Bullying and cyberbullying among high school students in the digital age society
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Abstract
Bullying and cyberbullying are major problems that affect not only the victim but their entire environment, as they can cause irreparable damage to adolescent victims. Today, we are immersed in a technological world that fascinates teenagers, yet this fascination is not without risks (Del Barrio 2017). Additionally, we are increasingly bombarded by false information of all kinds. We live in a time when a truly concerning level has been reached with the emergence of deepfakes, or hyperrealistic video montages, in the form of false videos of all kinds created using
machine learning algorithms. With these capabilities, there has been an unprecedented leap in the potential for bullying and cyberbullying. The aim of this article is to determine the rates and evolution of bullying and cyberbullying among compulsory secondary education (ESO) students and to analyze, from a comparative perspective, any changes that may have occurred in these aspects between 2017 and 2021. The methodology followed was the analysis of a bibliographic review on this subject, primarily based on research with ESO students conducted by Andrade et al. (2021) in their report for UNICEF, and Del Barrio (2017), which has allowed us to develop a series of reflections related to the evolution and changes observed.
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