Abstract
As Fenton et al. (2016) propose, over the years the field of violence prevention has shifted from a focus on victims and perpetrators to recognition that prevention must go beyond changing individuals to changing systems that include the whole college or university community. This is at the heart of bystander intervention. Sanderson (2020) proposes the urgent need for us all to speak out and intervene against injustice when we see it and argues convincingly that bystanders can 'learn to be brave'. Aggressive acts that are carried out systematically and repetitively by electronic means, such as texting by an individual or group, have been identified as cyberbullying (Royen et al., 2017). These acts are often witnessed and circulated by others, so the focus of this chapter is on the bystanders who are aware of online aggression towards a member of their peer group but who fail to take action to defend that person (Cowie & Myers, 2016).