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Bullying Dilemmas: Cyberbullying and Mental Health Strain for 
University Students in Mount Lebanon 

Nermine Abi Farraj, Sawsan Hasan and Ghina Nassar 

Modern University for Business and Science, Beirut, Lebanon 

Abstract 

The study investigates the link between cyberbullying and mental health among university 
students, acknowledging the prevalence of online harassment and its possible influence 
on people’s well-being. Using a cross-sectional research approach, the study examines 
the frequency of cyberbullying encounters among university students, as well as their 
understanding of many forms and consequences of cyberbullying. The findings show that 
respondents have a high degree of awareness about cyberbullying, with a consensus on 
its definition and acknowledgment of its negative consequences. Furthermore, the study 
finds a strong link between cyberbullying and negative mental health outcomes such as 
poor self-esteem, anxiety, despair, social isolation, and trust concerns. This highlights the 
critical need for preventative measures and support structures to combat cyberbullying 
and preserve people’s psychological well-being. The study recommends comprehensive 
strategies for combating cyberbullying, such as education and awareness programs, 
stricter consequences for perpetrators, victim support, parental involvement, 
collaboration with social media platforms, and the promotion of empathy and responsible 
internet usage. It also underlines the significance of incorporating cyberbullying 
prevention education into university courses and working with mental health professionals 
to provide counseling and assistance to those impacted. Overall, the study emphasizes 
the crucial need of collaborative efforts from multiple stakeholders, including educators, 
parents, lawmakers, and mental health experts, in addressing the complex issue of 
cyberbullying and creating safer online environments for university students. 

Keywords: cyberbullying, mental health, university students, online harassment, 
awareness, prevention, intervention, education, psychological well-being. 

With almost a billion Internet users worldwide, the online world has become an integral 
part of daily life and plays an important role in society. Today’s society is largely reliant 
on technology, and adolescents are increasingly living a digital existence via the Internet. 
The rapid development of information and communication technologies has had a 
significant impact on humans. This quick technological advancement has not only brought 
benefits, but it has also brought up a slew of issues, one of which is cyberbullying. The 
Internet has proven to be a double-edged sword, providing unparalleled convenience in 
our everyday lives. On the other hand, the Internet has created grounds for several 
harmful behaviors, such as cyberbullying, communicated electronically (Shaikh et al., 
2020).  

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Young adults and university students have become sophisticated users of technology and 
often lead the way in adapting new technologies for everyday use. Sometimes their 
technological savvy can become a gateway, exposing them to a host of sordid activities 
including pornography, drugs, violence, and cyberbullying (Kowalski et al., 2008). 
Although online technologies provide numerous benefits like learning and teaching 
activities, they also have potentially harmful outcomes (Campbell, 2005). The current 
study focuses on the harmful consequences of cyberbullying that are serious and far-
reaching on individuals (Finn & Banach, 2000). Although cyberbullying is a method of 
harassment by means of virtual reality, its effects are anything but virtual; they are real 
and have potentially serious negative consequences (Arıcak et al., 2008). 

Overview and the Significance of the Study 

The study examines the impact of cyberbullying on the mental health of university 
students residing in Mount Lebanon, revealing that it poses a significant risk. It suggests 
that targeted intervention and prevention strategies can be developed to reduce the 
negative effects of cyberbullying. Due to the widespread use of social media and digital 
communication, the effects of cyberbullying are not limited to a particular area but rather 
have an international impact. This highlights the necessity for concerted global efforts to 
tackle and fight this type of harassment. Understanding and addressing cyberbullying in 
Lebanon helps the worldwide debate about creating a more safe and friendly online 
community. Through research, data analysis has proven that many Lebanese 
adolescents and university students are suffering from cyberbullying and its negative 
impacts. Moreover, research shows that cyberbullying is clearly a global issue. 

Research Objectives 

The fundamental goal of this study is to delve into the complexities of the correlation 
between cyberbullying and mental health strain among university students. The study 
aims to investigate and uncover the correlation between cyberbullying experiences and 
mental health strain among Lebanese university students with a detailed examination of 
the psychological impact of cyberbullying on mental well-being. Also, it examines potential 
moderating factors that may influence the relationship between cyberbullying and mental 
health strain while exploring demographic variables, coping mechanisms, and social 
support networks. Furthermore, it develops practical intervention strategies to mitigate 
the adverse effects of cyberbullying on mental health among university students, and 
provides actionable recommendations for educational institutions and policymakers to 
address cyberbullying effectively. 

