The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Teachers’ and pupils’ definitions of bullying.
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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In the citing paper
“while harm inflicted on victims is a salient feature in their definition of bullying (Madsen, 1996; Naylor et al., 2006).”
From 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 (2022) · cites this paper as Naylor et al., 2006
In the citing paper
“young children tend to differentiate only between non-aggressive and aggressive acts, viewing the latter as bullying even when they do not involve bullying behavior (e.g., children of equal power fighting over a misunderstanding)”
From 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 (2022) · cites this paper as Naylor et al., 2006
In the citing paper
“males are more likely to describe observable behaviors that may occur in bullying incidents”
From 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 (2022) · cites this paper as Naylor et al., 2006
In the citing paper
“children are more likely to refer to direct victimization (physical and verbal) compared to their teachers, who in turn tend to refer also to indirect forms of bullying (e.g., social exclusion; Naylor et al., 2006).”
From 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 (2022) · cites this paper as Naylor et al., 2006
In the citing paper
“females’ representations of bullying appear to focus more on the impact of bullying and the emotional well-being of the victims”
From 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 (2022) · cites this paper as Naylor et al., 2006
In the citing paper
“in turn adolescents and adults have a more complex understanding of bullying, successfully distinguishing between direct and indirect forms of physical, relational/social, and verbal bullying behaviors”
From 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 (2022) · cites this paper as Naylor et al., 2006
In the citing paper
“Some data show that females tend to report more verbal abuse than males (Naylor et al., 2006).”
From 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 (2022) · cites this paper as Naylor et al., 2006
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Bullying in Schools: A Survey of the Experience of Looked after Children
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“…from school for bullying 2, 6.2% Asked to stay back after school for bullying 1, 3.1% Did not bully other children but thought they could be persuaded 2, 6.2% to join in 54 ADOPTION & FOSTERING VOLUME 31 NUMBER 3 2007 operate from different definitions of the problem (Naylor et al, 2006).”
InfluentialChildhood Disability-Related Abuse: A Retrospective Proof-of-Concept Study
Lund, E. M., Corr, C. P., Kinavey, E., Mott, K. N., Chowdhury, D., Hammond, M., Thomas, K. B., & Schultz, J. C. (2019) · Journal of Interpersonal Violence · doi:10.1177/0886260519879240 · Cited by 11
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der Westhuizen, C. N. V., & Maree, J. G. (2010) · UpSpace Institutional Repository (University of Pretoria) · Cited by 11
Stone, S. I., Astor, R. A., & Benbenishty, R. (2009) · International Journal of Educational Research · doi:10.1016/j.ijer.2009.07.002 · Cited by 11
Secondary school teachers’ and pupils’ definitions of bullying in the UK: a systematic review
O’Brien, N. (2009) · Evidence & Policy · doi:10.1332/174426409x478761 · Cited by 11
“For example, in terms of prevalence, Oliver and Candappa (2003) report that direct bullying, in the form of physical abuse, was higher for boys but that, on the whole, similar levels of name-calling for both sexes were apparent.”
BackgroundLohmeyer, B. A. (2022) · British Educational Research Journal · doi:10.1002/berj.3835 · Cited by 10
Pre-service Special and General Educators’ Perceptions of Bullying
Rose, C. A., Monda‐Amaya, L. E., & Preast, J. L. (2018) · Exceptionality Education International · doi:10.5206/eei.v28i2.7764 · Cited by 10
“While these are not novel findings (see Naylor et al., 2006), they do reinforce the importance of teacher education and intervention.”
BackgroundDevelopmental and gender differences in elementary school children’s recognition of bullying
Bratica, R. B., & Stoner, G. D. (2012) · Pastoral Care in Education · doi:10.1080/02643944.2012.679952 · Cited by 9
“Naylor et al. (2006) found in a sample of children aged 11–14 that a similar proportion of both boys and girls (65”
BackgroundResultInfluentialAdolescent’s unambiguous knowledge of overcoming bullying and developing resilience
Garner, I. W., & Boulton, M. J. (2016) · Journal of Occupational Therapy Schools & Early Intervention · doi:10.1080/19411243.2016.1162761 · Cited by 9
“These findings indicate an inadequacy in the current school teaching of bullying and how to overcome it (Naylor et al., 2006).”
BackgroundInfluentialSchool Level Predictors of Bullying Among High School Students
Boswell, M. A. (2016) · UKnowledge (University of Kentucky) · doi:10.13023/etd.2016.043 · Cited by 10
Peer Victimization in Students who are Deaf and Hard of Hearing: Exploring Educational Placement
Lund, E. M., & Ross, S. W. (2016) · NSUWorks (Nova Southeastern University) · Cited by 8
¿Qué dicen los adolescentes sobre el acoso escolar?
