







































Children and Teenagers 
ISSN 2576-3709 (Print) ISSN 2576-3717 (Online) 

Vol. 4, No. 3, 2021 
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1 
 

Original Paper 

The Prevalence of Cyberbullying among Adolescents: A Case 

Study of Middle Schools in Vietnam 
To Phuong Oanh1* 

1 Faculty of Social Work, Hanoi National University of Education, Vietnam 
* To Phuong Oanh, Faculty of Social Work, Hanoi National University of Education, Vietnam 

 

Received: May 28, 2020          Accepted: June 7, 2021         Online Published: June 14, 2021 

doi:10.22158/ct.v4n3p1                              URL: http://dx.doi.org/10.22158/ct.v4n3p1 

 

Abstract 

This paper aims to investigate the prevalence of cyberbullying among Vietnamese adolescents. Special 

emphasis was placed on gender differences regarding different forms of cyberbullying and victimization. 

In this study, 200 middle school students from four state schools in Vietnam were online surveyed to 

obtain information about the prevalence of cyberbullying and victimization. The results show that most 

of the students used the Internet daily and that almost all of them possess mobile telephones. On 

average, 7% of students reported that they have cyberbullied others online, whilst 14% of them were 

victims of cyberbullying. The most common types of victimization reported by students were harassment 

including “prank or silent phone calls” or “Insults on instant messaging and website”. There were not 

any significant gender differences in cyberbullying and being victimized by cyberbullies than females.  

Keywords 

cyberbullying, Vietnam, victim, social work 

 

1. Introduction 

The range of definitions of cyberbullying proposed by researchers reflected a correlation between the 

development of technology and how cyberbullying behaviours have (Kowalski et al., 2014; Patchin & 

Hinduja, 2015). Cyberbullying can occur via mobile phone developed include Internetmediated 

communications. Since 2003, tablets have also become popular when the term “Cyberbullying” was 

first proposed. “Cyberbullying” has been increasing with the use of technology, specifically electronic 

communication and social networking(Wright, 2018). 

This phenomenon appeared only a few years ago as the use of electronic devices such as computers and 

mobile telephones by young people increased. The term “Cyberbullying” can be defined as “an 

aggressive, intentional act carried out by a group or individual, using electronic forms of contact, 



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repeatedly and overtime against a victim who cannot easily defend him or herself” (Slonje et al., 2013). 

Thus, cyberbullying is considered as a means of bullying in which peers use electronic devices “to 

taunt, insult, threaten, harass, and/or intimidate a peer” (Raskauskas & Stoltz, 2007). 

Traditional cyberbullying is divided into physical (hitting, kicking), verbal (teasing, threatening) and 

indirect (social exclusion, spreading rumours). Cyberbullying can reach particularly large audiences in 

a peer group compared with the small groups who are the usual audience in traditional bullying. 

Compared with most traditional forms of bullying, the person carrying out cyberbullying may be less 

aware or even unaware of the consequences of his or her actions. That would be lack of opportunities 

for empathy or interventions. On the other hand, nasty text messages or email can be simply deleted 

and blocked. Moreover, cyberbullying doesn't cause physical harms. This could occur through different 

devices such as email, social networking, cellphone… Significantly, cyberbullies might conceal if they 

desire. Cyberbullying refers to bullying through technology like social networking, messages, email… 

Existing surveys on the prevalence of cyberbullying show that it is common among adolescents in 

developed countries. Previous school or telephone surveys from the United States and the United 

Kingdom showed that the rates of being a victim of cyberbullying and being a cyberbully are in the 

range of 5% to 20%. In the US survey on Internet use among individuals aged 10 to 17 years, 12% 

reported being aggressive to someone online, 4% were targets of aggression, and 3% were both 

aggressors and targets (Sourander et al., 2010). Currently, the statistics are wide-ranging as to how 

often or how many children and adolescents are being bullied by a cyberbully. The Cyberbullying 

Research Center has most recently reported that about 20% of a randomly selected sample of 4,400 

eleven to eighteen-year-olds in the United States report having been cyberbullies or cyber victims at 

least once in their lifetime ((Erdur-Baker, 2010). Numerous researchers have found that 20-40% of 

their middle school samples in the United States report being victims or perpetrators of cyberbullying 

in the last year or less (Pergolizzi et al., 2009). 

The review of literature about cyberbullying, race/ethnicity and mental health outcomes mention that in 

2013, nearly 20% of the youth in grades 9–12 in the US reported being traditionally bullied and almost 

15 % reported being cyberbullied (Edwards et al., 2016). According to the Pew Research Center, 92% 

of children report going online daily, and 71% use more than one type of social media. Cyberbullying 

might be harmed by using technology and media.  

