February 2026 - Minaz Jivraj My Take: When Screens Become Scars: The Hidden Trauma of Cyberbullying in K–12 Students

Introduction; a modern wound that often goes unseen.

We worry about playground fights, hallway taunts, and locker-room cruelty; and rightly so. But the landscape of peer harm has migrated, with alarming permanence, into the phones and apps children carry. What was once episodic can now be relentless, searchable, screenshot, and shared. New research shows that cyberbullying, including the “small” cruelties we sometimes shrug off as teenage drama; is not merely a phase. It produces real trauma symptoms in young people, changes school attendance and learning, and in tragic cases has been part of the chain of events that led children and teens to harm themselves. This article synthesizes the latest empirical evidence, documents well-grounded examples, and offers actionable, trauma-informed guidance parents and school staff can use right away.

The core finding: frequency matters; even “small” harms add up

A large, nationally representative study of U.S. adolescents (ages 13–17), published in BMC Public Health in 2025, measured exposure to 18 different forms of cyberbullying (from exclusion and gossip to impersonation and stalking) and assessed trauma symptoms using a validated PTSD symptom scale. The headline result: the more often students were targeted online, the higher their trauma scores, and cyberbullying exposure alone explained a substantial share of variation in traumatic symptoms across respondents. Crucially, indirect behaviors (being left out of group chats or being the subject of rumors) produced trauma-level effects comparable to direct threats or identity-based attacks. This means the behaviours adults often dismiss as “not that serious” can be deeply wounding when repeated or public.

Why this matters clinically and in schools: trauma responses (intrusive memories, avoidance, hypervigilance, sleep disruption, concentration problems) reduce a child’s ability to learn and participate safely at school. Recognizing online aggression as a potential source of trauma changes the way schools should respond; from punitive-only reactions to integrated safety, mental-health intervention, and prevention.

How common is this? (Prevalence in the U.S. and Canada)

No single number perfectly captures the problem; surveys differ by question wording, age groups, and reference windows, however multiple national data sources show cyberbullying affects substantial minorities of school-aged youth, with some groups at higher risk.

• U.S. national surveillance (the CDC’s Youth Risk Behavior Survey) and related CDC analyses report that roughly one in six high-school students experienced electronic bullying during the prior 12 months in recent cycles, and that frequent social-media use is associated with higher reports of bullying and of persistent sadness or hopelessness. These large, representative datasets consistently reveal strong links between electronic victimization and adverse mental-health indicators.

• The federal resource StopBullying.gov reports similar figures: among U.S. students ages 12–18 who were bullied at school, about 21.6% were also bullied online or by text; roughly 16% of high-schoolers report electronic bullying in the preceding year in aggregate estimates. These figures vary by sex and subgroup: female students and LGBTQ+ youth report higher prevalence in many surveys.

• In Canada, Statistics Canada’s analyses of the 2022 Canadian Internet Use Survey show near-universal internet use among older teens and young adults and substantial exposure to harmful content: significant shares of youth (and especially those aged 15–24 in the published analyses) report seeing intimate images shared non-consensually or encountering hate content; a context in which cybervictimization is common. National estimates and provincial reports suggest roughly one in five to one in four adolescents experience cybervictimization in a given period, depending on the definition used.

Taken together: cyberbullying is common enough that every school and most families will encounter it; and resource allocation must reflect that prevalence.

What cyberbullying does to children: evidence on trauma and psychological harms

The emerging consensus from recent large-scale research and longstanding studies is clear:

• PTSD-like symptoms and trauma responses: The 2025 BMC Public Health study found a robust association between cybervictimization and higher scores on PTSD symptom measures; repeated exposure and the cumulative burden of different types of online victimization predict worse outcomes. This aligns with clinical reports that persistent public humiliation, doxxing, stalking, or repeated exclusion can provoke intrusive thoughts, nightmares, heightened startle responses, avoidance of social situations and online platforms, and reduced concentration.

• Depression, anxiety, and suicidal ideation: CDC analyses and the YRBS show consistent associations between electronic bullying and higher reports of persistent sadness, hopelessness, and suicide-related behaviors among adolescents. While causality is complex (pre-existing mental-health vulnerabilities can both increase risk of victimization and be exacerbated by it), the population-level associations are strong and clinically significant.

