The practice of cyberbullying in its various forms carried out by pupils has increased substantially. Many pupils, on a daily basis, are now using electronic devices such as mobile phones, smart phones and tablets, to transmit distressing messages and images to their peers. These often include the use of publicly accessible social networking sites, such as Facebook, Instagram and YouTube. Given this increase, cyberbullying in schools has been widely investigated by researchers in many countries. A common feature of cyberbullying is the moral disengagement of those who practise it, based on the desensitization of prosocial values and emotional empathy towards another person. A consensus has emerged regarding the importance of establishing anti-cyberbullying policies and practices, and the need to address cyberbullying within the school's pastoral care system and its personal and social education programme. However, few researchers have justified anti-cyberbullying practices within the framework of a particular educational theory. This paper examines how the theoretical and methodological assumptions underpinning a social pedagogy of pastoral care in schools can enable the education community to better understand and avert the moral disengagement which commonly underpins cyberbullying.