International Journal of Education ISSN 1948-5476 2019, Vol. 11, No. 2 http://ije.macrothink.org 126 Educational Intervention Program for Coping with Youth Cyberbullying, Based on Bystanders' Involvement Dorit Olenik-Shemesh 1,* , Tali Heiman 1 & Yael Zur 1 1 Education and Psychology Department, The Open University of Israel, Israel *Corresponding author: Education and Psychology Department, The Open University of Israel, 1 University Road, Raanana, Israel. Tel: 972-544-508-787. E-mail: doritol@openu.ac.il Received: March 25, 2019 Accepted: April 21, 2019 Published: June 24, 2019 doi:10.5296/ije.v11i2.14999 URL: https://doi.org/10.5296/ije.v11i2.14999 Abstract The current article presents an intervention program for coping with cyberbullying, focused on the role of bystanders, as well as evaluation of the program’s effectiveness. While most intervention programs for coping with cyberbullying focus on deterring cyber-perpetrators or assisting cyber-victims, the program presented in this study focuses on the role of bystanders in coping with cyberbullying, providing assistance to victims and strengthening their circle of support. Based on the results of a previous study, a unique intervention program was developed, implemented, and evaluated. The program consisted of six instructional experiential meetings addressing the following topics: noticing the cyberbullying event, interpreting it as an emergency, identifying and emphasizing the abuse, taking responsibility for the event, gaining knowledge and discussing effective ways to intervene and report and more. The homeroom teachers presented the intervention program after receiving training. 418 adolescents participated, divided into experimental (N=215) and control (N=203) groups, 219 boys and 199 girls; average age: 13.2, SD: 0.43. Before and after the program, they completed a cyberbullying questionnaire, a self-efficacy scale, and an empathy scale.The results show a 12.4% decrease in students reporting of cyber- victimization and an increase in the percentage of bystanders who reported cyberbullying instances to teachers, an increase in students who ignored posts, and a decrease in the percentage of students sharing posts. Implications for further development of the intervention program and research are discussed. Keywords: Intervention Program, Youth Cyberbullying, Bystanders