DCU Anti-Bullying Centre header
DCU Anti-Bullying Centre

Understanding Adult Experiences of Online Hate in Ireland – an Exploratory Survey

List of Tables

Figure 1: Internet usage
Table 1: Online hate experiences ("Online Hate")
Figure 2: Online hate depending on gender ("Online Hate")
Figure 3: Online hate depending on age ("Online Hate") 
Figure 4: Online hate depending on sexuality ("Online Hate")
Figure 5: Online hate depending on ethnicity ("Online Hate")
Figure 6: Online hate depending on religion ("Online Hate")
Figure 7: Online hate depending on ability ("Online Hate")
Figure 8: Which aspects were the focus of the hate you received? ("Online Hate Specifics")
Figure 9: Focus of hate received depending on gender ("Online Hate Specifics")
Figure 10: Focus of hate received depending on ethnicity ("Online Hate Specifics")
Figure 11: Focus of hate received depending on sexuality ("Online Hate Specifics")
Figure 12: Focus of hate received depending on religion ("Online Hate Specifics")
Figure 13: Focus of hate received depending on disability ("Online Hate Specifics")
Figure 14: Who sent you the hateful communication? ("Sources of Online Hate")
Figure 15: Channels of online hate ("Channels of Online Hate")
Figure 16: What did you do? ("Responses to Online hate")
Figure 17: Why did you not do anything? ("Responses to Online hate")
Figure 18: What impact did the hateful communication have on you? ("Impact of online hate")
Figure 19: Why do you think the person(s) did this to you? ("Perceived Motivation for sending hateful comments")
Figure 20: Perceived motivation based on gender ("Perceived Motivation for sending hateful comments")
Figure 21: Perceived motivation based on sexuality ("Perceived Motivation for sending hateful comments")
Table 2: Witnessing online hate against someone else ("Witnessing Online hate")
Figure 22: Which aspects where the focus of the hate you witnessed? ("Witnessing Online hate")
Figure 23: Why didn’t you do anything? ("Responses to Witnessing Online Hate")
Figure 24: What did you do? ("Responses to Witnessing Online Hate")
Figure 25: Attitudes towards online hate ("Attitudes Towards Online Hate")


DCU Anti-Bullying Centre

DCU Anti-Bullying Centre is a recognised national and global centre of excellence in education and research on bullying and online safety. The Centre is located in DCU’s Institute of Education and hosts the UNESCO Chair on Tackling Bullying in Schools and Cyberspace and the International Journal of Bullying Prevention.

The aim of the Centre is to contribute to solving real-world problems of bullying and online safety through collaboration with an extensive community of academic and industry partners. Over the past 25 years, staff affiliated with the Centre have undertaken research on school, workplace, and online bullying, as well as many other issues relating to bullying and online safety. The Centre currently receives funding from the Government of Ireland, the European Commission, the Irish Research Council, Rethink Ireland and industry partners Vodafone Ireland Foundation and TikTok. 

The Observatory on Cyberbullying, Cyberhate and Online Harassment is a project within DCU Anti-Bullying Centre and was established in 2021 to provide up-to-date research and advice, as well as monitoring the impact of anti-cyberbullying laws and regulations. More specifically, the Observatory focuses on researching the prevalence, contours, functions, and psychosocial impacts of cyberbullying, cyberhate, and online harassment. It also aims to explore the impact of laws and regulations on those who engage in, or are targeted by, cyberbullying, cyberhate, and online harassment. 

The Observatory is funded by the Department of Justice following the ratification of the Harassment, Harmful Communications and Related Offences Act 2020 and is supported by the Department of Education under the Action Plan on Bullying (2022).

Members of the Observatory 

Dr. Angela Mazzone, Dr Maja Brandt Andreasen, Dr. Tijana Milosevic, Dr. Mairéad Foody (NUIG), Dr. Darragh McCashin, and Prof. James O’Higgins Norman.

 

Key Findings

 


Introduction

The online world has provided unquestionable benefits for individuals and societies at large. Our online and offline lives are now considerably overlapping, with a range of both social and professional interactions and opportunities available (Lieberman & Schroeder, 2020). The COVID-19 pandemic and its aftermath have emphasised the integral role that online interactions have in society, in addition to ongoing challenges (International Telecommunication Union, 2022). However, amidst the ubiquitous growth of online dynamics in our everyday lives, research continues to highlight the presence of negative online experiences (Davidson et al. 2019), with evidence of adverse outcomes for those who experience this (Kantar Media, 2018; Pew Research Center, 2017). In order to build greater transferable knowledge of these negative online experiences within different population groups, it is essential to provide a data-driven and evidence-based approach to this multi-layered phenomenon.