Postigo‐Zegarra, S., Schoeps, K., Ordonez, A., & Montoya‐Castilla, I. (2019) · Anales de Psicología · doi:10.6018/analesps.35.2.301201 · Cited by 34
Understanding Why Children and Young People Engage in Bullying at School
Cowie, H. (2010) · doi:10.1002/9780470976586.ch3 · Cited by 8
McCuddy, T., & Esbensen, F. (2021) · Crime and delinquency · doi:10.1177/00111287211005398 · Cited by 8
“For example, female students are more likely than males to identify verbal (e.g., saying mean things, spreading rumors) and relational (e.g., excluding from activities) types of behavior as bullying (Carbone-Lopez et al., 2010; Naylor et al., 2006).”
BackgroundMinority Voices: A Case Study of Children and Parents in a Manchester Primary School
Winterbottom, C., & Leedy, A. K. (2013) · Early Childhood Education Journal · doi:10.1007/s10643-013-0616-3 · Cited by 7
“…major concerns in their interactions with peers throughout the typical school day, teachers and parents must also consider, as illuminated by Naylor et al. (2006), that depending upon the age and gender of the child, considerably less sophisticated definitions of events of bullying may…”
BackgroundStudents’ Perspectives on Bullying
Forsberg, C. (2016) · Linköping studies in behavioural science · doi:10.3384/diss.diva-123925 · Cited by 9
Gong, Z., Tang, Z., Zhou, J., Han, Z., & Zhang, J. (2024) · Children and Youth Services Review · doi:10.1016/j.childyouth.2024.107693 · Cited by 6
Gender-Based Effects of Frames on Bullying Outcomes
Stark, A. M., Tousignant, O. H., & Fireman, G. D. (2019) · The Journal of Psychology · doi:10.1080/00223980.2019.1578192 · Cited by 6
Baar, P. (2012) · Utrecht University Repository (Utrecht University) · Cited by 6
Características do bullying na percepção de alunos e professores de uma escola de ensino fundamental
Santos, M. M., & Kienen, N. (2014) · Temas em Psicologia · doi:10.9788/tp2014.1-13 · Cited by 5
Confronted with Bullying when You Believe in a Just World
Voss, D., & Newman, L. S. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.634517 · Cited by 5
“While cases of verbal aggression, social exclusion and peer rejection have each been linked to negative, long-term detrimental psychological effects (Bauman and Del Rio, 2006), observers tend to empathize less with victims of indirect bullying (Duy, 2013), report indirect bullying as being less serious than cases of d…”
BackgroundThe Phenomenon of Bullying: A Case Study of Jordanian Schools at Tafila
Almahasnih, A. F. S. (2019) · World Journal of Education · doi:10.5430/wje.v9n1p243 · Cited by 5
“Naylor et al. (2006) study aimed to explore the types of bullying and characteristics of bullies in a sample of 225 teachers and 1820 female and male students between 9-14 years old in 51 schools in UK.”
BackgroundMallory, S. B. (2014) · doi:10.7916/d8j67dz7 · Cited by 6
“Participants were provided with a description of bullying consistent with descriptions (Naylor et al., 2006; Hunter et al., 2007) provided earlier and asked to include themselves in the bullying and victimization rating scales.”
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South African Educators' Understanding of Bullying
Wet, C. D., & Jacobs, L. (2013) · Journal of Psychology in Africa · doi:10.1080/14330237.2013.10820633 · Cited by 4
“According to Cowie and Jennifer (2008), as well as Naylor et al. (2006) this may be attributed to differences in educators’ and learners’ perceptions and definitions of bullying.”
BackgroundTo 'snitch' or not to 'snitch': Using PAR to explore bullying in a Private Day and Boarding School.
O’Brien, N. (2016) · doi:10.13140/rg.2.2.23076.88967 · Cited by 4
“…research shows that discrepancies exist in what young people and adults consider bullying to be (Menisini et al., 2002; Oliver and Candappa, 2003; Naylor et al. 2006); secondly there is a reluctance from adults and students2 to identify bullying and label children and young people3 as ‘bullies’.”
BackgroundGarii, B. (2008) · Action in Teacher Education · doi:10.1080/01626620.2008.10463483 · Cited by 4
“…April 9,2006; September 27,2007), we spent a day (5 hours) exploring aspects of school bullying and harassment, including those who are at risk; the roles of the bully, the bullied, and the bystanders; and the pervasive and oftenimplicit nature of harassment and bullying (Naylor et al., 2006).”
