Abstract
Interactions and relationships between students inside and outside the school take many forms. Some of them leave positive effects, such as sympathy, affection, and intimate relationships, and others leave negative effects, such as aggression, beating, cursing, mockery, and insult. The aim was to assess cyberbullying among children with emotional and behavioural disorders, taking into consideration the role of both gender and age. Quantitative research is carried out with the aim to assess cyberbullying among children with emotional and behavioural disorders, taking into consideration the role of both gender and age. It uses a survey-based methodology to obtain data from the respondents. The final sample consisted of 120 behaviourally and emotionally disordered students. Data were collected through structured self-administered questionnaires. t-test, ANOVA, and Scheffe Test were used to analyse data. Findings indicated that cyberbullying level among children with emotional and behavioural disorders was ranked high. There are statistically significant differences at the significance level of 0.05 between responses means of the study sample on the cyberbullying scale according to gender in favour of males.