Although bullying aggression has been around for a long time, cyberbullying poses a unique and severe threat. With the advent of the internet and digital platforms, a bully can attack anytime and anywhere with exponential and repeatable damage. Before digital media, rumors or singular events were hurtful but did not have the added "sting" of re-living the event pervasively with the same intense exposure as the digital age can now provide. This quantitative correlational study is a secondary analysis of data collected by the National Center for Education Statistics (NCES) from 2,762 public school principals or school administrators participating in the 2017-2018 School Survey on Crime and Safety (SSOCS). The variables are Mental Health Programs, Family Community Partnerships, Professional Development Programs and Policies, and Limitations on Crime Prevention as they are associated with Cyberbullying. The results of this study showed that Mental Health Programs in and outside of school had a weak and statistically significant negative association with cyberbullying occurrences, environmental impact, and staff resources used at least once a month or occasionally. Limitations on Crime Prevention had a statistically significant correlation with cyberbullying occurrences, environment impacted, and staff resources used at least once a month or on occasion. From these relationships, the relationship that holds the most significant promise for principals is creating Mental health programs and policies that enforce clear federal and state laws preventing violence in schools. Further, teacher training and community involvement are excellent ways to make cyberbullying more visible and a safer school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]