In 2004, antibullying measures were proposed in the US House of Representatives to be included in the 

Safe and Drug-Free Schools and Communities Act, and all states currently have antibullying policies. 

Although the US Congress passed the Protecting Children in the 21st Century legislation in 2008, 

which also addresses cyberbullying, 21 not all states have updated their laws to include cyberbullying.  

Cyberbullying can be very emotionally damaging. Victims of cyberbullying may experience depression, 

isolation, poor academic performance, and even suicidal ideation. Furthermore, unlike traditional 

bullying, which children can typically escape once they return home from school, cyberbullying is 



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present wherever youth have a mobile device or an internet connection. The ever-present nature of 

cyberbullying can cause great anxiety among children and adolescents, as they may feel like they no 

longer have a safe haven. This anxiety, combined with the fact that cyberbullies often make harsher and 

more hurtful statements online than they would in person, makes cyberbullying a particularly 

destructive form of bullying. 

The coronavirus pandemic is forcing people all over the world to practice social distancing and stay 

home and children are adjusting to e-learning. Some researchers have documented the effects of cyber 

victimization, which has been associated with academic and emotional problems, lowered self-esteem, 

lower psychological well-being, and lower perceptions of school safety (Devine & Lloyd, 2012). This 

study aims to explore the prevalence of cyberbullying among middle-school students during Covid-19 

in students. 

 

2. Method 

2.1 Participants, Measures and Procedures 

The online questionnaire was designed to include including Demographic Information, the Bullying & 

Cyberbullying Scale. All four schools were contacted and invited to participate in the current study by 

the research team with 200 students. The Demographic Information Sheet asked students for their age 

(in years), gender, grade and school. Data collected the information about frequency and types of 

Internet students have been using, their favour on Internet. Since then, the sheet asked students about 

cyberbullying (understanding and experiences). Data collection took place over approximately one 

week via Monkey. Students completed their questionnaires by choosing answers and tick on the box. 

They could move the other questions unless they finish the previous one. If a participant withdrew from 

the study during the period when he/she was completing the questionnaire, the information was deleted. 

The Bullying & Cyberbullying Scale, designed to be used with children, measures bullying & 

victimization behaviour among peers in or near the school. This scale consists of comparisons of 

behaviours associated with bullying and cyberbullying. While this scale was based on the Olweus’ 

Bully & Victim questionnaire which has sufficient construct and discriminant validity (Solberg & 

Olweus, 2003), the specific validity and reliability for the current measure remain unknown (Smith et 

al., 2008). The entire scale was composed of 8 items, each of which has multiple responses from which 

the student can choose. This scale also has questions regarding internet usage, which include seven 

questions about the student’s ability to use computers and how long they use the internet per week.  

2.2. Ethical Considerations 

This research received approval from Hanoi National University of Education Research Ethics 

Committee (HNUE-REC). 

 

 



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3. Result 

Table 1 presents the demographic characteristics of students participating the study. Eligible 

participants were middle school students in Hanoi, Vietnam. As described below, we recruited 482 

students including 47.72 % female (N=248) and 51.45 % male (N=230) and 1.24 % others (N=6). 

Specifically, we recruited participants from two state-owned public schools (School A and C) and two 

private schools (school B and D). Only school A (N=117) located in the suburb area while three others 

including school B (N=125), School C (N=128) and School D (N=112) located in the inner city. 

Students are from 9th grade (N=108), 8th grade (N=129), 7th grade (N=138) and 8th grade (N=107). 

 

Table 1. Characteristics of Participating Schools and Participants 

Characteristic N=482 Percent (%) 

School Kim Tan 164 80.4 

Cam Linh 22 11 

Minh Quan 11 5.5 

Grade 8th 119 59.5 

9th 81 40.5 

Gender Male 248 51.45 

Female 230 47.72 

Other 6 1.24 

Age 13 8 33% 

 14 126 63 

 15 66 33 

 

3.1. Usage of the Internet 

The results revealed that 99% of students have used the Internet. More than half of students reported 

spending several times per week (64%). Other students reported spending several times on the internet 

per day (63 students; 31.5%). Other options were not using the Internet (0.5%), using one a day (0.5%) 

and 2.5% for once a week 1% for once a month. 

