An exclusive WhatsApp group. A degrading meme. An edited photo. A forwarded screenshot. A picture taken without consent to mock someone. A laughing emoji. A message left unsent.

If, reading this list, even one example comes to mind, a situation you experienced or witnessed, then this article is about you too. At least one of these actions involves each of us, every young person who has ever held a phone, now practically essential to be included in social spaces. When discussing bullying and cyberbullying, attention is often given to the victim and the perpetrator, overlooking the larger group: those who stand around, observe, and allow everything to happen. This article explores the role of bystanders in cyberspace, specifically within the phenomenon of cyberbullying, analysing their behaviours, motivations, and consequences.

 

What is cyberbullying?

Cyberbullying is aggressive, intentional, and repeated behaviour carried out through digital tools against someone who struggles to defend themselves (Allison & Bussey, 2016). In practice, this can mean receiving humiliating messages privately or in group chats; having a photo or video shared without consent; being targeted with offensive memes or hashtags; or being systematically excluded from chats and online sharing moments. Sometimes it takes the form of sarcastic comments under a post; other times it involves private confidences turned into material for mockery.

The phenomenon has received significant media attention, and the numbers are alarming: in Italy, 47.1% of 15–19-year-olds have been victims of cyberbullying, receiving offensive messages, threats, or insults online, or being excluded from chats or online groups (Save the Children Italy, 2026). In 2020, 68% of young people reported having witnessed it (Benedetto, 2021). This shows that the role of bystanders is not marginal. It is central.

 

Bystanders: Silent presence or active participants?

In the digital context, the presence of a wide audience is one of the main differences compared to traditional bullying. Every post, comment, and piece of content can be seen, shared, and amplified. Bystanders can take on different roles: siding with the bully and perpetuating the behaviour; encouraging the bully by laughing or supporting their actions; supporting the victim by confronting the bully or asking for help. They can also choose to remain passive observers. When no one intervenes, the aggressor may perceive that absence of opposition as consent (Song & Oh, 2018). In a space where everything is visible and measurable in likes and views, even inaction communicates something.

 

Why do people stay silent?

The reasons are complex. Sometimes there is fear of speaking up or becoming a target. Sometimes people think, “It’s not that serious.” Other times they assume someone else will intervene. And in many cases, they simply do not know what to do: they sense that something is wrong but lack concrete tools to step in without making the situation worse.

Research refers to pluralistic ignorance: a situation in which many people feel uncomfortable, but no one expresses it because each person believes they are the only one who feels that way. There is also diffusion of responsibility: when many people are present, each individual feels less personally responsible to act. Online, where the audience is potentially infinite, this effect is amplified (Filieri, 2026). This is known as the bystander effect: as the number of people present increases, the likelihood that someone will intervene decreases (Machackova et al., 2015).

 

What happens to those who watch?

Frequent exposure to episodes of cyberbullying can negatively affect young people. Some research (Bonucchi et al., n.d.) shows that those who frequently witness such situations tend, over time, to develop lower levels of empathy. In other words, there is a risk of becoming used to online violence and reacting less and less. What initially causes discomfort may gradually begin to seem normal. The other person’s suffering risks becoming invisible. And when violence becomes normalised, intervening becomes even more difficult. To break this cycle, it is essential to better understand the dynamics that prevent or encourage intervention.

 

Intervening: A process, not an instinct

Deciding to intervene is not a spontaneous, immediate act. Bystanders go through five stages that lead them to decide whether or not to act:
1. Recognising the situation
2. Realising that help is needed
3. Feeling responsible
4. Deciding what action to take
5. Carrying out the action (Song & Oh, 2018).

Each of these stages is crucial and can, and must, be supported in order to prevent cyberbullying. For this reason, it is essential to work on two dimensions: empathy and digital awareness.

Empathy, the ability to understand and feel another person’s emotions, is a key element. Those who can put themselves in the victim’s shoes, recognising fear, shame, or suffering, are more likely to intervene in their defense (Song & Oh, 2018). Beyond individual characteristics, context matters greatly. Digital education and group climate deeply influence individual choices. If cyberbullying is accepted, justified, or minimised, bystanders are more likely to support the bully, even just with a like, a share, or a laugh. If the behaviour is perceived as serious and unacceptable, the likelihood of intervention increases. In classrooms where a culture of respect is promoted, more defending behaviours are observed (Song & Oh, 2018). And when one person publicly takes a stand, others are more likely to follow (Allison & Bussey, 2016). Visible intervention breaks the illusion that “no one cares.”

In this sense, it emerges that working with bystanders means investing in prevention in a structural and collective way. Collective responsibility does not arise spontaneously from the group itself; it begins with individual responsibility. Each bystander must first recognise their personal role in the situation and acknowledge that even silence is a choice. Without this initial step, responsibility remains diffused and no one feels truly involved. Only when individuals assume their own responsibility can the group develop a shared stance against violence. The group must then learn to recognise harmful behaviours, refuse to legitimize them, and take a stand together. When responsibility becomes both personal and shared, cyberspace can transform from a place of silence into a space of care and mutual protection.

 

Conclusion

Combating cyberbullying requires action on multiple levels: individual, family, school, and community. These contexts influence one another and affect both the likelihood of becoming a victim or perpetrator and the ability to respond effectively (Menabò). For this reason, integrated intervention involving students, families, schools, and the broader community is essential. Most bystanders of cyberbullying remain silent. Yet this very “silent majority” can become a resource. Raising awareness among young people about not remaining passive and recognising cyberbullying means transforming them into agents of change. When responsibility becomes collective, the moral norms that allow certain behaviours begin to shift. An adolescent left alone, disoriented, or invisible is fertile ground where violence can emerge and become normalised: the aggressive act turns into “just a joke,” and the other person’s suffering goes unnoticed (Filieri, 2026). Preventing cyberbullying therefore means making that suffering visible, building supportive communities, and restoring to young people the awareness that online, just as at school, everyone has a role and a responsibility.

 

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