The Future of Education

Gender-based online harassment during adolescence is associated with significant emotional problems, particularly anxiety, depression, and stress [1]. The objective of this study was to analyze whether there are statistically significant differences in mean levels of anxiety, depression, and stress between victims and non-victims of gender-based online harassment, as well as between perpetrators and non-perpetrators. The Depression, Anxiety, and Stress Scale-21 [2] and the Gender-Based Online Harassment Questionnaire [3] were administered to a sample of 1.164 Spanish students enrolled in Compulsory Secondary Education and the first year of Baccalaureate (M = 14.56; SD = 1.40). Student’s t tests and Cohen’s d effect sizes were applied.The results indicated significantly higher mean scores for anxiety, depression, and stress among victims compared to non-victims. Additionally, perpetrators exhibited significantly higher mean scores in depression compared to non-perpetrators. However, no statistically significant differences were found in anxiety or stress between perpetrators and non-perpetrators. These findings underscore the need for targeted prevention and intervention strategies addressing emotional problems among adolescents involved in gender-based online harassment, both as victims and as perpetrators. The visibility of this phenomenon and the promotion of more inclusive gender paradigms constitute essential strategies for mitigating digital violence and fostering safer, more equitable online environments. Achieving this objective necessitates the active engagement of digital platforms, educational institutions, and social stakeholders in the implementation of digital literacy programs grounded in principles of diversity, equity, and mutual respect.