Özet:

With the diversity of communication technology, the spread of its use among students and the increase in social media capabilities, the cyber harassment behaviors that students are exposed to have greatly increased. The easy access to social media and technology, the challenges of supervision in this field and the student characteristics lead to an increase in cyber harassment while this situation leads to significant disciplinary problems in school and classroom. Cyber harassment not only causes disciplinary problems in the school but also causes students to be deprived of their educational rights by creating serious psychological and psychosomatic effects on them. The aim of this study is to study the reactions of cyber-related and cyber-related students and their teachers to this situation among high school students. The research is prepared in the case study pattern of the research pattern. The study’s work group was formed by 10 teachers and 2 school managers selected by measurement sampling methods from 4 high school-based sampling methods located in Antalya Muratpaşa, Aksu and Manavgat. The data was obtained through the method of document examination and interview. The data obtained by the interview method was analyzed by imaging and content analysis techniques. The results of the analysis were found that teachers viewed cyber fraud tools as the Internet in a general definition. Students who are exposed to cyber harassment have come to the conclusion that they are anxious and nervous, they are locked in, they fail in their classes, they are afraid, and they show general depression behaviors. According to the participants, teachers who are exposed to cyber harassment are going first on the way of communicating with the student.