• Academic and social consequences: Trauma and ongoing harassment predict declines in attendance and grades, social withdrawal, and avoidance of activities (including online platforms) that form the fabric of peer relationships at school. These impacts affect the whole learning community because they reduce student engagement and increase teacher workload to respond to crises.

  
  

Real cases that show the stakes; documented, verifiable examples

High-profile, well-documented cases are heart-wrenching but instructive because they forced legal, policy, and cultural responses. The following are examples that are supported in the public record:

• Amanda Todd (Port Coquitlam, British Columbia, Canada - 2012)

  Amanda Todd, 15, posted a personal video describing years of online sexual exploitation, webcam blackmail, and subsequent harassment. She died by suicide in October 2012. The international investigations and subsequent trials that followed, and later convictions in related prosecutions, brought widespread attention to online sexual extortion and cyberbullying and influenced provincial and national policy conversations in Canada.

  
  

• Rehtaeh Parsons (Halifax, Nova Scotia, Canada - 2013)

  Rehtaeh Parsons, 17, endured the online circulation of an image connected to an alleged sexual assault; the sustained harassment and image-sharing contributed to her distress and death by suicide in 2013. The case catalyzed public debate in Canada about image-sharing, victim blaming, and the adequacy of law-enforcement responses. (Glamour)

  
  

• Phoebe Prince (South Hadley, Massachusetts, U.S. - 2010)

  Phoebe Prince, 15, experienced prolonged bullying at school and online that culminated in her suicide in January 2010. The Prince family later settled with the school district; the case led to legislative and policy changes in Massachusetts and heightened national attention on school responsibility to respond to bullying effectively.

  
  

These cases are tragedies with complex chains of causation; still, they show common features: repeated public humiliation, image or rumor circulation, and often a lack of timely, coordinated institutional support. They drove legal reforms, school policy changes, and increased funding for counseling in many jurisdictions.

What schools and parents must do; a trauma-informed, practical framework

When cyberbullying is recognized as a potential source of trauma, response plans change. The following recommendations condense evidence and best-practice guidance into operational steps that can be implemented in K–12 settings and at home.

1) Start with belief and emotional safety

• For parents: if a child discloses harassment, lead with belief and calm. Avoid blaming or immediate punishment (e.g., confiscating devices without safety planning); these reactions can close down communication. Immediate emotional safety and validation reduce shame, which is itself a risk factor for worse outcomes.

• For schools: adopt a trauma-informed screening protocol so that disclosures trigger immediate supportive steps (meeting with counselor, safety check-ins, and a documented plan). Staff training should normalize disclosure and remove stigma.

2) Preserve evidence; quickly and safely

• Take screenshots (include timestamps), save URLs, and record platform names. Preserve content in a secure folder rather than sharing it widely. Evidence is essential for school investigations, platform reporting, and, when necessary, law enforcement referrals. High-profile legal outcomes in several cases relied on preserved digital evidence.

3) Implement rapid response and documented processes

• Schools must have a clear, easily accessible reporting pathway for students and parents, with timelines for initial contact, investigation, and communication. Document every step. Swift, proportional responses reduce escalation and demonstrate institutional care; which itself mitigates trauma.

4) Provide accessible mental-health supports

• Ensure same-day access to initial counseling and a short-term safety/academic plan for any student showing trauma signs. Coordinate with community mental-health services for longer-term treatment. Trauma-focused cognitive-behavioral approaches and supportive counseling reduce symptoms; schools should be resourced to offer or fast-track these supports.

5) Teach digital boundary skills and bystander intervention

• Curriculum and assemblies should teach students how to set digital boundaries, block and report abusive accounts, and act as safe bystanders. Bystander intervention training empowers peers to interrupt or report harmful behaviour before it escalates.

6) Distinguish restorative from punitive measures; use both when appropriate

• For many cases, restorative practices (mediated conversations when safe and voluntary, with accountability and repair) help rebuild community after harm. But serious behaviours; threats, sharing of sexual images of minors, stalking, or extortion, require immediate escalation to law enforcement and robust disciplinary measures. Use a differentiated approach informed by safety and evidence.

