Bullying and cyberbullying in the training of future teachers: A study on violence in university contexts

Abstract

This study focuses on bullying and cyberbullying in university contexts, highlighting how these forms of violence persist and evolve beyond school education. Through a qualitative approach based on focus groups, the experiences and perceptions of student teachers in Chile were explored in order to understand the manifestations and characteristics of bullying and cyberbullying at the university level. The results reveal that these practices do not stop when entering university; on the contrary, they are transformed into forms of psychological and emotional violence, manifesting themselves mainly in virtual environments such as social networks and anonymous confession pages. While physical harassment is less common, verbal and emotional violence significantly impacts the well-being of students. Victims are often considered vulnerable because of shyness, sensitivity or perceived differences within the group, while aggressors seek power, social validation or express their own insecurities. Online violence is seen as more invasive and persistent than face-to-face, which amplifies its emotional impact. Despite the seriousness of these behaviors, there is a lack of institutional intervention and support, and the normalization of bullying prevents it from being effectively addressed. The discussion suggests the need for preventive interventions in higher education, victim support programs, and promotion of socioemotional skills to address and reduce these practices. This study highlights the urgency of fostering safe and violence-free university environments, thus contributing to an academic environment that favors students' personal and professional development.