Scientific Research on Electronic Violence among High School Students: A Silent Threat in the Digital Space
In a modern digital era, where social media has become an integral part of young people’s daily lives, the boundaries between real and virtual violence are increasingly blurred. Behind seemingly harmless comments and messages often lie deep emotional scars. Electronic violence – invisible yet ever-present – is one of the most subtle and dangerous forms of peer violence today.
This important topic has been addressed by Dr. Marija Draganić, who was awarded the academic title of Doctor of Science at the University of Montenegro Day ceremony, within the Faculty of Philosophy in Nikšić. In her doctoral dissertation titled “Forms, Prevalence, and Prevention of Electronic Violence among High School Students in Montenegro,” the author provides valuable insights into the complex dynamics of online violence among youth.
The research included 202 students from ten high schools across Montenegro – from the northern, central, and southern regions. Additionally, 100 teachers and 10 professional associates were surveyed. Standardized questionnaires were used to gain insight into behavioural patterns, psychological consequences, and existing prevention mechanisms.
The findings reveal an alarming level of electronic violence among high school students in Montenegro. Nearly half of the students (44.4%) admitted to occasionally committing verbal abuse online, while more than a third (33.2%) were involved in more serious digital offenses such as forgery and criminal activity. Identity concealment and manipulation – such as using someone else’s profile or creating fake pages – emerged as dominant patterns of violent behaviour. At the same time, a high percentage of students also found themselves on the receiving end: 45% experienced verbal abuse, 30% faced identity concealment and lies, and 40% were victims of online forgery. These statistics confirm a dual involvement – in both perpetrating and experiencing violence – which further underscores the depth of the issue.
Thanks to carefully conducted factor analysis, three key forms of electronic violence were identified: verbal abuse, identity concealment and spreading lies, and criminal and manipulative online activities. The most common abusive behaviours include mocking, ridicule, rumour-spreading, and distributing someone else’s content without permission – actions which, though digital in form, leave very real psychological consequences. Given the clearly confirmed presence and severity of the issue, the results of this research serve as a strong call for action and systemic prevention in educational environments.
The psychological consequences of electronic violence are significant – the research confirms a link to depression, anxiety, and stress, especially among students who have experienced more severe forms such as forgery and threats. Victims often face declining academic performance and social marginalization. Factors contributing to violent behaviour include going through a difficult life period, jealousy, revenge, and family dysfunction.
Particularly noteworthy is the finding that 30% of professional associates and 40% of teachers are not familiar with all forms of electronic violence, and many lack the digital skills necessary for timely and effective intervention.
Therefore, in her conclusion, Dr. Draganić emphasizes the need for a comprehensive approach to the prevention of electronic violence. Key recommendations include: mandatory education for school staff, development of students’ socio-emotional skills, implementation of peer education and preventive school projects, and active involvement of parents through workshops and increased media visibility of the issue. There is also a strong emphasis on the need for continuous monitoring of the implementation of preventive activities, with a proposal to establish a specialized team within the Ministry of Education that would support schools and improve the quality of responses to this growing problem.