 


Methodology


Findings

Internet Usage

Before inquiring about their potential negative online experiences, respondents were first asked about their Internet usage to contextualise the subsequent responses. The results can be seen in Figure 1 and the resulting key trends are summarised as follows: 

  • Email is by far the most used Internet service (87%), followed by Instant messaging apps9(75%), Facebook (74%), Instagram (63%), Video sharing sites10(58%), and SMS/MMS which are all used by over half the sample. Less than half of the respondents use Twitter (42%), followed by Snapchat (35%), gaming platforms (34%), online discussion boards11(28%), dating sites (10%) and torrent sites12(6%).
  • Some differences occur across different groups of people. Men use Twitter (49%) and gaming platforms (48%) more than women, who in turn use Instant messaging apps (82%), Facebook (80%), and Instagram (73%) more than men.
  • The older age groups use email and SMS/MMS more than younger people who in turn use Instagram, Snapchat, Gaming platforms, and dating sites. A significant jump appears from 47% usage of Facebook among 18–24-year-olds to 79% among 25-34-year-olds with the 45– 54-year-olds being the group which uses the platform the most (83%). 

Respondents had the opportunity to add which other social media they use, the most popular of which was TikTok. A minority of respondents indicated that they used the following online platforms: LinkedIn, Discord, and Telegram.

Figure 1. Internet usage_which platforms do you use

Figure 1. Internet usage: which platforms do you use?

 

Online Hate

Conclusions and Recommendations

In the first instance, it is important to note that these findings broadly mirror prior research in a number of key domains. Firstly, just under half of the sample have experienced some form of online hate – this reflects the widespread prevalence of this societal challenge. Secondly, young people are statistically more likely to be victims of online hate, and report greater adverse outcomes in their day-to-day lives – this is especially important given that emerging adults (18-25) are still developing and thus present with different risk and protective factors pertaining to online hate. Indeed prior research indicates that younger age groups are more likely to engage in higher risk-taking behaviours, uphold larger social networks and make use of a wider variety of social media (Netsafe 2018, Pfeil, U. et al. 2009, Wang, M. et al. 2019).

However, some notable gender differences were observed. For example, there was no significant difference between men and women regarding the frequency of online hate, but there were differences in the perceived motivations of the perpetrators. Women were more likely to experience gender-based hate, yet men were more likely to be targeted for their nationality or age. This emphasises the potential multifactorial motivations underpinning the cycle of online abuse between and within different demographic groupings. A further notable trend related to the stark difference between those who did – or did not – consider themselves to have a disability, with the former significantly more likely to indicate having experienced online hate.

Interestingly, despite the evidence tentatively suggesting that younger age cohorts experience greater adverse impacts of online hate, there was greater attitudinal variation for statements seeking to tackle such problems. These distinct patterns warrant further investigation to ascertain how and why varying attitudes for the prevention of, and intervention with, online hate can be managed when directing future policies. Understanding the factors underpinning such attitudes will greatly inform future work on digital citizenship and literacy (Cho & Byrne, 2020).

Despite lower numbers of respondents from minority groups, the data also indicated that ethnic minorities, sexual minorities, religious minorities and people with disabilities experienced high levels of online hate. Further targeted research which endeavours to maximise response rates from underrepresented minority groups in order to investigate underlying group differences would be of value.

With regards to the response to online hate, over half of the respondents chose not to take action and the main reason for this was that they preferred to ignore it or that they did not feel that it was serious enough. However, a third of respondents pointed to the fact that they did not know what to do – indicating that there is a need for better information to the public in terms of where and how to seek help.

The respondents, who did take action, mostly sought comfort from family and friends or took individual action (blocking, changing privacy settings and reporting to website). Very few reported it to An Garda Síochána or to Hotline.ie, which, considered in relation to the fact that a third of the respondents did not know what to do, suggests that better information on how to seek help is needed.

