This study, using a socio-ecological model of bullying, examines how school staff, in a Swedish municipality, identify and deal with cyberbullying among primary school pupils, focusing on gender differences to better inform staff participation in the municipality’s anti-bullying strategy. Twenty-five (25) semi-structured interviews were conducted with staff members (including non-teaching staff). Results indicate that cyberbullying, predominantly occurring outside school, impacts educational activities and practices within it. Results also suggest a higher prevalence of cyberbullying among girls. Seven anti-­cyberbullying strategies employed by school staff to identify, intervene in, prevent and deal with cyberbullying among primary school pupils were indicated, providing additional insights into the unique socio-ecological context in which cyberbullying takes place, characterized by ubiquitous ‘twenty-four-seven’ availability. The implications of identifying cyberbullying and addressing initiatives related to this form of bullying in schools are also discussed.