Our FAQs

Our goal is to equip communities to combat cyberbullying. We do this by providing continuing education services to school personnel and members of the greater community with guidance and educational resources that are both practical and responsive. Shared tools are designed to help engage students in learning how to overcome these challenges. And we ground everything we do in a biblical worldview.

Cyberbullying happens in the very spaces where youth spend most of their free time—texting, using social media, gaming, and apps. This crisis of oversaturation in media consumption has only grown more complicated as young people engage with more and more forms of digital communication. Frequently, teens are vulnerable to around-the-clock victimization by anonymous perpetrators, and many don’t even turn off their phones at night. That’s why our approach is designed to equip school personnel and support victims by building collective knowledge for effective solutions amidst today’s digital realities.

Hindjua and Patchin of the Cyberbullying Research Center (2024) stated, “the most preventative step that schools can take is to educate their community about responsible use of their devices at all times (ideally through a concerted focus on digital citizenship)” and they confirmed, “Furthermore, school district personnel should review their harassment and bullying policies to ensure that it allows for the discipline of students who engage in cyberbullying.” (p.6)

Patchin (2025) found 33% of youth of the ages 13-17 in the USA, said, “they had been cyberbullied in the most recent 30 days.” (p.2), and 24.5% of this same sample reported that “they had cyberbullied others at some point in their lifetimes.” (p.2) 

“Adolescent boys are more likely to have experienced cyberbullying as a target and as an aggressor.” (p.3) Hindjua and Patchin (2025) found this change from earlier research that revealed boys and girls had equally experienced cyberbullying.    

From 2016 to 2025, the rate of reported cyberbullying victimization has gone from 16.5% to 32.7% with students reporting it occurred within ‘the past 30 days.’ (Hindjua and Patchin, 2025, p.3) And, this finding reveals a greater need to address cyberbullying more critically in schools and communities today, since victims need many advocates to get through their battles online.      

Even reported tips regarding sextortion incidents, a type of cyberbullying, more than doubled between 2019-2021, according to the National Center for Missing and Exploited Children (NCMEC), in the REMS article on ‘Sextortion: Protecting youth through the school emergency operations plan.’  And REMS quoted, “while females aged 10-17 are primary targets, teenage boys are now the most common targets of recent cases.” (p.2) And, it was advised that “schools may wish to assess the severity of this threat within their school community.” Offenders, actual peers or adults posing as peers, and as highly interested boyfriends or girlfriends typically use platforms, apps, and social media to groom their victims to send pics and then chase victims online for money.    

Hindjua and Patchin (2022) noted in their ‘Teen sexting guide for educators and parents’ that in 2022, the ‘FBI warned of an increase in sextortion cases targeting young boys.’ Their own research agreed that ‘boys are more likely than girls to be victims of sextortion.’  (p.4) Yet, stories of females involved in these situations are often more commonplace. Hindjua and Patchin (2022) also found that 63.9% of students who participated in sexting, followed through with sending pics requested by their girlfriends or boyfriends.

There is no denying that youth must have access to some of the most practical and instrumental conversations with school personnel and parents that can equip them to become morally engaged in good decision-making and equipped to fight off giants in their digital communications and social media use. When challenges arise for them online, youth typically have FOMO, the fear of missing out, and may become morally disengaged and participate in ongoing harmful conversations and behaviors that continue to fuel the fire against them. Finne, Roland, & Svartdal (2018) validated that “teacher authority can counteract a destructive classroom power structure and provide moral engagement.” (p. 357). We believe that school personnel have the power to make a difference in the lives of youth today, and the most effective ones work to build relationships of acceptance, enforce moral standards, and encourage student self-regulation and self-control