The COVID‐19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two‐step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID‐19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID‐19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic; amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID‐19 was exacerbated by sociopolitical, structural, individual and support‐related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well‐being and autonomy, COVID‐19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.

In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.

The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students’ and teachers’ perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13–16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens’ testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.

Thesis. Although we have convincing data on the use of the Internet[1] by young people in the general population (also adults), our knowledge about its use by people with disabilities remains a lot more limited. The reasons for this include a shortage of research on access to ICT, the use of such technologies by users with varying disabilities, and the support they receive in this respect. This applies in particular to individuals with intellectual disabilities. Aim. The aim of the paper is to introduce the state of knowledge and selected challenges for the research field and the practice addressing young people with intellectual disabilities. The article is also focused on the different dimensions of inequalities and proposes a model of the areas of implementation of media education practices. Conclusions. The role of ICT in the life of people with intellectual disabilities (ID) should be analysed in the context both of benefits and barriers that may create the risk of exclusion. In terms of benefits, the analysis pertains to the Internet e.g. as a tool for new forms of interactions with the world, as a sphere of freedom and independent functioning as well as a chance for their empowerment. When analysing the context of the risk related to the use of the Internet by young people with ID one should not neglect e.g. various forms of abuse and other threats.

Today's media have an important impact on young peoples’ social life - transforming many social and developmental aspects. Online activity of young adults not only increases the availability to positive and educational experiences, but also arises the exposure to online threats. The main scope of this article is exploring the role of appearance and social practices concerning its creation in the process of peer cyberbullying among Polish young adults (N=329). Online body autopresentation has been found an important factor moderating the process of online aggression. The dissemination of beliefs was also examined – assessment of own attractiveness, the apprehension of the appearance assessment by others and the scale of activities focused on editing and improving the appearance depicted in the pictures posted on social websites. The differences in these areas were examined between people with disabilities or those who have injuries or specific health conditions that affect their appearance and other young people.The results have revealed that particular research and intervention focus should be put on young people having a condition or injury affecting appearance and/or having a disability or serious health problems as this group has been found more prone to be victimized (regarding traditional bullying as well as cyberbullying).