BackgroundAllen, K. (2014) · The Qualitative Report · doi:10.46743/2160-3715/2014.1287 · Cited by 4
Gender differences in bullying and perceptions of bullying
Brzezinski, M. S. (2016) · Rowan Digitals Works (Rowan University) · Cited by 4
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Chester, K., Whiting, L. S., Spencer, N. H., & Brooks, F. M. (2023) · British Journal of Child Health · doi:10.12968/chhe.2023.4.1.19 · Cited by 3
“Our findings may also reflect the predominantly female interviewees, as research has found that girls are more likely than boys to refer to relational behaviours when defining bullying (Naylor et al, 2006; Hellström et al, 2015).”
Liu, L., Huang, Y., Liu, X., & Zhang, L. (2024) · Social Psychology of Education · doi:10.1007/s11218-024-09965-5 · Cited by 3
“School bullying involves a power imbalance and includes direct physical/verbal abuse and social exclusion that is repeated over time, possibly resulting in long-term anxiety (Naylor et al., 2006 ).”
Bullying: una mirada desde la Salud Pública
Wolf, C., & Karim Esteffan, S. (2010) · Revista Chilena de Salud Pública · doi:10.5354/rcsp.v12i3.2217 · Cited by 3
Lui, Y., Campbell, M. A., & Whiteford, C. (2022) · Springer eBooks · doi:10.1007/978-3-031-13559-0_35 · Cited by 3
Mexican American Male Masquerades in the Institution as Bully
Oesterreich, H. A., Sosa-Provencio, M. A., & Anatska, T. (2016) · Journal of Latinos and Education · doi:10.1080/15348431.2016.1229616 · Cited by 4
The Problem with Bullying: Lessons Learned from Modelling Marginalization with Diverse Stakeholders
Xanthopoulou, T. D., Prinz, A., & Shults, F. L. (2022) · Springer proceedings in complexity · doi:10.1007/978-3-030-92843-8_22 · Cited by 3
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A peer victimisation scale based on a behavioural consequences measurement strategy
Han, J., Xia, J., He, Q., Shao, Y., Zhan, Y., Liu, G., & Wang, X. (2015) · Singapore Medical Journal · doi:10.11622/smedj.2015144 · Cited by 3
“Furthermore, even if there is repeated bullying behaviour at a particular frequency, it may not meet the criteria for harmful peer victimisation.(12) It is also difficult to determine what should be included in these ‘lists of acts’ assessments.”
BackgroundMethodOkeke, C. I. O. (2012) · EDUCARE Journal of Primary Education · doi:10.2121/edu-ijes.v5i1.261.g260 · Cited by 3
The Use of Literature to Combat Bullying
Labadie, A. L. R. (2013) · Florida International University Digital Commons (Florida International University) · Cited by 3
Moral Disengagement from Bullying: The Effects of Gender and Classroom
Kollerová, L., Janošová, P., & Říčan, P. (2014) · The New Educational Review · doi:10.15804/tner.14.37.3.22 · Cited by 3
Preventing Bullying in School and Work Contexts
Coyne, I. J., & Campbell, M. A. (2017) · Oxford University Press eBooks · doi:10.1093/acrefore/9780190264079.013.14 · Cited by 3
I know it when I see it: How urban Latinx parents describe bullying
Landers, E., Howerter, C., Harris, K., & McBrayer, J. S. (2024) · Children and Youth Services Review · doi:10.1016/j.childyouth.2024.107642 · Cited by 2
Bullying in Public Schools in Missouri
Copeland, D. A. (2009) · Digital Commons (Liberty University) · Cited by 2
Beliefs of Violence-Sensitive and Violence-Tolerant People
Brell, A. (2007) · Journal of Media Literacy Education · Cited by 2
Monitoring bullying behaviours may not enhance principal's awareness of the prevalence
Fröjd, S. A., Saaristo, V., & Ståhl, T. (2013) · School Leadership and Management · doi:10.1080/13632434.2013.849683 · Cited by 2
“12 The discrepancy in pupil-perceived and Principal-estimated bullying may to some extent be due to different definitions of bullying as understood by teachers and pupils (Naylor et al. 2006; Menesini, Fonzi and Smith 2002; Pakaslahti and Keltikangas-Järvinen 2000).”
BackgroundBullying Perceptions: Understanding Students With and Without Disabilities
Simpson, S. B. (2015) · Cited by 2
Impact of a varied understanding of school bullying
Chandler, T. (2017) · Journal of Aggression Conflict and Peace Research · doi:10.1108/jacpr-10-2016-0259 · Cited by 2
“This finding is consistent with Gordillo’s (2012), Vaillancourt et al. (2008), Naylor et al. (2006) and Guerin & Hennessey’s (2002) research.”
ResultEthical relationships in the teaching profession in Slovakia
Gluchmanová, M. (2016) · PhilPapers (PhilPapers Foundation) · Cited by 2
Bullying, acoso escolar. Definición, prevalencia y propuestas de actuación
Canales, M. U., & Torres, F. R. (2020) · