will be difficult to apply where classes are not as cohesive.
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