Deepfake Cyberbullying: The Psychological Toll on Students and Institutional Challenges of AI-Driven Harassment

Deepfake technology, once primarily associated with political disinformation and entertainment, is now being weaponized in schools as a new and insidious form of cyberbullying, posing significant risks to student safety and well-being. Unlike traditional bullying, deepfakes allow for the creation of hyper-realistic, fabricated content, depicting students in harmful or compromising scenarios they never participated in, leading to severe reputational damage and emotional trauma. Adolescents, especially vulnerable during critical stages of identity formation and social belonging, face heightened risks from this insidious form of digital harassment. This paper examines the psychological toll of deepfake bullying, the challenges of detecting and controlling its viral spread on social media, and the legal complexities surrounding institutional responses. It proposes essential solutions for schools, including the integration of AI-driven detection tools, comprehensive digital literacy programs, and mental health interventions tailored to victims’ needs. Furthermore, the paper calls for immediate institutional action and advocates for updates to cyberbullying policies to specifically address deepfake-related harms.These strategies are critical to empowering students and educators to confront the evolving digital landscape and ensuring that educational environments remain safe and supportive amid the rise of AI-driven harassment.