In essence, the goal of this study is to bridge the gap in understanding the correlation 
between cyberbullying and mental health strain among university students. The 
objectives include examining the correlation, exploring moderating factors, and 
developing intervention strategies to support student well-being. 

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Research Questions 

1. To what extent are university students aware of cyberbullying and possess 
sufficient knowledge about its various forms and effects, and what are their 
attitudes towards it? 

2. How does the experience of cyberbullying contribute to the manifestation of 
mental health challenges, and what are the underlying mechanisms that link 
online victimization to adverse psychological outcomes? 

3. What role do parents, schools, and other social institutions play in educating 
university students about cyberbullying and its effects? 

Research Hypothesis 

Null Hypothesis (H₀1): The experience of cyberbullying among teenagers does not have 
a significant association with the manifestation of mental health challenges, and there are 
no underlying mechanisms that connect online victimization to adverse psychological 
outcomes. 

Alternative Hypothesis (H₁1): The experience of cyberbullying among teenagers 
significantly associated with the manifestation of mental health challenges, and there are 
underlying mechanisms that connect online victimization to adverse psychological 
outcomes. 

Literature Review 

Definition and Forms of Cyberbullying 

As the number of people using computers and mobile phones has expanded, one type of 
bullying that has emerged more recently is cyberbullying which can be manifested in 
several forms (Smith et al., 2006). According to Strom and Strom (2005, p.21), 
cyberbullying is simply described as “an electronic form of peer harassment.” Also, 
Faryadi (2011) defines Cyberbullying as an act of violence that occurs online in the virtual 
sphere. 

The Mental Health Effects of Cyberbullying  

Because of the wide-ranging implications and harmful repercussions that cyberbullying 
actions have on victims, cyberbullying should be considered a broad mental and public 
health concern. As the number of incidents recorded has been growing in the United 
States, Canada, Japan, Scandinavia, Turkey, the United Kingdom, Australia, Lebanon 
and New Zealand, further studies in this area are critical for establishing effective 
preventative and intervention strategies (National Children’s Home, 2008). Studies imply 
that there is a strong relationship between cyberbullying and mental symptoms among 
university students, which requires a direct intervention (Myers & Cowie, 2017). 

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Thomas et al. (2016) state that bullying has several forms which include physical harm, 
rumor spreading, name-calling, or cyber bullying. Cyberbullying, according to Bauman 
(2015) has various types like social exclusion, harassment, outing, trickery, cyberstalking, 
trolling, and many others. Also, Faryadi (2011) points out that cyberbullying exposes a 
person’s personal information, true name, and address to criminals with a goal of causing 
serious harm to the targeted individual or group. Also, being under a lot of emotional 
stress, victims of cyberbullying find it difficult to focus on academics, which negatively 
impacts their academic success (Schenk, 2011). Schenk and Fremouw (2012) state that 
it leads to low self-esteem, family problems, aggressive behavior and violence. Risky 
behavioral and psychosocial issues like drug and alcohol abuse, fights, dropping out of 
school, having suicidal thoughts, and carrying a weapon to school have all been linked to 
cyberbullying (Goshe, 2016). 

Ongoing involvement in cyberbullying may be considered a long-term source of stress. 
Both instrumental and emotional social support can be valuable tools for young people 
experiencing bullying since they not only help prevent bullying from starting early on but 
also provide support when it occurs (Hellfeldt et al., 2020). Also, Kowalski and Limber 
(2013) mention that bullied children and those who are “bully victims” are more likely to 
have more psychosomatic issues than their mates that are not exposed to cyberbullying. 
However, Rivituso (2012) states that students who are cyberbullied will be suffering from 
more terrible psychological issues that push them to make such miserable actions toward 
their peers. 

In Lebanon, Fekih-Romdhane et al. (2023) state that almost one in four Lebanese 
teenagers are thought to have engaged in bullying, making Lebanon appear to have one 
of the highest rates of bullying in the Arab world. Given the high frequency of local 
incidents, it is worrying that there are currently few researches evaluating the individual 
and social variables linked to cyberbullying perpetration in Lebanon (Awad et al., 2021). 

