Bullying generally has been shown to have a number of negative outcomes for student well-being. IEA's TIMSS (Trends in Mathematics and Science Study) 2019 data shows that cyberbullying is correlated with traditional forms of bullying and is particularly relevant in more recent times. The relationship between the two forms of bullying is strong and varies considerably among the participating TIMSS 2019 countries. Evidence from TIMSS reveals that, while cyberbullying has a relatively high incidence in all educational systems, it also reflects regional and gender differences with boys experiencing higher levels of cyberbullying than girls. Importantly, overall, cyberbullying is negatively associated with mathematics achievement in the eighth grade.