Abstract
The escalating prevalence of cyberbullying in South African secondary schools has raised serious concerns about the well-being and safety of adolescents. This research dissertation investigated a multifaceted approach to combating cyberbullying within the unique context of private high schools in South Africa. The study delved into the intricate interplay between the communication strategies and governance measures used to mitigate cyberbullying in creating a safe online environment for students within the educational context. Utilising a qualitative research design, data was collected from a diverse sample of educators and related staff from a private secondary school in Gauteng. Through in-depth, semi-structured face-to-face interviews, participants shared their perspectives on the communication strategies used to promote awareness, reporting mechanisms, and collaboration between school stakeholders. The qualitative data analysis reveals the strengths and weaknesses of existing approaches, shedding light on barriers to effective communication and the need for improved coordination amongst educators, parents and students. The findings showcase a dynamic landscape of communication strategies, encompassing proactive educational programs, targeted awareness campaigns and the integration of digital literacy into the curriculum, following governance guidelines. These strategies are essential in equipping both students and schools with the knowledge and skills to navigate the digital realm responsibly. Moreover, the study uncovered the critical role of peer support networks and parent involvement in bolstering these efforts. In parallel, governance measures emerged as pivotal mechanisms for cyberbullying mitigation. Robust policies, reinforced by clear reporting mechanisms, emerged as linchpins in establishing a culture of accountability. The examination of legal frameworks and institutional partnerships highlights the broader societal responsibility in safeguarding the digital well-being of students. Furthermore, the study provides qualitative insights into the prevalence of cyberbullying incidents, the types of online aggression experienced, and educator perceptions of school responsiveness. These findings underscore the necessity of tailored communication strategies and governance measures to combat cyberbullying effectively by identifying best-practices and successful communication strategies and governance measures implemented by secondary schools; assessing their impact on reducing cyberbullying occurrences;
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and fostering a culture of digital respect through existing frameworks, guiding recommendations for policy enhancement and better alignment with standards. In conclusion, this research dissertation contributes to a deeper understanding of communication strategies and governance measures as critical components of an interdisciplinary approach to tackling cyberbullying in South African secondary schools. It highlights the urgency of establishing a collaborative framework that empowers stakeholders to address cyberbullying effectively and create safe and inclusive digital environments for all students.