Methodology 

Research methodology is a critical aspect guiding the systematic strategy and protocols 
of studies. The methodological approach employed in this study is aligned with its 
objectives of investigating the correlation between cyberbullying and mental health strain 
among university students. Just as emphasized by Flick (2015), the research 
methodology is designed to ensure the quality and dependability of the study’s findings, 
thereby enhancing the validity of the results. A rigorous research approach encompassing 
study design, data collection techniques, sampling tactics, data analysis, ethical 
considerations, data validation, and resource planning is pivotal in establishing the 
reliability of the study (Zohrabi, 2013). 

The comprehensive exploration of research methodology discusses the design and 
measures of the survey questionnaire. Statistical methodologies and data analysis 

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strategies employed in the study process are also outlined. The overarching goal of this 
comprehensive approach is to uphold the validity and reliability of the study’s conclusions, 
directly addressing the need to understand the correlation between cyberbullying and 
mental health strain among university students. 

Survey Method: Design and Administering of a Survey 

Quantitative Approach 

This research article adopts an exploratory and explanatory approach, utilizing a 
quantitative research method to address the study’s research questions. As emphasized 
by Nardi (2018), employing quantitative methods necessitates careful consideration of 
various factors such as reliability, appropriateness, and cost. A systematic survey was 
designed to collect quantitative data on cyberbullying experiences, mental health 
outcomes, and related factors among university students. The survey utilized closed-
ended questions to measure students’ experiences and perceptions. The survey 
encompassed sections capturing demographic information, cyberbullying experiences, 
mental health indicators, coping mechanisms, and social support networks. Clear 
instructions were provided at the beginning of the survey to ensure participant 
confidentiality and comprehension. 

Random Sampling 

The survey was conducted during a specific period, the second week of February 2024, 
considering the prevalence of cyberbullying incidents among university students. 
Random sampling was employed to ensure the inclusion of a diverse range of university 
students, minimizing bias and enhancing the representativeness of the sample. Outreach 
strategies included distributing the survey link via emails and various social media 
platforms to reach a broad spectrum of students. The sample size comprised 100 
university students mainly from Aley Campus-Mount Lebanon.  

Data Analysis Method with SPSS 

All survey responses were analyzed using the Statistical Package for the Social Sciences 
(SPSS) software. Descriptive statistics, including mean, median, mode, range, and 
standard deviation, were computed to summarize the data.  

In summary, the research methodology employed in this study aims to systematically 
investigate the correlation between cyberbullying and mental health strain among 
university students, employing quantitative research methods to achieve robust and 
reliable findings. 

Results 

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Participants were 100 undergraduate university students (70 Females and 30 Males) from 
different programs and faculties of Education at the Modern University for Business and 
Sciences -Aley Campus. Most of the Students’ ages ranged from 19 to 21 years (M = 
2.37, SD = 1.002). 

Figure 1 
 

 
 

Figure 2 
 

 
 

Male
30%

Female
70%

Gender

Male Female

0

20

40

60

80

100

120

Between 17 and
19

Between 19 and
21

Between 21 and
24

Above 24 Total

Age 

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Overall, the sample exhibits a skew towards females and is predominantly composed of 
individuals between the ages of 19 and 24, with a significant portion falling between 19 
and 21. 

Figure 3 
 

 
 

The majority of participants, 94 out of 100, are from Mount Lebanon. 3 participants come 
from Beirut, while 2 and 1 participant(s) come from the Beqaa Governorate and North 
Governorate, respectively. participants, while the Beqaa Governorate and North 
Governorate each have 2 and 1 participant(s) respectively. This indicates a significant 
concentration of participants from Mount Lebanon, with smaller representation from other 
regions. 

94

3 2 1

100

0

20

40

60

80

100

120

Mount Lebanon Beirut Beqaa
Governorate

North
Governorate

Total

Valid

Region Frequency

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Figure 4 
 

 
 

The results indicate that the majority of respondents (65%) have heard about 
cyberbullying, while 6% have not. Additionally, 11% claim to know some information about 
it, and 9% consider themselves very knowledgeable about cyberbullying. A further 9% 
have heard of it but do not know much about it. Overall, the findings suggest that 
cyberbullying awareness is relatively high among the surveyed group, with a significant 
portion indicating some level of familiarity or knowledge about the issue. 

