Cited by 227Bullying, Victimization, and AggressionWorkplace Violence and BullyingHate Speech and Cyberbullying Detection

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Teachers’ and pupils’ definitions of bullying.

Naylor, Paul, Cowie, Helen, Cossin, Fabienne, de Bettencourt, Rita, Lemme, Francesca·2006·British Journal of Educational Psychology

DOI 10.1348/000709905x52229

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Abstract

BACKGROUND: Comparison of teachers' and pupils' definitions of bullying is important for considering the implications for reports of its incidence in schools, for the study of developmental trends in children's and adolescents' perceptions of the phenomenon and for evaluating the effectiveness of interventions designed to combat bullying. AIMS: To investigate the effects of gender, teacher/pupil status and, for pupils, bullied/non-bullied (target/non-target) status and age on the definition of bullying. SAMPLES: Teachers (N=225: 158 women, 67 men) and pupils (N=1,820: 466 boys, 460 girls were 11-12 years old, year 7, and 415 boys, 479 girls were 13-14 years, year 9) in 51 UK secondary schools participated in a questionnaire survey. A total of 557 of the pupils (117 girls and 117 boys aged 11-12 years, and 197 girls and 126 boys aged 13-14 years) reported that they had been bullied at some time in their present school. METHODS: Written questionnaire responses to the question, 'Say what you think bullying is' have been content analysed to derive two sets of categories, one of bullying behaviour and the other of effects of bullying on the target. RESULTS: Regarding both bullying behaviour and the effects of bullying on the target, teachers - by comparison with pupils - have been found to express more comprehensive ideas in their definitions. Specifically, pupils compared with teachers are more likely to restrict their definitions to direct bullying (verbal and/or physical abuse) and are less likely to refer to social exclusion, a power imbalance in the bully's favour and the bully's intention to cause the target hurt or harm and to feel threatened. Analysis of definitions on the bases of sex, pupil age and target/non-target status show that: targets are more likely than non-targets are to refer to the bully's physically and verbally abusive behaviour, and for Year 7 compared with Year 9 pupils, to suggest that bullies socially exclude targets; girls are more likely than boys are to mention verbal abuse and the effects on the target of 'Feels hurt/harm', but boys are more likely than girls are to construe bullying as involving repetition; older pupils are more likely than younger ones are to refer to a power imbalance in the bully's favour but, for bully targets, younger ones compared with older ones are more likely to invoke the idea of social exclusion in their definitions. CONCLUSIONS: The most important implication of the findings of this study that there are important differences between teachers' and pupils' definitions of bullying is that teachers need to listen carefully to what pupils have to say about bullying and work with and help them to develop their conceptions of the phenomenon. Some teachers, too, need to develop their conceptions of bullying.

