<p>Teachers play a crucial role in the promotion of educational actions against cyberhate, cyberbullying, and cyber-dating violence among their students. This study aimed to analyse the relation between the characteristics and competencies of secondary education teachers and their promotion of educational actions against cyberhate, cyberbullying, and cyber-dating violence. The sample was composed by 728 teachers (55.8% female, mean_age = 44.66, SD = 9.50) from 40 secondary schools in the province of Cordoba (Spain). This cross-sectional, ex-post-facto, and multilevel study was conducted with self-report surveys. Teachers’ educational actions against cyberhate, cyberbullying, and cyber-dating violence were predicted by having a higher level of experience with students with specific diversity, social and emotional competencies, and digital competence. These findings emphasise the need for tailored teacher training programs and comprehensive school policies to strengthen teachers’ profile to address antisocial cyberbehaviours.</p>