6

65

11 9 9

100

0

20

40

60

80

100

120

No Yes I know some
information

about it

I am very
knowledgeable

about
cyberbullying

I've heard of it,
but I dob't know

much about it

Total

Have you heard about cyberbullying before?

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Figure 5 
 

 
 

The results indicate that there is a consensus among the respondents regarding the 
definition of cyberbullying. The majority (51%) define cyberbullying as a form of 
harassment, embarrassment, or intimidation perpetrated through electronic means such 
as social media, texting, or gaming platforms. A significant portion (34%) also emphasizes 
the intentional aspect of cyberbullying, highlighting that it involves purposeful actions to 
harm others online. Additionally, a smaller percentage (15%) emphasize the repetitive 
and aggressive nature of cyberbullying, emphasizing that it occurs repeatedly over digital 
devices or platforms. Overall, these findings underscore the multifaceted nature of 
cyberbullying as a phenomenon involving intentional, repetitive, and aggressive 
behaviors carried out through technology to harm or intimidate others. 

34

51

15

100

0

20

40

60

80

100

120

Cyberbullying is the use of
technology to

intentionally harass,
embarrass, or intimidate

someone online

It is a form of bullying that
occurs through electronic

means, such as social
media, texting, or gaming

platforms

Cyberbullying involves
repeated and aggressive

behavior towards a
person using digital

devices or platforms

Total

Define cyberbullying Frequency

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Figure 6 
 

 
 

The survey results indicate a strong consensus regarding the negative effects of 
cyberbullying   on individuals. A significant majority, 80%, firmly believe that cyberbullying 
does have detrimental impacts. Only a small minority, 3%, hold the opposite view, while 
5% are uncertain. Additionally, 12% recognize that the severity of cyberbullying   plays a 
role in its effects. Overall, the overwhelming sentiment is that cyberbullying   is indeed 
harmful to individuals. 

Figure 7 
 

 
 

3

80

5
12

100

0

20

40

60

80

100

120

No, I don't think
cyber-bullying has

negative effects

Yes, I believe cyber-
bullying has negative

effects

I am not sure if
cyber-bullying has

negative effects

It depends on the
severity of the
cyberbullying

Total

Do you believe cyber-bullying has negative effects on 
individuals? Frequency

42
54

4

100

0

20

40

60

80

100

120

Extremely concerned Moderately concerned Not concerned at all Total

How concerned are you about the prevalence of cyber-
bullying in today's society? Frequency

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From these results, we can see that the majority of respondents are either extremely 
concerned (42%) or moderately concerned (54%) about the prevalence of cyberbullying   
in today’s society. This indicates that a significant portion of the sample population 
perceives cyberbullying   as a serious issue. 

Overall, the end result indicates that there is a notable level of concern regarding 
cyberbullying   in today's society among the surveyed individuals. This suggests that 
addressing cyberbullying   may be important for both policymakers and community 
leaders. 

Figure 8 
 

 
 

Based on the provided results, it's evident that a significant majority, 95 out of 100 
respondents, believe that cyberbullying can have equally harmful effects as physical 
bullying. Only 5 respondents believe that cyberbullying cannot have a significant impact 
on a person’s mental health and well-being. 

This indicates a strong consensus among the respondents that cyberbullying can indeed 
be as harmful as physical bullying. The perception is that the psychological and emotional 
toll inflicted by cyberbullying can be comparable to that of physical bullying, despite the 
absence of physical contact. 

This sentiment underscores the growing recognition of the severity of cyberbullying and 
its potential to cause profound harm to individuals' mental health and well-being. As a 
result, it emphasizes the importance of addressing and combating cyberbullying 
effectively, both at the individual and societal levels, to ensure the safety and well-being 
of individuals, particularly in the digital age where online interactions are increasingly 
prevalent. 

5

95 100

0
20
40
60
80

100
120

No, Cyberbullying can have no
significant impact on a person's

mental health and well-being

Yes, Cyberbullying can have
equally harmful effects as physical

bullying

Total

Do you think cyberbullying can be as harmful as physical 
bullying? Frequency

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Figure 9 
 

 
 

From these results, we can see that the majority of respondents (68%) consider all three 
behaviors mentioned (hurtful comments/messages, sharing personal information without 
consent, and creating fake profiles for harassment) to be forms of cyberbullying. Sharing 
embarrassing or personal information without consent had the second-highest frequency 
at 16%, while creating fake profiles had the lowest frequency at 3%. However, it is 
essential to note that all three behaviors are considered forms of cyberbullying, with a 
significant majority of respondents acknowledging this. 