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Egeberg, G. C., Thorvaldsen, S., & Rønning, J. A. (2016) · SensePublishers eBooks · doi:10.1007/978-94-6300-648-4_11 · Cited by 28
“Furthermore, from research on traditional bullying, we have learned that students perceive bullying differently from teachers (Stockdale et al., 2002, Naylor et al., 2006), and that younger children tend to include a wider range of negative conduct than their older peers (Frisen et al., 2008).”
Background
Bullying in schools: What is the problem, and how can educators solve it?
Strohmeier, D., & Noam, G. G. (2012) · New Directions for Youth Development · doi:10.1002/yd.20003 · Cited by 33
Bullying in New Zealand Schools: A Final Report
Green, V. A., Harcourt, S., Mattioni, L., & Prior, T. (2013) · Cited by 25
Do Research Definitions of Bullying Capture the Experiences and Understandings of Young People? A Qualitative Investigation into the Characteristics of Bullying Behaviour
Jeffrey, J., & Stuart, J. (2019) · International Journal of Bullying Prevention · doi:10.1007/s42380-019-00026-6 · Cited by 24
“…have explored the issues around defining and measuring both traditional and cyberbullying (Frisén et al. 2008; Hellström et al. 2015; Langos 2012; Naylor et al. 2006; Vaillancourt et al. 2008), further research remains important as inconsistencies may lead to errors in documenting prevalence…”
BackgroundResultInfluential
Depressive Symptoms Prospectively Predict Peer Victimization: A Longitudinal Study Among Adolescent Females
Morabito, D. M., Burani, K., & Hajcak, G. (2021) · Child Psychiatry & Human Development · doi:10.1007/s10578-020-01100-7 · Cited by 25
On the Front Lines: Educating Teachers about Bullying and Prevention Methods
Glasner (2010) · Journal of Social Sciences · doi:10.3844/jssp.2010.537.541 · Cited by 23
Divergence in aggressors' and victims' perceptions of bullying: A decisive factor for differential psychosocial intervention
Gordillo, I. C. (2011) · Children and Youth Services Review · doi:10.1016/j.childyouth.2011.04.002 · Cited by 23
Bullying affects: the affective violence and moral orders of school bullying
Lohmeyer, B. A., & Threadgold, S. (2023) · Critical Studies in Education · doi:10.1080/17508487.2023.2193421 · Cited by 22
“…and clarifications to Olweus’ emphasis on intention to harm (Sercombe & Donnelly, 2013), power imbalance (Horton, 2020; Jacobson, 2007) and repetition (Ey et al., 2019; Maunder & Crafter, 2018; Naylor et al., 2006), including claims that it lacks a sufficient evidence base (Volk et al., 2014).”
Background
Öğretmenlerin Akran Zorbalığına İlişkin Görüşleri ve Zorbalıkla Baş Etme Stratejileri
Akyol, N. A., YILDIZ, C., & Akman, B. (2017) · Hacettepe University Journal of Education · doi:10.16986/huje.2017032926 · Cited by 22
The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia
Muluk, S., Habiburrahim, H., Dahliana, S., & Akmal, S. (2021) · Englisia Journal of language education and humanities · doi:10.22373/ej.v8i2.8996 · Cited by 30
Australian Early Childhood Teachers’ Understanding of Bullying
Ey, L.-A., & Campbell, M. A. (2021) · Journal of Interpersonal Violence · doi:10.1177/08862605211006355 · Cited by 20
“, 2005) or only by a minority of teachers when defining bullying (Naylor et al., 2006).”
Background
Multiple perspectives on the targets and causes of school bullying
Wong, C.-T., Cheng, Y., & Chen, L. (2013) · Educational Psychology in Practice · doi:10.1080/02667363.2013.837030 · Cited by 20
Adolescents’ beliefs about harm, wrongness, and school policies as predictors of sexual and gender-based harassment.
Peter, C. R., Tasker, T. B., & Horn, S. S. (2016) · Psychology of Sexual Orientation and Gender Diversity · doi:10.1037/sgd0000199 · Cited by 20
Understanding and preventing bullying and sexual harassment in school.
Espelage, D. L., & Holt, M. K. (2011) · American Psychological Association eBooks · doi:10.1037/13274-016 · Cited by 19
Victimization and bullying among 8-year-old Finnish children
Santalahti, P., Sourander, A., Aromaa, M. E., Helenius, H. Y. M., Ikäheimo, K., & Piha, J. (2008) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-008-0688-6 · Cited by 19
“In the recent study of Naylor and colleagues [ 25 ] it was found that there are important differences between teachers’ and pupils’ definitions of bullying, with teachers expressing more comprehensive ideas in their definitions, including not only direct bullying but, for example, also social exclusion and a power imb…”
Background
Bullying. Description of the roles of victim, bully, peer group, school, family and society.
Canales, M. U., Oidor, C. A., Baena, V. S., & Ruíz, E. D. J. (2018) · International Journal of Sociology of Education · doi:10.17583/rise.2018.3547 · Cited by 19
“A survey of teachers and students in the United Kingdom indicates that both, when defining bullying, refer to the victim as a person who is physically and psychologically harmed, and who suffers fear because he is continually intimidated (Naylor, 2006).”
Background
Teachers’ Awareness and Sensitivity to a Bullying Incident: A Qualitative Study
Paljakka, A. (2023) · International Journal of Bullying Prevention · doi:10.1007/s42380-023-00185-7 · Cited by 27
“In a qualitative study by Naylor et al. (2006), for example, around 70% of the teachers invoked abuse of power as being a criterion of bullying.”
How students with autism spectrum conditions understand traditional bullying and cyberbullying
Hwang, Y., Dillon-Wallace, J. A., Campbell, M. A., Ashburner, J. K., Saggers, B. R., Carrington, S. B., & Hand, K. (2017) · International Journal of Inclusive Education · doi:10.1080/13603116.2017.1370736 · Cited by 20
