The intense contact of the youngest generations with the Internet brings new demands to the school. How does the school see its role in this scenario? The research aims to identify and to analyze the social representations of the role of school in cyberbullying-related issues, from the speech of directors and/or pedagogical coordinators, and in the interaction between the school discourse and the media discourse. The field research was conducted in two stages: in the first one, cyberbullying materials were collected in mass media (three newspapers, three magazines, two radio stations and two television channels); in the second stage, interviews were carried out with directors and pedagogical coordinators of ten public schools in the city of Rio de Janeiro, located in different neighborhoods, randomly selected from a representative sample of 40 schools. The theoretical and methodological framework adopted is the Social Representations Theory, proposed by Serge Moscovici, and the Central Nucleus Theory, elaborated by Jean Claude Abric. The material of the two stages of the research was submitted to an analysis of content with the aid of Atlas TI software. The elements of the central nucleus of the social representations, common to the media and the interviews, were the relation between bullying and cyberbullying, Internet (more specifically, the social networking sites), and the role of the family. The role of school was identified as a central element in the media discourse, but not in the speech of the school managers. In the media discourse, school is represented as having an important role to play in preventing and combating cyberbullying, but it is seen as omissive and negligent. In the discourse of the managers, it is the family that is seen as neglectful.