Figure 10 
 

 
 

13 16
3

68

100

0

20

40

60

80

100

120

Hurtful comments or
messages sent

through social media

Sharing embarrassing
or personal

information without
consent

Creating fake profiles
to harass or mock

someone

All of the above Total

Which types of online behaviour do you consider 
cyberbullying? Frequency

37
23 19 21

100

0
20
40
60
80

100
120

No Yes Not sure I have not
experienced it

personally, but I know
someone who has

Total

Have you or someone you know experienced 
cyberbullying? Frequency

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This data suggests that cyberbullying is not uncommon, affecting nearly a quarter of the 
respondents, and a significant portion are uncertain about its occurrence. Additionally, a 
notable proportion of respondents know someone who has experienced cyberbullying, 
indicating its prevalence in their social circles. 

Figure 11 
 

 
 

The results suggest that a vast majority (92 out of 100) of respondents believe that 
cyberbullying can lead to various negative impacts on a person’s mental health, 
encompassing a range of effects. These effects likely include emotional distress, anxiety, 
depression, low self-esteem, and feelings of isolation, among others. 

Additionally, a smaller portion of respondents (8 out of 100) specifically highlighted the 
potentially severe consequence of cyberbullying: triggering suicidal thoughts and 
behaviors. This underscores the gravity of the issue and the potentially life-threatening 
implications of online harassment. 

In summary, the analysis of these results indicates a widespread recognition of the 
detrimental effects of cyberbullying on mental health, with particular emphasis on the 
significant risk of suicidal ideation and behavior. This underscores the urgency of 
addressing and combating cyberbullying to safeguard individuals’ psychological well-
being. 

0
20
40
60
80

100
120

All of the above mentioned affects It can trigger suicidal thoughts and
behaviors;

Total

How do you think cyberbullying can affect a person's 
mental health? Frequency

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Figure 12 
 

 
 

The overwhelming majority of respondents (77%) believe that awareness and education 
about cyberbullying can indeed help prevent it. This indicates a high level of confidence 
in the efficacy of educational efforts in combating cyberbullying. 

Overall, the results indicate a general consensus among the respondents that awareness 
and education are valuable tools in the prevention of cyberbullying. However, further 
research or exploration could be warranted to understand the reasons behind the 
uncertainty among some respondents and the perspectives of those who do not believe 
in the efficacy of awareness and education. 

Figure 13 
 

 
 

3

77

20

100

0

20

40

60

80

100

120

No Yes Not Sure Total

Do you think awareness and education about cyberbullying 
can help prevent Cyberbullying? Frequency

85

8 6 1

100

0

20

40

60

80

100

120

No yes Not Sure I prefer not to answer Total

Have you ever been a victim of cyberbullying? Frequency

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The provided data represents responses to a question regarding experiences with 
cyberbullying. Here is an analysis of the results: 

The majority of respondents (85%) reported that they have not been victims of 
cyberbullying. This suggests that cyberbullying might not be a widespread issue among 
the surveyed population. However, it is worth noting that a small proportion (8%) of 
respondents did indicate that they had been victims of cyberbullying.  

Overall, while the majority of respondents have not experienced cyberbullying, the data 
suggests that it remains a relevant issue for a minority of individuals. Additionally, there 
is a portion of uncertainty and a small group who choose not to disclose their experiences, 
indicating the complexity and sensitivity surrounding this topic. 

Figure 14 
 

 
 

The results indicate a significant impact of cyberbullying on mental health among the 
respondents surveyed; 5 respondents reported that cyberbullying significantly impacted 
their self-esteem and confidence. This suggests that being subjected to cyberbullying has 
led to feelings of inadequacy and lowered self-worth among these individuals. Seven 
respondents indicated that they have developed anxiety and depression as a result of 
cyberbullying. This finding highlights the serious mental health consequences of 
cyberbullying, as anxiety and depression are significant psychological disorders that can 
greatly affect an individual’s well-being. Six respondents reported feeling more isolated 
and lonely because of cyberbullying. This suggests that being targeted by cyberbullies 
has resulted in social withdrawal and feelings of alienation among these individuals. Five 
respondents stated that their trust in others, especially online, has been greatly affected 
by cyberbullying. This indicates that the experience of being cyberbullied has eroded their 

