Today’s college instructors wear many hats—subject matter expert, mentor, community builder, and often, steward of student well-being. Especially in online courses, where body language and hallway check-ins are absent, instructors play a critical role in shaping psychologically safe learning environments. This responsibility becomes especially important when students encounter challenges beyond the academics—like cyberbullying. While more often associated with adolescence, cyberbullying can and does surface in college settings, particularly in early online courses where students are still finding their footing. Recognizing the signs, responding with care, and fostering a culture of respect aren’t just classroom management tasks—they’re foundational to student success.
Figure 1- Vitaly Gariev Silverkblack on Unsplash
Understanding the Problem
Cyberbullying in online college courses can take many forms: passive-aggressive comments in discussion forums, targeted exclusion in group assignments, inappropriate direct messages (DMs) or text messages through course-connected platforms, or even “pile-on” behavior during collaborative work. For new college students—many of whom are still adjusting to digital learning environments and adult independence—these interactions can exacerbate feelings of isolation, anxiety, or self-doubt.
While SHSU promotes a culture of respect and digital citizenship, it’s important to acknowledge that online learning environments can create a false sense of anonymity and detachment, which sometimes emboldens inappropriate or harmful behavior among peers.
Tell-Tale Signs for Instructors to Watch For
Unlike in-person settings, instructors may not witness the actual interactions. Instead, they must often look for indirect indicators, such as:- Sudden withdrawal from course participation (e.g., disappearing from forums or group work)
- A drop in performance or changes in writing tone
- Private messages to the instructor alluding to discomfort or vague group issues
- Avoidance of peer interaction even when required
- Anxious or defensive responses in public comments or assignments
What Instructors Can Do
If you suspect cyberbullying is occurring in your online course, consider the following steps:
- Create Safe Checkpoints
Provide anonymous feedback opportunities early and mid-term so students can flag concerns discreetly. Use survey tools or Blackboard features like “Course Message” to invite one-on-one communication. - Set and Reinforce Netiquette Expectations
Establish clear behavioral guidelines at the start of the term. Consider requiring a brief acknowledgment or quiz on SHSU’s expectations for digital interaction and mutual respect. - Investigate Privately, Respond Publicly
If a concern is raised, reach out to the affected student privately for more context. Then, reinforce course-wide expectations in a public announcement—without naming individuals—reminding everyone of what is and isn’t appropriate. - Leverage Institutional Support
Know when to escalate. Instructors can consult the Dean of Students Office, Counseling Center, or SHSU Online for advice or documentation. It’s important not to carry the burden alone. - Create Community Early
Incorporate warm-up activities and peer-building exercises during the first two weeks of the course. A connected class community is a protective factor against bullying and a motivator for mutual accountability.
Other Offshoots and Considerations
- Intersectionality matters: Students from marginalized groups may experience subtle forms of microaggression or exclusion online that go unreported.
- Student leaders as allies: In courses with embedded peer mentors or facilitators, train them to be attentive to interpersonal dynamics and empower them to raise red flags.
- Reporting fatigue: Some students, especially those who’ve faced bullying before, may not report at all. Creating an environment of ongoing psychological safety is more effective than relying solely on formal incident reports.
A Shared Responsibility
Online learning offers extraordinary access and flexibility—but it also demands intentional community-building and vigilant care. As instructors, we are not only content experts but stewards of student well-being. By learning to recognize digital distress signals and responding with clarity, empathy, and action, we uphold the integrity of our learning spaces and ensure that all students—especially the quiet ones—feel seen, heard, and safe.