HUMAN RIGHTS AND

DEMOCRACY SOCIAL AND

ENVIRONMENTAL
RESPONSIBILITY

Name: Lubanzi Mgenge

Grade: 12A
Subject: Life Orientation
Examiner: Mr. Cyster
Moderator: Mr. Pinana
Due date: 15 May 2025
Activity 1:

Introduction:
Cyberbullying has become a growing issue in South African schools, violating the
fundamental human rights of learners, especially their rights to dignity, safety, and
education. The community often unintentionally contributes to the persistence of
cyberbullying by normalising harmful behaviours and not taking strong action against online
harassment. Parents, peers, and community leaders sometimes underestimate the
seriousness of cyberbullying or fail to guide young people in responsible digital behaviour.
South Africa has laws aimed at protecting children from cyberbullying, such as the
Protection from Harassment Act (2011) and the Cybercrimes Act (2020), which
criminalise harmful electronic communications and online harassment. Despite these laws,
many learners continue to suffer, showing that enforcement and awareness still need
strengthening. The impact of cyberbullying on academic performance is severe, as learners
often experience anxiety, depression, and a loss of focus, leading to lower grades,
absenteeism, and even school dropout. Furthermore, cyberbullying critically affects
learners' mental well-being by causing emotional distress, low self-esteem, feelings of
isolation, and in extreme cases, suicidal thoughts. Addressing cyberbullying is crucial to
protect the mental health and educational success of South African learners.
(1.1) Firstly, many communities are not fully aware of the seriousness of cyberbullying or
how to respond to it. When parents, caregivers, or local leaders fail to educate young
people about respectful online behaviour, they allow toxic digital habits to grow. A lack of
open conversations at home or in the community leaves learners without proper guidance.
Secondly, some communities lack mental health services, school counsellors, or youth
education programs to address cyberbullying. This makes it harder for victims to speak out
or receive help and allows bullies to act without fear of consequences. Without intervention
from the community, the cycle of abuse continues.
(1.2) South Africa has several laws that deal with cyberbullying. The Cybercrimes Act
(2020) makes it a crime to send harmful messages or share offensive content online. The
Protection from Harassment Act (2011) allows victims to apply for protection orders
against online bullies. The POPIA (2013) protects people’s personal information from being
misused, such as sharing photos or details without consent. The Children’s Act (2005)
and South African Schools Act (1996) also promote safe school environments and
protect learners from harm. These laws work together to prevent and respond to
cyberbullying, though public awareness and proper enforcement are still needed.
(1.3) Cyberbullying can seriously harm a learner’s academic performance. Firstly, victims
often experience high levels of stress and anxiety, which affect their ability to concentrate
during lessons and when studying. Secondly, the emotional impact such as fear,
embarrassment, or depression can lead to a loss of motivation, causing learners to fall
behind in their work or even avoid school altogether.
Thirdly, cyberbullying may result in poor class participation or withdrawal from group
activities due to lowered self-esteem and social isolation, which limits learning
opportunities. Lastly, learners who are constantly targeted might miss school frequently or
drop out altogether, especially if they feel unsafe or unsupported by teachers and peers. In
the long term, this negatively affects their academic progress, future career opportunities,
and personal development.
(1.4) Victims of cyberbullying frequently experience heightened anxiety, depression, and
feelings of worthlessness. Because harassment can occur anytime and anywhere, learners
struggle to “switch off” and recover, leading to chronic stress that disrupts sleep and
concentration. This emotional turmoil undermines their sense of self-confidence and can
precipitate longer-term mood disorders. In one South African study, over half of
cyberbullied students reported such severe emotional impact that some contemplated
suicide.
Cyberbullying often isolates learners from peers: victims withdraw from social activities to
avoid further harassment, which in turn deepens loneliness and helplessness. Research
shows that isolated adolescents are at significantly higher risk of suicidal thoughts, with
cyberbullying victims being more than twice as likely to consider self-harm compared to
non-victims. In extreme cases, ongoing online abuse has directly contributed to suicidal
behaviour among teenagers, underscoring the urgent need for mental-health support and
protective interventions in schools.
Activity 2:
Cyberbullying in South African schools represents not only a behavioural challenge but a
clear violation of learners’ rights to dignity, safety, and education as enshrined in Section 12
(freedom and security of the person) and Section 28 (children’s rights) of the Constitution.
Recent studies paint a worrying picture: a comparative analysis of cyberbullying in South
Africa and the United States highlights that South African learners face similar emotional
and educational disruptions—such as decreased school engagement and a deterioration of
overall school climate—yet often lack the resources for redress and support. A thematic
policy paper by Masiphephe Network underscores that over 50 percent of South African
teens report experiencing online harassment, yet many incidents go unreported due to fear
and stigma masiphephe.org.za. Together, these works stress that cyberbullying is not an
isolated misconduct but a systemic human rights issue, demanding coordinated legal,
educational, and community-based interventions to uphold learners’ constitutional
protections and to foster safe, inclusive school environments.
(2.1) It means means having the knowledge and skills to use digital tools and the internet
safely and effectively. A cyber-savvy learner understands how to protect personal
information, recognizes risks like phishing or cyberbullying, and knows how to find reliable
online resources. In short, it’s about being smart and responsible whenever you’re online.
(2.2) A social media footprint is the record of everything a person shares, likes,
comments on, or is tagged in online basically, their digital history. It can be positive or
negative, depending on the content. Cyberbullying, on the other hand, is when someone
uses social media or other digital platforms to hurt, embarrass, or threaten another person
on purpose.
(2.3) Implementing the Department of Basic Education’s updated anti-bullying policies
faces several real-world hurdles. Many schools simply do not have the resources—such as
trained counsellors, dedicated funding, or regular staff development—to translate policy
into practice, so teachers may be unclear on how to handle reports or support victims. At
the same time, learners often underreport incidents because of fear—fear of retaliation by
peers, or of being labelled a “tattletale”—and because discussing bullying can carry stigma
in some communities. As a result, even well-crafted policies remain largely on paper: few
cases are formally investigated, victims continue to feel unsafe, and perpetrators face little
accountability.
(2.4) The media plays a crucial role in bringing cyberbullying to light, shaping public
understanding, and prompting action. First, news outlets and online publications raise
awareness by sharing stories of real incidents, statistics, and expert commentary, which
helps communities recognise the seriousness of cyberbullying. Second, investigative
journalism holds institutions accountable—for example, by examining how schools or
social-media companies respond to reports of abuse and highlighting gaps in their policies.
Third, media campaigns and editorials educate both learners and adults about safe online
behaviour, digital rights, and where to seek help, thereby equipping the public with practical
guidance to prevent and respond to cyberbullying.

