Abstract
This study explores the determinants of online harassment and its effects on learners’ self-esteem and academic performance, aiming to improve school-based child protection policies. The research addresses the growing exposure of students to online platforms and the corresponding rise in cyberstalking, online impersonation, and catfishing. Utilizing a mixed-method approach, the study draws from a sample of 50 respondents, examining their experiences across these online harassment forms and the impact on their self-esteem—measured through cognitive, learning, and metacognitive engagement—and academic outcomes. Key findings indicate a strong correlation between online impersonation and negative impacts on self-esteem and academic performance, with cyberstalking and catfishing also showing significant associations, particularly in learning and metacognitive engagement. Students affected by these forms of online harassment reported diminished self-confidence and concentration, leading to poorer academic outcomes. Data suggests that male students and those aged 9-12 face higher exposure to online risks, highlighting the need for targeted interventions. This research underscores the importance of reinforcing digital literacy and online safety education within the school curriculum. The findings suggest that enhanced child protection policies must address the complexities of online harassment, fostering safer online environments for learners. The study concludes with recommendations for a comprehensive school-based Child Protection Policy Program that includes preventative measures and support systems for students encountering online harassment.
