Cyberbullying Victimization, Academic Burnout, and Psychological Resilience among High School Students: A Conceptual Framework of the Mediating Role of School Counseling Support
Abstract
Cyberbullying has emerged as one of the most significant challenges affecting adolescents' psychological well-being and academic functioning in the digital era. Although previous studies have extensively examined the direct impacts of cyberbullying, limited attention has been given to the institutional mechanisms through which schools can mitigate its adverse consequences while fostering students' positive adaptation. This conceptual paper aims to develop an integrated framework explaining the relationships among Cyberbullying Victimization, Academic Burnout, School Counseling Support, and Psychological Resilience among high school students. Adopting a conceptual research design, the study synthesizes contemporary literature from peer-reviewed journals indexed in Scopus and other reputable international databases. The proposed framework integrates General Strain Theory, Job Demands-Resources Theory, Ecological Systems Theory, Social Support Theory, and Resilience Theory to explain the psychological and educational processes linking cyberbullying with students' adaptive outcomes. The analysis conceptualizes academic burnout as the primary educational consequence of cyberbullying, while positioning School Counseling Support as a strategic institutional mechanism that alleviates burnout and strengthens psychological resilience. The study contributes to the literature by offering a unified theoretical model that bridges educational psychology, counseling, and resilience research, thereby extending existing explanations of cyberbullying beyond direct cause-and-effect relationships. The proposed framework provides a foundation for future empirical validation and offers practical guidance for designing evidence-based school counseling interventions that promote students' well-being, academic engagement, and sustainable resilience in increasingly complex digital learning environments.
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Copyright (c) 2026 Neni Sriwahyuni, Muharleni (Author)
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