Recommendations

  • Raise awareness: The main trends in this report highlight the need to raise further awareness of the scope, as well as the impact, of online hate in Ireland. Awareness campaigns should also consider programmes within schools and universities, to assist in educating young people about the nature of online hate and their options to respond to negative experiences.
  • Create clearer and more effective avenues for seeking help. The report has evidenced a lack of knowledge among the public in relation to how to seek help. We recommend introducing clearer avenues for where to go in relation to the specific experiences, both in terms of reporting to An Garda Síochána, and to seek advice and support via Hotline.ie.
  • Take into consideration how online hate may disproportionately impact certain demographics. While the Criminal Justice (Incitement to Violence or Hatred and Hate Offences) Bill 2022 addresses some aspects of the online experiences of hateful communications, this report indicates that certain demographics experience significantly higher levels of online hate than others (i.e. younger age groups, or those with disabilities). The development of the Bill and any other legislation in relation to hateful communication should take into consideration the disproportionate impact this may have on certain demographic groups.
  • Social media companies should endeavour to include all stakeholders in addressing the emerging trends of online hate in Ireland. As this report has evidenced, adults in Ireland are already taking individual actions to address online hate in conjunction with readily available tools on social media (i.e. blocking, reporting to platforms, changing privacy settings, or closing social media accounts). However, given the widespread adverse impact of online hate across different population groups, social media companies should strive to work closely with different groups to critically evaluate any differentiated needs and design considerations to prevent, intervene with, and resolve online hate. Additionally, greater multistakeholder collaboration between social media companies, researchers, governments and NGOs – and in Ireland the Online Safety Commissioner – would likely yield more sustainable and impactful positive change into the future.
  • Critically consider the different motivations for the perpetration of online hate. Respondents continually indicated different reasons for being targeted. To understand potential early detection and intervention factors for would-be perpetrators, stakeholders must aim to better understand the multiple factors that may underlie perpetrators’ motivation. This will allow for a more evidence-based approach to building prevention and psychoeducation programmes to create a safer online world for all.
  • Further research is necessary to understand the adverse experiences of young people. This should include in-depth research into the higher rates of online hate experienced by this group and what specific remedies they need within an Irish context. To optimise the outputs from such research, and build-in accountability for platform responsiveness to online hate, strategic coordination between key government agencies and departments is highly recommended.

 

References

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Blaya, C., & Audrin, C. (2019). Toward an understanding of the characteristics of secondary school cyberhate perpetrators. Frontiers in Education, 4, 1-13. 

Burch, B. (2018). “You are a parasite on the productive classes”: Online disablist hate speech in austere times. Disability & Society, 33(3), 392–415. 

Cho, A. & Byrne, J. (2020) Digital civic engamgent by young people. UNICEF Office of Global Insight and Policy.

Davidson, J., Livingstone, S., Jenkins, S., Gekoski, A., Choak, C., Ike, T. and Phillips, K. (2019). Adult Online Hate, Harassment and Abuse: A Rapid Evidence Assessment. https://www.gov.uk/government/publications/adult-online-hate-harassment…

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International Telecommunication Union. (2022). Measuring digital development: Facts and Figures. https://www.itu.int/pub/D-IND-ICT_MDD-2022

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Footnotes

1 https://www.irishstatutebook.ie/eli/2020/act/32/enacted/en/print 

2 https://www.gov.ie/en/publication/d8e4c-online-safety-and-media-regulation-bill/

3 https://data.oireachtas.ie/ie/oireachtas/bill/2022/105/eng/initiated/b1… and https://www.gov.ie/en/press-release/74ed9-new-bill-to-tackle-hate-crime-and-hate-speech-includes-clear-provision-to-protect-freedom-of-expression/#:~:text=The%20new%20legislation%20will%20criminalise%20any%20intentional%20or,offence%20will%20be%20up%20to%20five%20years%27%20imprisonment

4 https://www.esafety.gov.au/research/adults-negative-online-experiences&…;

5 https://antibullyingcentre.b-cdn.net/wp-content/uploads/2022/02/DCU-Online-Abuse-Report.pdf

6 https://antibullyingcentre.ie/observatory/resource/understanding-adult-…

7 As only 4 respondents identified as non-binary, and 5 “prefer[red] not to say”, this group was deemed too comparably small to provide statistically reliable insights and thus the findings only report on men and women. 

8 This ethnic minority breakdown is broadly in keeping with CSO patterns (2016): https://www.cso.ie/en/releasesandpublications/ep/p-cp8iter/p8iter/p8e/ (However, due to low sample sizes for these groups, statistical comparisons were not always possible).

9 For example messenger, WhatsApp, etc. 

10 For example YouTube. 

11 For example Reddit. 

12 Torrent sites are websites where users share BitTorrent files of for example music, films, games, usually infringing copyrights – for example the Pirate Bay.

13 Ethnic minorities include African, any other Black background, Chinese, Indian/Pakistani/Bangladeshi, any other Asian background, Arabic, mixed background, Roma, and Irish Traveller. White people includes Irish White and any other White background.