Parental Awareness and Digital Parenting Practices in Addressing Cyberbullying Among Primary School Children in Wilayah Persekutuan Putrajaya, Malaysia

Abstract

Cyberbullying represents an increasing challenge to children’s psychological, emotional, and social well-being as digital technologies become integrated into children’s everyday lives. This study aimed to explore parental awareness and digital parenting practices in addressing cyberbullying among primary school children in Wilayah Persekutuan Putrajaya, Malaysia, while examining the institutional support and systemic conditions influencing parental responses. Previous literature indicates that parental knowledge, family relationships, digital mediation, and broader social-ecological environments influence children’s exposure and responses to cyberbullying. Guided by Bronfenbrenner’s Ecological Systems Theory and the Knowledge, Attitudes, and Practices framework, the study employed a qualitative phenomenological design involving semi-structured interviews with seven parents of primary school children. Reflexive thematic analysis was used to identify patterns within participants’ experiences and perceptions. Three overarching findings emerged: disparities in parental awareness, protective but predominantly restrictive digital parenting practices, and reliance on institutional support accompanied by systemic barriers. Parents generally recognised cyberbullying and its potential consequences but demonstrated less comprehensive knowledge of formal reporting procedures, legal provisions, and systematic intervention strategies. Digital parenting was primarily characterised by monitoring, screen-time restrictions, and content control, with comparatively greater need for communicative and educational approaches. The findings highlight the importance of coordinated parental education, school–family collaboration, and stronger institutional support. The study contributes to Sustainable Development Goal 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 16 (Peace, Justice and Strong Institutions) by emphasising the protection of children from digital violence and the development of safer and more inclusive learning environments.