5 7 6 5

77

100

0

20

40

60

80

100

120

It has significantly
impacted my self-

esteem and
confidence

I've developed
anxiety and

depression as a
result

I feel more
isolated and

lonely because of
cyberbullying

My trust in others,
especially online,
has been greatly

affected

I didn’t experience 
cyberbullying

Total

How has your experience with cyberbullying affected your 
mental health? Frequency

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trust in both online and offline social interactions. Interestingly, 77 respondents reported 
that they did not experience cyberbullying. While this is a significant portion of the sample, 
it is important to note that the impact of cyberbullying on mental health is still evident 
among those who did report experiencing it. 

Overall, the results underscore the serious negative consequences of cyberbullying on 
mental health, including effects on self-esteem, anxiety, depression, social isolation, and 
trust. These findings emphasize the importance of addressing and preventing 
cyberbullying to safeguard the mental well-being of individuals, particularly in online 
environments where such behaviors are prevalent. 

Figure 15 
 

 
 

Forty-eight participants suggest that education and awareness programs in schools can 
tackle cyberbullying. This suggests that there is a recognition of the importance of 
educating students about cyberbullying and its consequences. Such programs likely aim 
to raise awareness, promote empathy, and equip students with skills to prevent and 
address cyberbullying incidents. 

And a portion (16 participants) suggest that teaching online etiquette and responsible 
internet usage can bring down cyberbullying. This received a significant number of 

48

6 8
1 6 8 2 4 1

16

100

0

20

40

60

80

100

120

Educatio
n and awareness…

Enforcing stric
ter c

onsequences…

Encouraging open communicatio
n…

Providing support a
nd re

sources…

Involving parents in
 m

onito
rin

g…

Colla
boratin

g w
ith

 social m
edia…

Empowerin
g bystanders to

…

Im
plementin

g stric
t s

ecurity
…

Promotin
g empathy and…

Teaching onlin
e etiq

uette
 and…

Total

In your opinion, what are some effective ways to tackle 
cyberbullying? Frequency

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responses, indicating a recognition of the importance of educating students about 
appropriate online behavior and the responsible use of the Internet. 

In conclusion, tackling cyberbullying requires a comprehensive approach that involves 
education, enforcement, support, collaboration, and empowerment. No single strategy is 
sufficient on its own, but rather a combination of these approaches tailored to the specific 
needs of the community is necessary to effectively address cyberbullying. 

Discussion 

The presented results shed light on various aspects of cyberbullying, its prevalence, 
impact, and potential preventive measures. The sample predominantly comprises 
females and individuals aged 19 to 24, indicating a specific demographic focus in the 
study. This aligns with previous research indicating that young adults, particularly 
females, are more likely to experience cyberbullying due to their increased use of digital 
platforms for communication and social interaction (Shaikh et al., 2020). 

The majority of respondents demonstrate a high level of awareness regarding 
cyberbullying, with a consensus on its definition as a form of harassment or intimidation 
perpetrated through electronic means. This aligns with previous studies highlighting the 
pervasive nature of cyberbullying and the need for a clear understanding of its definition 
among the public (Zhang et al., 2010). 

Respondents overwhelmingly believe that cyberbullying has detrimental effects, with a 
significant level of concern about its prevalence in society. This underscores the 
seriousness of cyberbullying as a social issue and emphasizes the importance of 
addressing it effectively to mitigate its impact on individuals’ well-being. 

There is a strong consensus among respondents that cyberbullying can have equally 
harmful effects as physical bullying. This highlights a shift in societal perceptions, 
recognizing the severity of online harassment and its potential to cause significant 
psychological harm comparable to traditional forms of bullying. Various behaviors, 
including hurtful comments/messages and sharing personal information without consent, 
are widely recognized as forms of cyberbullying (Ndiege, et al., 2020). The data also 
indicates a significant prevalence of cyberbullying experiences among respondents, 
underscoring the need for preventive measures and support mechanisms. 

Cyberbullying is shown to have profound negative effects on mental health, including 
lowered self-esteem, anxiety, depression, social isolation, and trust issues (Zhang et al., 
2010). The findings emphasize the urgent need to address cyberbullying to protect 
individuals’ psychological well-being and prevent potentially severe consequences, such 
as suicidal ideation. 