(2.5) The media helps change the attitudes that allow cyberbullying to thrive by telling the
real stories behind online abuse, giving victims a voice, and correcting harmful myths. By
publishing in-depth articles and personal testimonials, news outlets show the serious
emotional impact of cyberbullying and model empathetic reactions, shifting public opinion
away from “just joking” toward genuine understanding and respect. At the same time, when
television segments, podcasts, or social-media platforms feature survivors sharing their
experiences, they break the silence and stigma that keep many victims feeling powerless
this public spotlight puts pressure on schools, tech companies, and policymakers to
enforce stronger protections. Finally, through fact-checking reports and editorial
campaigns, the media dispels dangerous misconceptions such as the idea that anonymity
excuses harassment or that bullying “builds resilience” thereby removing the cultural
excuses bullies use and reinforcing that online cruelty is unacceptable. Together, these
efforts by the media reshape societal norms, making empathy, accountability, and digital
responsibility the expected standard.

Activity 3:
Trends
Most participants identified social media platforms (like
Instagram, TikTok, and Facebook) as the main spaces where
cyberbullying happens.
Learners who said cyberbullying has an “extremely severe
impact” often also supported strict rules, reporting
systems, or parent involvement. This shows a clear link
between awareness of harm and the demand for
stronger responses.
Those who believed parents are involved in preventing
cyberbullying often suggested awareness programs or
monitoring tools, while those who didn’t believe in
parental involvement thought most parents don’t
understand social media.
Patterns
Most respondents reported that cyberbullying has an
extremely severe impact on learners. A common solution
suggested was to engage parents, introduce anonymous
reporting tools, and create safe spaces at school for
learners to speak out.
Most learners believed that schools and social media
platforms should take stronger action, like banning
bullies or educating users. Nearly all respondents supported
some kind of policy or education-based solution,
showing they think the problem needs structured, organised
responses.

Key Insights
Parental involvement is mixed: while some learners see
parents as key players in cyberbullying prevention, others
believe parents are unaware or too disconnected from
technology. This suggests a gap in parental awareness
that could be addressed through training or workshops.
There is a strong agreement that cyberbullying has
serious emotional and academic consequences, and
that learners want safe, private ways to report it.
 Platforms like Instagram and TikTok are seen as major
problem areas, meaning schools and government may need
to focus interventions on those platforms.
Few participants mentioned government or legal solutions—
showing a possible lack of awareness about legal rights
and protections.
ACTIVITY 4: RECOMMENDATIONS
One major factor contributing to the rise of cyberbullying in South Africa
is the lack of digital literacy. Many learners and even parents do not fully
understand how to use online platforms responsibly and safely. Without
basic knowledge about privacy settings, safe communication, and how to
report harmful content, learners become easy targets. Some may also
engage in bullying behaviour without realising the serious harm they are
causing, due to not being properly educated on online ethics.