 



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Almost all students paid attention to online learning and sent or received emails. The average time on 

the Internet is 10 to 15 hours (72.5%) per week. When asked about the place they use the internet, most 

students used the Internet in their bedroom (97.9%). Others used the Internet at friend’s house (17.1%); 

in Café Internet (9.3%) and at school (6.2%). Just a few students (2.1%) reported using the internet at 

relative’s house.  

A majority of students (93.5%) reported using social networking sites (such as Facebook, MySpace etc.) 

and sending or receiving emails. 91% of students used Instant messaging (messenger, Zalo, WeChat, 

Viber etc.). While over half use the internet for surfing the net (50.3%), just 27.1% of students) 

reported using chat rooms. 81.4% of the students reported using the internet for school work or virtual 

learning (Zoom, Conference Call etc.) Additionally, the most favourite of students were downloading 

music, films or programs 80.9%), others loved playing game account for (30.2%) and online shopping 

(27.1%).  

3.2. Victims of Cyberbullying 

Among 200 students who answered the questionnaire, almost reported that they had never been 

cyberbullied, (86%) while 14% of students told that they had been suffered from cyberbullying. When 

asked about the period of time they have been cyberbullied, over half of the students (53.6%) reported 

that gone through within the last school year, 28.6% of students had experienced within last month, 

only 14.2% of them had been cyberbullied over one school year ago. And 3.6% of students dealt with 

this problem last week. Totally, there were 9 students who suffered from cyberbullying as survey 

results (Table 2). 

 

Table 2. Period of Time Students Experienced Cyberbullying 

 Students (N) Percentage (%) 

Within the last week 1 3,6 

Within the last month 8 28,6 

Within the last school year 15 53,6 

Over one school year ago 4 14,2 

Total (n=) 28 100 

 

The differences in the forms of being cyberbullying experienced by middle school students are shown 

in Table 3. Half of the students who were victims of cyberbullying reported being cyberbullied through 

nasty text messages and plank or silent phone calls (50%) students being insulted on instant message 

(21.4%), few students reported being cyberbullied through a website (including Facebook, Myspace 

etc.) (10.7%) through rude or nasty emails (7.1%). No one is insulted by photos or videos. 

 



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Table 3. Victimization through Cyberbullying among Vietnamese Middle School Student 

Form of cyberbullying Students (N) Percentage (%) 

Through nasty text messages (making threats and comments) 14 50 

Prank or silent phone calls 14 50 

Insults on a website 3 10,7 

Insults on Instant Messaging 6 21,4 

Rude or nasty email 2 7,1 

 

Survey also indicated students have shared with others (friends, family…) about their problems. Only a 

few of the students (4 students) haven’t dared to express. This proves students are also brave to share 

and find solutions, not avoid problems. There was no significant gender difference was found in the 

rate of being cyberbullied.  

3.3. Students Who Are Cyberbullies 

Most students (92.5%) have never taken part in cyberbullying. Few of the students (7.5%) were 

cyberbullies. They could distinguish kindness and unkindness through cyberbullying. However, 7.5% 

of students who have taken part in cyberbullying were not sure that they haven’t had any cognition 

about their behaviours. In terms of the period time of taking part in cyberbullying. Both male and 

female could take part in cyberbullying because of various reasons. Among students having to 

cyberbully, there was 9 female while six were male ones. The number of females has a little more than 

male in this case. When asking about the period of time students took part in cyberbullying, only 1 

student refused to answer this question (Table 4). Most students participated in cyberbullying within the 

last school year (64.3%). 

In terms of cyberbullying, the most popular was a prank or silent phone calls (40%). Therein, insulted 

someone on a website and on instant messaging are the second and third popular behaviours. Moreover, 

20% (n=3) is the percentage of threatening text messages (making threats and comments) and insulted 

someone in a chat room. 

Table 4. Period of Time Students Took Part in Cyberbullying 

 Students (N) Percentage (%) 

Within the last week 2 14.3 

Within the last month 2 14.3 

This term 1 7.1 

Within the last school year 9 64.3 

Total 14 100 



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In terms of cyberbullying, the most popular was a prank or silent phone calls (40%). Therein, insulted 

someone on a website and on instant messaging are the second and third popular behaviours. Moreover, 

20% of students had threatening text messages (making threats and comments) and insulted someone in 

a chat room (Table 5). There was no significant gender difference was found in the rate of having 

cyberbullying activities. 

