Cyberbullying is a complex, multifaceted phenomenon that, due to its unique characteristics, represents an important challenge for students, parents, schools, and other professional stakeholders. This master’s thesis explored how students, teachers, parents, school counsellors, and police officers define cyberbullying, perceive its severity, and understand the competence, responsibility, roles, and collaboration of various stakeholders in addressing it. I also examined the specific needs and challenges individual stakeholder groups encounter when addressing cyberbullying. The study involved 10 eighth- and ninth-grade primary school students, 10 parents, 10 school counsellors, 10 teachers, and six police officers. Data were collected through semi-structured interviews and analyzed with thematic analysis, with five separate thematic analyses being conducted. Results indicated that participants view cyberbullying as a broad phenomenon that encompasses multiple forms of harmful digital behavior and is frequently connected to peer bullying. All stakeholder groups regarded cyberbullying as a highly serious issue, especially due to its impact on victims and characteristics that may amplify distress. Most participants reported lacking sufficient competence to intervene, primarily attributing this to the specific features of cyberbullying and information and communication technology. All participant groups identified parents as the primary agents of responsibility, but also recognized the school’s role and shared obligations among stakeholders. Key needs highlighted education, prevention, and cooperation. The findings contribute to a better understanding of different stakeholders' perspectives on addressing cyberbullying and highlight important areas for further research and the development of guidelines in the Slovenian context.
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