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Various preventive measures, including education and awareness programs, stricter 
consequences for perpetrators, encouraging open communication and reporting, 
providing support for victims, involving parents, collaborating with social media platforms, 
empowering bystanders, and promoting empathy and responsible internet usage (Ndiege 
et al., 2020).  

Overall, from university students’ perspectives, our study assumes that the experience of 
cyberbullying among teenagers is significantly associated with the manifestation of 
mental health challenges, and there are underlying mechanisms that connect online 
victimization to adverse psychological outcomes. 

Study Limitations 

While the study provides valuable insights into university students’ perspectives regarding 
cyberbullying and mental health strain, it is essential to acknowledge its limitations. A 
larger sample size could provide more robust results and allow for a deeper analysis of 
subgroups within the population. The majority of participants come from Mount Lebanon, 
with smaller representation from other regions. This regional imbalance may affect the 
generalizability of the findings to other geographic areas with different socio-cultural 
contexts. 

Conclusion and Recommendations 

In conclusion, the findings of this study demonstrate the enormous impact of cyberbullying 
on individuals’ mental health and well-being, emphasizing the critical need for effective 
preventive and intervention techniques from the perspective of university students. 
Addressing cyberbullying involves a multidimensional strategy that includes education, 
enforcement, support, collaboration, and empowerment. By implementing 
comprehensive solutions customized to the individual requirements of communities, 
politicians, educators, and stakeholders may collaborate to build safer online 
environments and alleviate the negative consequences of cyberbullying. 

To successfully combat cyberbullying among university students, comprehensive training 
programs for educators, parents, and students should be devised and executed 
simultaneously. These initiatives should focus on raising awareness of cyberbullying, 
educating people about its consequences, and offering effective response techniques. 
Furthermore, peer support networks inside educational institutions can provide students 
with a secure environment in which they can discuss their experiences, seek guidance, 
and get emotional support from their peers, reducing feelings of loneliness and increasing 
resilience. 

Collaboration with mental health specialists is required to provide counseling and support 
services to persons affected by cyberbullying. This partnership may include individual 
counseling sessions, group therapy, and workshops on coping strategies and resilience 

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development. Furthermore, engaging local communities through community engagement 
projects such as campaigns and seminars can help to increase awareness of 
cyberbullying and foster a culture of respect and inclusion. 

Moreover, integrating cyberbullying prevention education into university curricula is 
critical to ensuring that children hear consistent messages about appropriate online 
conduct and the repercussions of cyberbullying. This may be accomplished by integrating 
cyberbullying prevention instruction into a variety of courses, including health, social 
studies, and technology programs. Furthermore, ongoing study and assessment of 
cyberbullying prevention initiatives is critical for determining their success, identifying best 
practices, and addressing emerging trends and issues. 

Parental participation and education have an important role in combatting cyberbullying. 
Providing tools and workshops to parents to educate them on cyberbullying, online safety, 
and effective monitoring tactics will help them assist their children as they navigate the 
digital world. Furthermore, lobbying for the creation and implementation of 
comprehensive policies at the municipal, state, and national levels is critical. These rules 
should contain clear reporting standards, disciplinary measures for abusers, and victim 
support systems, thus establishing a climate favorable to effectively tackling 
cyberbullying. 

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Appendix 
 

A. Ques%onnaire 
Section 1: Demographic Information  

1. What is your gender? 
o Male 
o Female 
o Other  

 
2. What is your age? 

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https://eric.ed.gov/?id=EJ741205
https://doi.org/10.1177/0004867415600076
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o 13 years old 
o 14 years old 
o 15 years old 
o 16 years old 
o 17 years old 

 
3. In which region do you currently reside in Lebanon? 

o Beirut 
o Mount Lebanon 
o North Governorate 
o South Governorate 
o Beqaa Governorate 
o NabaGeh Governorate 
o Akkar 
o Baalbek-Hermel 

 
Section 2: Knowledge 

1. Have you heard before of cyberbullying? 
o Yes 
o No 
o I’ve heard of it, but I don’t know much about it 
o I know some informaGon about it 
o I am very knowledgeable about cyberbullying. 