Another key factor is socio-economic inequality. In disadvantaged

communities, there is often limited access to resources that promote
digital education and responsible online behaviour. Learners from these
backgrounds may not receive the same level of support or guidance in
how to use technology appropriately. Additionally, financial and emotional
stress at home may lead some learners to express anger or frustration
through bullying others online, further increasing the spread of
cyberbullying.

The community plays a crucial role in effectively addressing cyberbullying

to create safer and healthier living environments. Schools, families, and
local organisations must work together to promote digital awareness and
responsible online behaviour. Parents and guardians should actively guide
their children in using technology wisely, while schools must implement
clear anti-cyberbullying policies and provide regular education on digital
citizenship. Community centres and NGOs can offer workshops and
support groups that equip both young people and adults with tools to
recognise, prevent, and respond to cyberbullying. Moreover, a culture of
empathy and accountability needs to be encouraged, where bystanders
feel empowered to report harmful behaviour rather than ignore it. When
communities take collective responsibility and support one another, they
help reduce the spread of online abuse and foster a more respectful,
informed, and inclusive digital environment.

ACTIVITY 5
(5.1) Establish Anonymous Reporting Systems
Solution: Many respondents support the use of digital or suggestion boxes
that allow learners to report incidents of cyberbullying without fear of
being identified.
Impact: This would encourage more victims and bystanders to come
forward, increasing early intervention and reducing prolonged harm. As
more cases are reported, schools and communities can take quicker,
targeted action.

Implement Strict Anti-Cyberbullying Policies with Clear

Consequences
Solution: Several participants recommend schools and platforms enforce
clear rules against cyberbullying, including defined punishments for
offenders.
Impact: This creates a sense of accountability and deters learners from
engaging in harmful online behaviour. A consistent and fair system also
builds trust in the community’s ability to handle cyberbullying seriously.

ACTIVITY 6
Personal Reflection

Cyberbullying is a serious and growing issue in both my school and the

wider community. From what I have observed, it mostly happens through
social media platforms like Instagram, WhatsApp, and TikTok, where
people hide behind fake profiles to insult or harass others. I believe it’s
very common, and although some may think it's just "joking," it can have
devastating effects on someone’s mental health and self-esteem. I
personally see it as a serious form of emotional abuse that can lead to
anxiety, depression, and in extreme cases, suicide.

When I see discrimination or any form of human rights violation—

especially online—I try to speak up, report the behaviour, or support the
victim if I can. I believe everyone deserves to feel safe, respected, and
treated equally, no matter their background. My actions are guided by the
values in the Bill of Rights, such as dignity, equality, and freedom of
expression. I also encourage my peers to be more mindful and respectful
online, because our digital actions can cause real-life harm.
 BIBLIOGRAPH

1. PACER's National Bullying Prevention Center (2022). Cyberbullying.

1 [online] www.pacer.org. Available at:
https://www.pacer.org/bullying/info/cyberbullying/. Last accessed at 28
Aprl

1. Newzroom Afrika (2025). SA’s major impact on laws against cyberbullying.

2 [online] YouTube. Available at: https://www.youtube.com/watch?
v=eqOiaGWYADA
[ Last accessed 28 April 2025].
1. Google.co.za. (2019). Google Books. [online] Available at:
3 https://books.google.co.za/books?id=
[Accessed 11 May 2025].
1. Parvaneh Farhangpour, Maluleke, C. and Mutshaeni, H.N. (2019).
4 Emotional and academic effects of cyberbullying on students in a rural
high school in the Limpopo province, South Africa. SA Journal of
Information Management, [online] 21(1), p.8. Available at:
https://sajim.co.za/index.php/sajim/article/view/925/1391
2. Uche, A. (2023). What Does It Mean to Be Cybersavvy? [online] MUO.
1 Available at: https://www.makeuseof.com/what-does-it-mean-to-be-
cybersavvy/
2. Google.co.za. (2019). Google Books. [online] Available at:
2 https://books.google.co.za/books?id=s
[Accessed 11 May 2025].
2. Addressing Bullying in Schools. (n.d.). Available at:
3 https://wcedonline.westerncape.gov.za/documents/Psycho
[last accessed 01 May 2025]
2. Filo. (2025). Explain three roles of the media in reporting on cyber
4 bullying... | Filo. [online] Available at: https://askfilo.com/user-question-
answers-smart-solutions/explain-three-roles-of-the-media-in-reporting-on-
cyber-3332353738393732.
[ Last accessed at 01 May 2025]
2. Ray, G., McDermott, C.D. and Nicho, M. (2024). Cyberbullying on Social
5 Media: Definitions, Prevalence, and Impact Challenges. Journal of
Cybersecurity, 10(1). P.12