 
Table 5. Period of Time Students Took Part in Cyberbullying 

 Students (N) Percentage (%) 

Threatening text messages (making threats and comments) 3 20 

Prank or silent phone calls 6 40 

Insulted someone on a website 5 33.3 

Insulted someone on Instant Messaging 4 26.7 

Insulted someone in a chat room 3 20 

 

4. Discussion 

This study investigated the prevalence of cyberbullying among Vietnamese adolescents, based on a 

survey of 200 students from four middle schools in Vietnam. Special emphasis was placed on the 

frequency of using the Internet, rate and different forms of cyberbullying and victimization. 

First, we found that most students use the Internet on a daily basis and that almost all of the participants. 

This fact implies that Internet has become a part of the everyday lives of Vietnamese adolescents 

especially in the Covid_19 time, and therefore it can be expected that cyberbullying problems may 

occur. Several kinds of media they have used including Facebook, Zalo or social networking websites, 

and learning software like Zoom and emails. The results of this study have shown that the information 

technology in this region especially in Covid-19 time is sufficiently developed and accessible to young 

people. This prospect is emphasized by the fact that teachers and parents in Vietnam lack control over 

the children’s activities, which eventually results in violence and victimization in cyberspace.  

Second, the findings of the present study indicate that a significant number of Vietnamese students are 

involved in cyberbullying, either as a victim or a bully. About 7% of the participants reported that they 

were involved in cyberbullying, about 14% reported that they were victims of online bullying. The 

most common types of victimization reported by the students were “prank or silent phone calls” 

“Insults on instant messaging and website”. These results regarding the prevalence of cyberbullying 

and victimization are in accordance with other studies conducted in other countries (Lee, 2017; 

Popović-Ćitić et al., 2011). 

Third, in our study, gender was found to no significant role in identifying victims, however no 

difference in bullies. Although a number of a female having bullying seems higher than male students. 



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This is not consistent with previous research (Lee, 2017) which has shown that females are less likely 

to bully than males. From this study, the influence of gender on cyberbullying need further research. 

In summary, cyberbullying is a problem for a significant number of students in Vietnam and it takes 

many different forms. Cyberbullying has increased very quickly and educators and researchers are 

understandably concerned that this problem is growing more rapidly than educators’ and parents’ 

ability to respond effectively. The study indicates that it is necessary to create a school-based 

comprehensive program to react to cyberbullying. It is important to provide adolescents with strategies 

that are effective, and this is particularly true for boys, as they are more likely to be involved in 

cyberbullying problems. In addition, it should be noted that male students are engaging in ineffective 

strategies in response to bullying and that they believe that these solutions are effective (Craig et al., 

2007). The information obtained in this study can be used to provide a fuller picture of the issue of 

cyberbullying, which may be relevant for the successful planning of preventive programs. Therefore, 

we recommend “Cyberbullying: A prevention Curriculum” focus on together participations “Group 

social work”. This is a program that deals with attitudes and behaviours associated with cyberbullying. 

It consists of an eight-session curriculum, with additional resources on a CD-ROM that reproducible 

parent resources, student fact sheets, program poster and student handouts, resources to address 

cyberbullying school-wide (school policies, legal concerns etc.), peer leader training materials, and a 

short training on cyberbullying for program facilitators. This is not a research-based program, but it is 

based on the latest research in prevention and on the topic of cyberbullying. Many of the lesson 

activities are patterned after prevention models that research has shown to be effective in decreasing 

negative student behaviour, and increasing student attitudes toward refraining from negative behaviours. 

These models include selecting and using peer leaders, providing parent-student activities, doing 

cooperative learning and project activities, and identifying the causes of why students behave as they 

do. The curriculum also recommends that schoolwide policies and procedures be implemented to 

effectively address cyberbullying in a broad way while establishing a climate that is conducive to 

positive interactions among students. The 8-session Cyber Bullying: A Prevention Curriculum is 

recommended to raise student and parent awareness of what cyberbullying is and why it is so harmful, 

equip students with the skills and resources to treat each other respectfully when using online tools, 

give students information about how to get help if they, or others they know, are being cyberbullied and 

teach them how to use technology in a positive way. Each session can be completed in fifty minutes 

and includes detailed instructions on presenting the information, activities to reinforce the key concepts, 

and reproducible student handouts. 

This study has some limitations that should be taken into account when interpreting its findings and 

conclusions. Although the study encompassed schools from communities from different 

socio-demographic backgrounds, the fact remains that the data have been collected from an urban 

environment in Vietnam, the capital of Vietnam, and its surroundings; therefore, we must be cautious 



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when generalizing the findings to other regions of Vietnam and beyond. In addition, it is also important 

to examine cyberbullying at other age levels.  

 

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