CYBERBULLYING IN THE DIGITAL PANOPTICON: SOCIO-EDUCATIONAL RISKS AND LEGAL CHALLENGES IN THE AGE OF SOCIAL MEDIA

Abstract

This article explores a growing concern in the lives of teenagers: cyberbullying through social media. While these platforms offer many opportunities for connection and expression, they have also become spaces where subtle and often invisible forms of violence circulate, especially among school-age children and adolescents. The aim of this paper is to understand how digital dynamics, such as constant exposure, anonymity, and silent surveillance, contribute to the normalization of cyberbullying, and to identify potential responses from both education and the legal system.

The central research question is: How do hyperconnectivity and the prevailing culture of transparency in social media encourage the spread of cyberbullying, and what roles can schools, families, and legal frameworks play in addressing it effectively?

To explore this question, the study employs a theoretical and documentary approach, drawing on previous research, philosophical and pedagogical texts, and institutional reports on the subject. The findings suggest that cyberbullying is not an isolated issue, but part of a broader cultural shift in which the boundaries between public and private life have become increasingly blurred—leaving young people particularly vulnerable.

Based on this analysis, the article puts forward several key recommendations, including improving teacher training in digital citizenship, promoting critical media literacy, updating legal frameworks, and fostering cooperation between families, schools, and digital platforms. These steps are essential to create safer, more respectful digital environments where young people can grow and engage without fear.