網路霸凌是近幾年因為網路科技發展而產生的社會問題，而與學生相關的事件在網路霸凌中又占有不小的比例，因此，本研究主要以教育法的觀點來分析校園網路霸凌立法與學校管理網路霸凌的問題，透過分析統整美國之法律判決解釋與學者論述等文獻，發現美國在網路霸凌立法上面臨到定義明確性的挑戰；另外在學校管理方面，本文從美國有關言論自由與網路霸凌相關判例，歸納學校管理介入網路霸凌（言論）的判斷可以廷克測試與教育剝奪兩點原則為主，並以「有限制的豁免權」與「違反該行為的法律」等兩點作為學校管理網路霸凌權限的法理基礎。但研究也發現目前美國在網路霸凌法制處理上仍有需要釐清的議題，最後並就此提出建議以供臺灣教育行政機關參考。

As internet technology continued to be developed, cyberbullying is a new social issue with a large percentage of students involved. Therefore, this study analyzes cyberbullying legislative approach and the boundary of school supervision by related laws, cases, researches, and official documents of the United States. The study found that the principle of clarity is the most difficult part for the legislation in the United States. In addition, this study reviewed cyberbullying laws, cases, and policies of the United States and conclude that the Tinker test and educational deprivations can be the references for school supervision of cyberbullying issues. The concepts of “qualified immunity” and “words violated laws directed not against speech” can also be legitimate reasons for school supervision. Still, there are unsolved law issues for both Taiwan and the United States government, and this study provided suggestions according to findings for educational administration.