By Tranika Jefferson
We live in a world, in which nearly everything is digital. This makes life easier. However, it also causes problems. Previously, bullying had been confined to the school playground, bus, or outside in the neighborhood; however, this deadly phenomenon has filtered its way into the digital world and is known as cyberbullying. Cyberbullying is described as when someone intentionally uses digital media to threaten, harass, or intimidate someone (Heiman, Olenik-Shemesh & Eden, 2014). This can be done via the internet (e.g., social media, blog post, chat group, etc.), telephone (to include calls and text messages), or videos. Social media outlets such as Facebook, Instagram, Twitter, and Snapchat have created more opportunities for cyberbullying to potentially occur.
No longer restricted to school environments or direct physical contact, bullying can now expand from one continent to the other without the individuals involved even personally knowing each other. This allows 24/7 access for individuals to be victims of cyberbullying. No child is exempt from the destruction of cyberbullying and online harassment. Studies have found that children with special needs such as learning disorders, attention deficit hyperactive disorder (ADHD), and Autism Spectrum disorders are more likely to be bullied than their peers (Kowaloski & Fedina, 2011). A possible explanation for this is that children may not fully understand different disabilities. When someone is viewed as “socially awkward,” they are more likely to encounter cyberbullying since they are an “easy” target. Cyberbullying makes it that much easier for children to harm and alter the learning path of those with special needs by threatening, harassing, or intimidating them.
The digital world can help improve the social cognitive skills of children with special needs as well as “offer young people a setting for social support, intimacy and the development of autonomy through self-expression and identify exploration (Good & Fang, 2015).” However, it can also be a harmful place due to cyberbullying. Efforts must be made to address cyberbullying in the general population as well as with children with special needs. Parents, educators, and clinicians are tasked with the responsibility of ensuring the safety of these children while still teaching them skills on effectively dealing with virtual harassment or intimidation.
If children with special needs can be taught to deal with the adverse situations imposed upon them virtually, then they can continue to expand their own social skills and communication. In addition, they can increase their independence with the broad utilization that the virtual world offers. This, in turn, may improve their self-confidence, self-concept, and social life.
Good, B., & Fang, L. (2015). Promoting Smart and Safe Internet Use Among Children with Neurodevelopmental Disorders and Their Parents. Clinical Social Work Journal, 43(2), 179-188. http://dx.doi.org/10.1007/s10615-015-0519-4
Heiman, T., Olenik-Shemesh, D., & Eden, S. (2014). Cyberbullying involvement among students with ADHD: relation to loneliness, self-efficacy and social support. European Journal of Special Needs Education, 30(1), 15-29. http://dx.doi.org/10.1080/08856257.2014.943562
Kowalski, R., & Fedina, C. (2011). Cyber bullying in ADHD and Asperger Syndrome Populations. Research In Autism Spectrum Disorders, 5(3), 1201-1208. http://dx.doi.org/10.1016/j.rasd.2011.01.007