 
2. How would you define cyberbullying? 

o Cyberbullying is the use of technology to intenGonally harass, embarrass, or inGmidate someone 
online 

o It is a form of bullying that occurs through electronic means, such as social media, texGng, or 
gaming plaUorms 

o Cyberbullying involves repeated and aggressive behavior towards a person using digital devices 
or plaUorms 
 

3. Do you believe cyberbullying has negaGve effects on individuals? 
 

o Yes, I believe cyberbullying has negaGve effects 
o No, I don’t think cyberbullying has negaGve effects 
o I am not sure if cyberbullying has negaGve effects 
o It depends on the severity of the cyberbullying 

 
4. How concerned are you about the prevalence of cyberbullying in today’s society? 

o Extremely concerned 
o Moderately concerned 

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o Not concerned at all 
 

5. Do you think cyberbullying can be as harmful as physical bullying? 
 

o Yes, cyberbullying can have equally harmful effects as physical bullying 
o No, cyberbullying can have no significant impact on a person’s mental health and well-being 

 
6. Which types of online behavior do you consider cyberbullying? 

o HurUul comments or messages sent through social media 
o Sharing embarrassing or personal informaGon without consent 
o CreaGng fake profiles to harass or mock someone 
o All of the above 

 
7. Have you or someone you know experienced cyberbullying? 

o Yes 
o No 
o Not sure 
o I have not experienced it personally, but I know someone who has 

 
8. How do you think cyberbullying can affect a person’s mental health? 

o It can lead to depression and anxiety 
o It can cause low self-esteem and self-worth 
o It can result in social isolaGon and loneliness 
o It can trigger suicidal thoughts and behaviors 
o It can lead to a lack of trust and fear of others 
o It can result in changes in behavior and mood 
o It can affect academic performance and school aYendance 
o It can lead to self-harm and other harmful coping mechanisms 
o It can cause long-term psychological damage 
o It can have a significant impact on relaGonships and social interacGons 
o All the above-menGoned affect 

 
9. Do you think awareness and educaGon about cyberbullying can help prevent 

Cyberbullying? 
o Yes 
o No 
o Not sure 

 
 

Section 3: Cyberbullying Experience 

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1. Have you ever been a victim of cyberbullying? 
o Yes 
o No 
o Not sure 
o I prefer not to answer 

 
2. How has your experience with cyberbullying affected your mental health? 

 
o It has significantly impacted my self-esteem and confidence 
o I’ve developed anxiety and depression as a result 
o I feel more isolated and lonely because of cyberbullying 
o My trust in others, especially online, has been greatly affected 
o I didn’t experience cyberbullying 

 
3. In your opinion, what are some effecGve ways to tackle cyberbullying? 

 
o EducaGon and awareness programs in schools 
o Enforcing stricter consequences for cyberbullying 
o Encouraging open communicaGon and reporGng of incidents 
o Providing support and resources for vicGms 
o Involving parents in monitoring their child’s online acGviGes 
o CollaboraGng with social media plaUorms to remove harmful content 
o Empowering bystanders to intervene and stand up against cyberbullying 
o ImplemenGng strict security measures to prevent cyberbullying 
o PromoGng empathy and understanding in schools 
o Teaching online eGqueYe and responsible internet usage 

 

Author Notes 

Nermine Abi Farraj graduated from MUBS with a BS in Public Health. She has a strong 
interest in research and has actively participated in various university research projects, 
earning valuable experience in studying crucial themes and contributing to important 
studies. Nermin is firmly committed to community development and education, working 
to promote positive change and address important societal issues. Nermin's current 
research on cyberbullying reinforces her enthusiasm for developing a safer and more 
inclusive digital environment. 

Sawsan Hassan holds a Bachelor's degree in Business Management from the Modern 
University of Business and Science (MUBS) and is currently pursuing a Teaching Diploma 
in Math and Science at MUBS. She is passionate about management and organizing 
social events, bringing a dynamic perspective to her academic and professional 
endeavors. 

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Ghina Nassar is a Business Information Systems student with a strong passion for 
entrepreneurship, community engagement, and cultural exchange. She serves as the 
president of an entrepreneurship club at MUBS University, where she organizes 
workshops and events. With international experience through the Erasmus+ program in 
Poland and a virtual exchange program with a school in South Carolina, Ghina has 
developed a global perspective and strong communication skills. Her dedication to raising 
awareness on social and environmental issues reflects her commitment to addressing 
societal challenges, including cyberbullying and community well-being. 

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