“In addition, younger children compared with older ones (Naylor et al. 2006), and students compared with teachers (Vaillancourt et al. 2008), were more likely to restrict their understanding of bullying to direct bullying (e.g. physical abuse) rather than indirect bullying (e.g. social exclusion).”
BackgroundResult
Bullying among Adolescents: The Role of Cognitive and Non-Cognitive Skills
Sarzosa, M., & Urzúa, S. (2015) · National Bureau of Economic Research · doi:10.3386/w21631 · Cited by 19
Students' Perceptions of Bullying in Oklahoma Public Schools
Hughes, P. P., Middleton, K. M., & Marshall, D. D. (2009) · Journal of School Violence · doi:10.1080/15388220902910656 · Cited by 17
“Additionally, students tend not to define social bullying in their operational definitions of bullying ( Naylor, Cowei, Cossin, de Bettencourt, & Lemme, 2006 ), so most of social bullying goes unchallenged.”
Background
Two sides to the story: Adolescent and parent views on harmful intention in defining school bullying
Thomas, H. J., Connor, J. P., Baguley, C. M., & Scott, J. G. (2016) · Aggressive Behavior · doi:10.1002/ab.21694 · Cited by 17
“…definition of bullying are evident in adolescent perceptions of bullying, references to harmful intention are less frequently identified in spontaneous descriptions (Byrne et al., 2016; Fris en et al., 2008; Guerin & Hennessey, 2002; Madsen, 1996; Naylor et al., 2006; Vaillancourt et al., 2008).”
BackgroundInfluential
Teachers’ Attitudes Toward Bullying
Mazzone, A., Kollerová, L., & Norman, J. O. (2021) · Wiley eBooks · doi:10.1002/9781118482650.ch8 · Cited by 20
Creencias de docentes acerca del bullying
Valdés‐Cuervo, A. A., Nénninger, E. H. E., & Valenzuela, A. M. (2014) · Perfiles Educativos · doi:10.1016/s0185-2698(14)70637-3 · Cited by 16
Experiences Versus Perceptions: Do Students Agree That They Have Been Bullied?
Connell, N. M., Schell-Busey, N. M., & Hernández, R. (2018) · Youth & Society · doi:10.1177/0044118x18792437 · Cited by 19
“Generally, findings suggest that older students have more sophisticated definitions of bullying, recognizing the common themes of bullying such as repetition and power imbalances (Monks & Smith, 2006; Naylor et al., 2006).”
Influential
Children’s perceptions of bullying among peers through the use of graphic representation / Percepciones infantiles sobre el maltrato entre iguales a través de la representación gráfica
Romera, E. M., Rodríguez-Barbero, S., & Ruiz, R. O. (2015) · Culture and Education · doi:10.1080/11356405.2015.1006850 · Cited by 16
Bullying Acoso EscolarPreprint
Urra, M. (2017) · doi:10.31235/osf.io/fxsy3 · Cited by 16
“They are teaching us to deliver lessons and that is not all that teaching is …”: Exploring teacher trainees’ language for peer victimisation in schools
Fry, D. A., Mackay, K. M., Childers-Buschle, K. E., Wazny, K., & Bahou, L. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102988 · Cited by 15
Do teachers really underestimate the prevalence of bullying in schools?
Rigby, K. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09564-0 · Cited by 14
Wie zuverlässig sind Selbsteinschätzungen von Schülern zum Vorkommen von Bullying?
Hautzinger, M., Morbitzer, P., & Spröber, N. (2009) · Praxis der Kinderpsychologie und Kinderpsychiatrie · doi:10.13109/prkk.2009.58.2.81 · Cited by 14
How to Enhance Teachers’ Bullying Identification: A Comparison Among Providing a Training Program, a Written Definition, and a Definition with a Checklist of Bullying Characteristics
Chen, L., Sung, Y., & Cheng, W. (2017) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-017-0354-1 · Cited by 13
The Ratio of Bullying and Victimization among Turkish Elementary School Students and Its Relationship to Gender and Grade Level
Kartal, H. (2009) · Journal of Social Sciences · doi:10.1080/09718923.2009.11892729 · Cited by 13
“The possible reasons for participants’ tendency to tell about the bullying mainly to their friends and family can be related to the teachers’ opinions about bullying (Naylor et al. 2006) and to the fact that the students think that teachers’ efforts to deal with bullying are insufficient.”
Implementation of Antibullying Legislation in Iowa Schools: A Qualitative Examination of School Administrators’ Perceived Barriers and Facilitators
Bruening, R., Orengo‐Aguayo, R., Onwuachi-Willig, A., & Ramirez, M. R. (2017) · Journal of School Violence · doi:10.1080/15388220.2017.1322517 · Cited by 13
The representation of bullying in Italian primary school children: A mixed-method study comparing drawing and interview data and their association with self-report involvement in bullying events
Marengo, D., Settanni, M., Longobardi, C., & Fabris, M. A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.862711 · Cited by 12
“, physical and verbal aggression) when compared to students who had not been involved in bullying (Naylor et al., 2006).”
BackgroundResultInfluential
Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions
Pillay, J. (2021) · South African Journal of Childhood Education · doi:10.4102/sajce.v11i1.956 · Cited by 18
“Learners are more likely to define bullying as physical and verbal abuse whilst teachers include social exclusion, power imbalances, and threats to hurt others (Naylor et al. 2006).”
Background
The Importance of Being Attentive to Social Processes in School Bullying Research: Adopting a Constructivist Grounded Theory Approach
Forsberg, C. (2022) · International Journal of Bullying Prevention · doi:10.1007/s42380-022-00132-y · Cited by 12
“Previous literature shows how pupils’ definitions and understandings of bullying might be different compared to adults (Naylor et al., 2006).”
Background
Giving the benefit of the doubt: The role of vulnerability in the perception of Dark Triad behaviours
Chung, K. L., & Charles, K. E. (2016) · Personality and Individual Differences · doi:10.1016/j.paid.2016.05.059 · Cited by 12

