Abstract

The research site was one high school located in southern United States where school stakeholders were concerned about student-to-student cyber bullying. The school district administrators did not examine student-to-student cyber bullying at the research site. The purpose of this case study was to explore teachers’ experiences in student-to-student cyber bullying. The conceptual framework was based on choice theory. Data were collected from semi structured interviews with high school teachers. Qualitative data were analyzed through content analysis for emergent themes. Findings included that the school district administrators and teachers should implement a cyber bullying intervention program for student-to-student online safety.