A practical one-page checklist for parents and school staff:

If a student discloses cyberbullying:

1. Ensure immediate safety; are there threats or mentions of self-harm? If yes, call emergency services.

2. Listen and validate; “I believe you. I’m glad you told me.” Avoid blaming.

3. Preserve evidence; screenshots with timestamps; note usernames, platforms, and dates; don’t repost.

4. Report; follow school protocol; report to platform (Instagram/TikTok/YouTube) using built-in tools.

5. Immediate support; school counselor or mental-health referral; create a temporary academic/safety plan.

6. Investigate and act; school documents steps; coordinate with parents, IT, and law enforcement if necessary.

7. Follow up; weekly check-ins for at least one month; adjust supports as needed.

Gaps, cautions, and where more research is needed

• Causality vs. correlation: many large datasets are cross-sectional. While associations between cyberbullying and trauma/depression are strong, longitudinal work is needed to map trajectories and identify buffering factors that prevent long-term harm. The BMC study calls for this research explicitly.

• Measurement nuance: the finding that “indirect” harms (exclusion, rumors) can be as traumatic as explicit threats suggests surveys and policy must not focus only on the most dramatic behaviors. Measurement tools must capture the everyday, cumulative harms.

• Equity considerations: transgender, questioning, racialized, and otherwise marginalized youth show higher prevalence and worse outcomes in many datasets; interventions must be culturally responsive and targeted. National reports (CDC, Statistics Canada) indicate disparities that demand tailored responses.

  
  

Conclusion; a call to action grounded in evidence and care

Cyberbullying is not “just kids being mean.” For many students its effects look like trauma: intrusive thoughts, sleep disruption, avoidance, deterioration in school performance, and in the worst cases, self-harm. The 2025 nationally representative study summarized in your uploaded article underlines a crucial point: frequency and cumulative exposure matter, and “small” behaviors add up. If schools and families shift to trauma-informed responses; timely validation, evidence preservation, rapid supportive intervention, and appropriate accountability, we reduce the immediate harm and blunt long-term consequences.

This is an actionable public-health problem. With coherent policy, funded mental-health services in schools, staff training, and practical parent education, communities can both prevent and respond to cyberbullying in ways that protect children’s safety, dignity, and potential.

Resources & credits

Primary study & uploaded article

• Hinduja, S., & Patchin, J. W. (2025). Cyberbullying through the lens of trauma: an empirical examination of US youth. BMC Public Health. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-025-22692-6. (BioMed Central)

• Galoustian, Gisele. Cyberbullying in Any Form Can Be Traumatizing for Kids (uploaded document).

Surveillance and guidance

• CDC - 2023 Youth Risk Behavior Survey (YRBS) results. https://www.cdc.gov/yrbs/results/2023-yrbs-results.html. (CDC)

• CDC MMWR - Frequent Social Media Use and Experiences with Bullying (analysis using 2023 YRBS data). https://www.cdc.gov/mmwr/volumes/73/su/su7304a3.htm. (CDC)

• StopBullying.gov - Facts about bullying and cyberbullying. https://www.stopbullying.gov/resources/facts and https://www.stopbullying.gov/cyberbullying/what-is-it. (StopBullying.gov)

Canadian national data

• Statistics Canada - Young people and online activities; Canadian Internet Use Survey (2022). https://www150.statcan.gc.ca/n1/en/pub/11-631-x/11-631-x2025002-eng.htm and https://www150.statcan.gc.ca/n1/en/pub/11-627-m/11-627-m2024005-eng.pdf. (Statistics Canada)

High-profile documented cases

• Amanda Todd - reporting and legal follow-up (AP): “A Dutch court has sentenced a man convicted in a notorious Canadian cyberbullying case…” (AP, coverage). https://apnews.com/article/7bc215efc0f329256b6fa67ac3e38093. (AP News)

• Rehtaeh Parsons - reporting and retrospectives (e.g., Glamour). https://www.glamour.com/story/social-media-created-a-bullyin?utm_source=chatgpt.com

• Phoebe Prince - settlement and coverage (ABC/ACLU summaries). https://abcnews.go.com/blogs/headlines/2011/12/phoebe-princes-parents-settled-school-district-lawsuit-for-225000 and https://www.aclu.org/press-releases/south-hadley-discloses-prince-settlement. (ABC News)

Minaz Jivraj MSc., C.P.P., C.F.E., C.F.E.I., C.C.F.I.-C., I.C.P.S., C.C.T.P.

Disclaimer:The information provided in this blog/article is for general informational purposes only and reflects the personal opinions of the author. It is not intended as legal advice and should not be relied upon as such. While every effort has been made to ensure the accuracy of the content, the author makes no representations or warranties about its completeness or suitability for any particular purpose. Readers are encouraged to seek professional legal advice specific to their situation.