Authors: Naylor, P., Cowie, H., Cossin, F., de Bettencourt, R., & Lemme, F.
Affiliations: University of Sheffield (GB)
University of Surrey (GB)
Corresponding author: Naylor, Paul
ORCID: Naylor, Paul
Cowie, Helen
Lemme, Francesca
Venue: British Journal of Educational Psychology
Publisher: Wiley
Published: 2006-09
Volume: 76
Issue: 3
Pages: 553-576
ISSN: 0007-0998 (ISSN-L)
2044-8279
DOI: 10.1348/000709905x52229
OpenAlex: W1980316240
Cited by: 227
References: 39
Citations by year: 2026: 7 · 2025: 4 · 2024: 3 · 2023: 7 · 2022: 8 · 2021: 14 · 2020: 8 · 2019: 14 · 2018: 14 · 2017: 14 · 2016: 19 · 2015: 18 · 2014: 15 · 2013: 14 · 2012: 15
FWCI: 10.33
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 1575 d)
Locations: British Journal of Educational Psychology (publishedVersion)
PubMed (publishedVersion)
LSHTM Research Online (London School of Hygiene and Tropical Medicine) (submittedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Workplace Violence and Bullying
Physical Sciences › Computer Science › Artificial Intelligence › Hate Speech and Cyberbullying Detection
Keywords: bullying, definition of bullying, teacher perceptions, student perceptions, social exclusion, power imbalance, gender differences, age differences, bullying victims, bullying intervention, high school students, verbal abuse, physical abuse
MeSH terms: Adolescent, Adult, Attitude, Child, Faculty, Female, Humans, Male, Terminology as Topic, Psychology, Surveys and Questionnaires, Social Behavior Disorders, Students, Violence, Observer Variation

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Teachers’ and pupils’ definitions of bullying.

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