Adolescent Stalking Experiences: A Qualitative Exploration of the Nature, Impact & Support Needs of Victims & Perpetrators

Introduction
Contemporary research on youth stalking has tended to focus primarily on prevalence and stalker characteristics (Logan, Leukefeld, and Walker, 2002). The absence of young people’s voices on the issue means that significant knowledge gaps remain about the complexity of stalking experiences.

This report presents the qualitative findings of a British Academy small research grant study carried out in 2024 by the University of the West of Scotland in partnership with Scotland's dedicated stalking charity, Action Against Stalking. The research provides insights into young people’s perceptions and definitions of stalking and the work of practitioners who support them. This includes an exploration of the interplay of factors influencing their decisions to disclose their experiences as both victims and perpetrators.

Methodology
The aim of the project was to address the following three questions:
o In what ways is stalking perceived and recognised by adolescents?
o How do adolescents respond to stalking victimisation?
o What are the social emotional and health consequences of ‘harms’ associated with being a victim of stalking?

The research team used several data collection approaches to aid engagement across different digital platforms, in addition to face-to-face. In total seventeen young people aged 14 -21 were interviewed as part of the study. A further eight practitioners were interviewed about their experiences of working with young victims of stalking. Thematic analysis identified key patterns and themes across interviews.

Key Findings
Young people have difficulty recognising stalking-related behaviours due to the erosion of personal boundaries in shared online social spaces, and cultural shifts in perceptions of fear and risk. Enhanced visibility and significant widening of young people’s media networks provide greater online exposure to others. The open sharing of personal information and images reduces barriers and normalises ‘being watched’. This makes it harder for young people to recognise potentially harmful or intrusive behaviours. Indeed, early indications of stalking tend to be viewed as acts of ‘flattery’, ‘interest’ or ‘passion’.

Stalking can include a diverse range of on and offline individual & group dynamics, with stalkers using a range of creative methods. Perpetrators can be obsessively determined and employ constantly changing strategies, with frequent movement between apps & technological approaches.

Practitioners and young people refer to the blurring of boundaries between stalking and other online harms, including cyberbullying, harassment and non-consensual image sharing. These similarities reflect the nuanced forms of deception and deceit which seek to isolate and shame victims. Similarly, the perpetrator/victim nexus is not clearly defined and often reflects a blurring of boundaries. Amid complex relationships, it can be difficult for young people to have self-awareness or acknowledgement of the serious impact of their own and others’ behaviours. or to apply particular labels to these behaviours.

The ability to remain anonymous online makes it hard for the victim to evidence behaviours. They struggle to convince others, including the police. At the same time, the very public nature of stalking creates a deep sense of shame, anxiety and embarrassment. Young people frequently take steps to manage things themselves in the early stages of their victimisation and will not reach out for help until ‘crisis point’.

Attempts to minimise stalking leads to avoidance of social situations, which only intensifies anxieties and leads to feelings of isolation. Every participant receiving professional support talked about the sense of relief and empowerment they felt for finally having their concerns validated.

Generational and cultural misunderstandings about youth social practices on social media can mean that young people’s concerns might initially be taken less seriously than adults. Similarly, young people’s lack of confidence in professionals’ abilities to navigate the online environment means that they are not always seen as a credible source of information about technology, or online social relationships. In some cases, this can increase reluctance to request support.

Existing practitioner training can be ill-conceived and based on outdated assumptions about youth behaviours. Interventions should involve multi-agency working to bridge communication gaps and put in place sufficient safeguarding, information-sharing and signposting, particularly where young people are vulnerable or diagnosed as neurodiverse (also see Deuchar, McLean & Holligan, 2024). Adopting a more challenging approach to existing knowledge may enable young people s to more easily recognise elements of bullying, control and fear.

Recommendations
1. Further research is required to explore in greater detail young people’s interpretations of stalking and other online harms. Where possible, this should include a particular focus on perpetrator experiences.

2. There is a need for young people to work with practitioners, police and educational institutions to create educational resources that can be used on university campuses, schools and other places frequented by young people. This should focus less on risk-assessment and more on challenging stereotypes via self-empowerment & the promotion of healthy relationships.