Bullying in Remote Education: A Report from the COVID-19 Pandemic Period

This study capitalized on the unique situation during the COVID-19 pandemic to evaluate whether remote education can reduce bullying victimization at school. In an online survey, a total of 344 middle school and high school students answered questions regarding their experience of victimization, bullying, and involvement in cyberbullying before and during the remote education (Mage= 14.74, range = 9-20). The frequency of victimization and bullying significantly dropped during the remote education, and students were less afraid of being bullied. No increase or decrease in the prevalence of cyberbullying was observed. We also found that the decrease in victimization and bullying was larger in older than younger students, and students from relatively advantaged SES backgrounds were more likely to be involved in cyberbullying. Overall, we conclude that remote education has the potential to reduce bullying victimization among children and adolescents. This study not only carries anthropological values as a report on children’s experience of the COVID-19 pandemic but also offers insights into the discussions on the mode of instruction and student-centered approach in school education.