SPECIAL ISSUE 1 June 2026
DOI DOI: 10.66434/ijspsy.v1i1si.498

Technology-Facilitated Gender-Based Violence and Cyberbullying in Secondary Schools

Bhekuyise Prince Nkwanyana1
  1. 1 University of Zululand, South Africa

Abstract

Abstract

Technology-facilitated gender-based violence (TFGBV), frequently manifested through cyberbullying, has emerged as a significant threat to learner wellbeing in digitally connected school environments. This study conceptualises cyberbullying as a form of TFGBV, particularly where online abuse involves gendered insults, sexualised harassment, threats, and image-based violations. Guided by Social Ecological Theory, the study examined the prevalence, demographic characteristics, and psychosocial effects of cyberbullying among 300 secondary school learners drawn from 30 rural and urban schools in KwaZulu-Natal, South Africa. A descriptive survey research design was employed to determine associations between learner characteristics (age, gender, grade, school location) and cyberbullying involvement. Findings reveal high prevalence rates across perpetration (64.6%), victimisation (62.6%), and bystander exposure (81.3%). Significant associations were observed between cyberbullying and age, gender, grade level, and school location. Victims reported anxiety, diminished self-esteem, absenteeism, and declining academic performance. The findings support recent scholarship highlighting the psychosocial consequences of TFGBV and underscore the need for comprehensive, multi-tiered, school-based intervention strategies addressing individual, relational, institutional, and societal factors.

Keywords: Cyberbullying; Technology-Facilitated Gender-Based Violence; Learner Wellbeing; Psychosocial Effects; Social Ecological Theory

How to Cite

Nkwanyana, B. P. (2026). Technology-Facilitated Gender-Based Violence and Cyberbullying in Secondary Schools. International Journal of Studies in Psychology, 1(1si), 56–64. https://doi.org/10.66434/ijspsy.v1i1si.498
Endnote/Zotero/Mendeley (RIS) BibTeX

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