Little research evidence exists for the mechanisms through which cyberbullying develops and is maintained. The purpose of the present was to investigate a social-ecological diathesis-stress model for cyberbullying. The study examined the unique and interactive effects of psychopathic traits, moral disengagement and school climate on cyberbullying and cybervictimization. A sample of 407 adolescents aged 15-18 years completed the Youth Psychopathic Inventory, the Moral Disengagement Scale, the School Climate Bullying Survey and the Personal Experiences Checklist. The structural equation models performed provided support for a social-ecological diathesis-stress model for cyberbullying and cybervictimization. Different effects were present for participants differing in the levels of self-reported psychopathy and gender. Implications for research and practice are discussed.