Translate 
Abstract
ABSTRACT This systematic scoping review examines the available research on cooperation against cyberbullying in the school community. Based on a comprehensive literature search, 22 studies were selected. The types of cooperation identified in the research were mapped on the basis of stakeholders involved, the stage at which cooperation occurred (prevention or intervention) and (in)effective aspects of cooperation. This study highlights the need to involve the most prominent stakeholders (parents, teachers, and students) in systematic efforts of dual focus (prevention and intervention), with expertise from various fields. The diversity and complexity of cooperative approaches have been revealed, with the active involvement of various stakeholders across educational communities necessary for overcoming cyberbullying. Our results suggest that prerequisites from macro- and exo-systems, including legal frameworks, clear jurisdictions, and curriculum-based education on digital citizenship, must be met to ensure supportive mesosystemic interactions. The findings are discussed, drawing on the previous research and theoretical framework.
Published Version
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
