The main problem of this study is cyberbullying among school-age children. How widespread is this phenomenon in the Sverdlovsk region? What forms does cyberbullying take? Are there any differences between cyberbullying inside the school team, which is, in fact, the transfer of school bullying to the Internet, and cyberbullying outside the school team? The purpose of this paper is to study the problems of cyberbullying inside and outside school collectives and to compare statistical data on cyberbullying inside and outside school collectives with each other. Methodology and methods of research. The main research method is a survey in the settlements of the Sverdlovsk region, carried out in the form of a questionnaire with the support of the Institute for the Development of Education of the Sverdlovsk Region within the framework of scientific project No. 19-29-14176. A statistical method is the Fisher angular coefficient. The main results. Cyberbullying at school for almost all roles, except the aggressor, is presented more often than cyberbullying outside of school. At the same time, half of the forms of cyberbullying for the victim are more common within the school team. Most of the forms for the roles of persecutors (aggressor, instigator, ordinary participant) occur with equal frequency inside and outside the school team. Most of the forms of cyberbullying by respondents who indicated the role of a witness are more often observed outside of the school team. However, intentional ignoring in chats and communities as a form of bullying in any role is more common within the school team. Scientific novelty of the results. The current situation of cyberbullying in the Sverdlovsk region is shown. Separate forms of cyberbullying are also shown. The differences between the manifestations of forms of cyberbullying inside and outside the school team are demonstrated. The practical and theoretical significance consists primarily in fixing the state of affairs regarding Internet bullying among schoolchildren both inside and outside of school collectives, and the results of the article can also be used in the development of manuals (memos) for teachers to identify specific forms of cyberbullying. Meaningful conclusions. The results of the survey show that cyberbullying within the school team is more common than outside the school team. At the same time, the share of aggressors in cyberbullying within the school team and outside it coincides. Apparently, this is due to the fact that the aggressor in this survey is the one who attacks himself, at will, and not at someone’s suggestion / order, and this depends primarily on the character, and not on interaction with the rest of the team. individual forms, as a rule, indicate the direct transfer of offline methods of bullying to online, if possible (boycott, ignoring); forms inherent primarily in online communication dominate in extracurricular bullying. It is required to teach students the skills of safe behavior on the Internet, the development of secure Internet services and psychological and technical support services online.