Between the ages of 17 and 25, students gain independence, build new friendships and prepare for their future careers.
Yet for many, this period of growth is overshadowed by a threat that follows them everywhere they go: cyberbullying.
Unlike traditional bullying, cyberbullying has no closing bell. It can reach students at any time through social media, anonymous confession pages, messaging platforms and increasingly, artificial intelligence (AI)-generated content.
Hurtful comments, malicious rumours, manipulated images and public humiliation can spread within minutes, often reaching hundreds or even thousands of people before the victim has a chance to respond.
Because cyberbullying leaves no visible bruises, it is sometimes dismissed as “just words”. Yet words have the power to inflict lasting psychological harm.
Anxiety, depression, social withdrawal, loss of confidence and declining academic performance are common consequences. In severe cases, victims abandon their studies or see suicide as their only escape.
What begins as an online attack can ultimately affect an individual’s education, career prospects and long-term well- being.
University students are particularly vulnerable because much of their academic and social lives exist online.
The same platforms used for research, group assignments and communication also become channels for harassment.
A student who is publicly ridiculed online may avoid classes, refuse to participate in discussions or withdraw from group work, all of which directly undermine the univer- sity experience.
The emergence of AI has introduced new challenges. Deepfakes and digitally manipulated images can now be created with alarming ease, making it possible to spread convincing but entirely false content.
As these technologies become more accessible, universities must prepare for new forms of cyberbullying that are increasingly difficult to detect and address.
The effects may be even more pronounced among students whose formative secondary school years were shaped by the Covid-19 pandemic. Having spent extended periods learning remotely, many entered university with fewer opportunities to develop face-to-face social networks.
For some, online validation became more influential than real-world interactions, leaving them more susceptible to the emotional impact of cyberbullying and less likely to have strong support systems to turn to.
While universities have expanded counselling services and awareness campaigns, many students still hesitate to seek help because of stigma or uncertainty about where to turn.
Encouragingly, greater openness about mental health has led some students to pursue professional support after seeing their peers do the same. Normalising help-seeking must remain a priority.
Addressing cyberbullying requires more than posters, campaigns and policies.
Students should be encouraged to develop healthier digital habits by using online platforms more intentionally, limiting exposure to harmful content and replacing endless scrolling with activities that foster genuine human connection, whether through sports, volunteering, hobbies or time outdoors.
Ultimately, preventing cyberbullying is a shared responsibility.
Universities must have clear reporting procedures and strong safeguarding policies, but creating a safer environment cannot rest with institutional leadership alone.
Lecturers, administrators and students all have a role to play by recognising changes in behaviour, checking in on someone who seems withdrawn and speaking up when they witness online abuse.
Sometimes the most power- ful intervention is also the simplest. A kind message. A conversation. A reminder that someone is not facing their struggle alone.
In a world where harmful words can spread instantly, compassion and human connection remain our strongest defence.
IMU University senior lecturer and clinical psychologist Dr Serena In is the vice president of the Malaysian Society of Clinical Psychology. The views expressed here are the writer’s own.
