Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

This study evaluated a brief, bystander bullying intervention for elementary school students. Students in the intervention group reported an increase in knowledge and confidence to act as “defenders.” Students in the intervention group also reported an increase in self-esteem relative to the control group, although this finding was limited to sixth-grade students. The study found no group differences in sense of school belonging. This article discusses implications for school counselors.

The authors evaluated a brief, school-wide, bystander bullying intervention (STAC) designed to establish school counselors as leaders in curriculum delivery. Elementary school students trained in the program reported an increase in perceived knowledge and confidence to act as “defenders,” utilizing the STAC strategies when they observed bullying, and a decrease in bullying victimization and perpetration at a 4-month follow-up. We discuss implications for school counselors.

Bullying is a major public health problem faced by youth today. This randomized controlled study evaluated a brief, counselor-led bystander bullying intervention for elementary school students with a history of occasionally bullying (N = 54). The intervention—stealing the show, turning it over, accompanying others, and coaching compassion (STAC)—is designed to train students to intervene as peer advocates when they witness bullying situations at school. Students in the STAC intervention group reported a significantly lower level of bullying perpetration compared to students in the wait-list control group. Findings suggest that training students who bully to be peer advocates may be a promising approach to bullying prevention. The authors discuss future directions for research and implications for counselors.