Online spaces can pose significant risks for children, including easy access to suicide- and self-harm–related content. At the same time, these digital environments are now integral to contemporary socio-technical infrastructure, particularly for young people, who may be more vulnerable to online violence. This study examines the association between cybervictimization and suicidal ideation among children in Spain and tests whether this association is indirectly shaped by perceived positive pedagogical communication and age. We conducted a survey with 745 children in Spain, predominantly from Andalusia. Cybervictimization was significantly associated with a greater risk of suicidal ideation, with stronger associations among girls. Positive pedagogical communication was negatively associated with suicidal ideation; however, this association was found only among girls. These findings contribute to understanding gender differences in children’s responses to online victimization and underscore the importance of educational support in mitigating its potential harms. Against this background, the present study contributes to the literature not by reiterating the well-established association between cybervictimization and suicidal ideation, but by specifying how this association is shaped during childhood. By examining positive pedagogical communication as a school-based relational resource and testing its conditional role across age and gender, the study helps clarify when and for whom cybervictimization translates into suicidal ideation.
Barredo-Ibáñez et al. (Thu,) studied this question.