Cyber- and traditional bullying as global challenges? Findings from Germany, Hong Kong, and Japan

Abstract

Bullying, including cyberbullying, constitutes a worldwide phenomenon with grave consequences for well-being, mental health, and educational outcomes (Kowalski et al. 2014; Kowalski & Limber 2013; Schunk et al. 2022). In 2014, the General Assembly of the United Nations adopted a resolution that recognized bullying as a global concern and encouraged member states to take measures for preventing and responding to bullying (UN General Assembly 2014). Marta Santos Pais, UN Special Representative of the Secretary-General on Violence against Children, emphasized the importance of reducing bullying for attaining the Sustainable Development Goals, saying that ‘preventing and addressing bullying will no doubt contribute to the promotion of the safe and non-violent learning environments and to the elimination of physical, sexual and emotional violence that the [Sustainable Development Goals] seek to guarantee' (UN News 2015). Research on cultural differences in cyberbullying has grown in recent years, given that cyberbullying is a global phenomenon (Sittichai & Smith 2015). Yet, research on cyberbullying is still typically conducted within a culture as opposed to across cultures. This chapter explores the role of culture in shaping bullying and presents empirical findings based on direct comparisons among university students from Germany, Hong Kong, and Japan.