developing and testing a school–family cyberbullying prevention program for secondary school students in thailand

Background: cyberbullying among secondary school students is increasing worldwide, causing psychological distress and adverse academic performance. schools in thailand often lack comprehensive prevention strategies. this study aimed to develop a school–family participatory cyberbullying prevention program and evaluate changes in students' cyberbullying knowledge and response skills following its implementation.methods: a quasi-experimental, single-group pretest–posttest developmental study was conducted in chiang mai, thailand, from may to october 2022. eighteen stakeholders (school leaders, teachers, parents, and community representatives) co-developed the program, which was subsequently implemented with 45 students in grades 7–9. for data collection, self-report measures comprising demographic information, validated cyberbullying knowledge questionnaires, and response skills questionnaires were employed. the collected data were analyzed using descriptive and inferential statistics with spss version 24.results: the developed program comprised four core activities: (1) building resilience against cyberbullying, (2) promoting positive communication, (3) creating a cyberbullying-free community, and (4) fostering sustainability. after participation, mean knowledge scores increased from 12.95 (sd=2.44) to 16.82 (sd=1.82) (p<0.001), with high knowledge levels rising from 4.45% to 75.56% (p=0.012). response skill scores improved from 3.30 (sd=0.42) to 4.26 (sd=0.33) (p<0.001), with high-level responses increasing from 8.89% to 95.55% (p<0.001).conclusions: the school–family collaboration program effectively enhanced students' knowledge and response skills to cyberbullying and showed promise for broader implementation to promote safer digital environments.