The goal was to assess the effects of an intervention program, based on cooperative learning and involving the whole school community, on the emotional and social evolution of a student who had suffered cyberbullying. The student, her parents, the school administration, a teacher and the student's classmates agreed to participate in the study. A qualitative research design was used, which included interviews, discussion groups and diaries. The information obtained was structured in three categories: cyberbullying detection and response, psychoeducational intervention program, and emotional and social evolution. Results showed that the program produced significant improvements in the cyberbullied adolescent's emotional and social state. The teacher, the school administrators and the parents observed these positive changes in the adolescent and her classmates, since the class' social climate had improved too. It seems important to establish protocols to detect cyberbullying behaviours, as well as intervention programs to deal with this problem that involve the whole school community.


Cyberbullying, Learning Community, Emotions, Interpersonal Relations, Qualitative Research

Author Bio(s)

David Hortigüela Alcalá, PhD in Education, is Director of the Department of Body Expression Didactics at the University of Burgos (Spain). He is an expert in formative and shared assessment, active and participatory methodologies in education and qualitative research. Correspondence can be addressed directly to: dhortiguela@ubu.es.

Javier Fernández-Río, PhD in Education, is an expert in pedagogical models in physical education, cooperative learning and educational approaches to teaching. Correspondence can also be addressed directly to: javier.rio@uniovi.es

Gustavo González-Calvo holds a degree in PE´s Primary Education, a Degree in Physical Activity and Sports Sciences, and a Ph.D. in Education. He works as a teacher in a public primary school in Spain, and as a university part-time Junior Lecturer and researcher in the University of Valladolid (Spain), Department of Didactics of Musical, Plastic and Corporal Expression. Correspondence can also be addressed directly to: gustavo.gonzalez@uva.es.

Ángel Pérez-Pueyo, PhD in Sport Science, is an expert in the treatment of competences in education and the design of curricular proposals that allow schools to work collaboratively. Correspondence can also be addressed directly to: angel.perez.pueyo@unileon.es.


The authors are specialists in qualitative education research. Their approaches focus on the use of action-research cycles to transform educational realities.

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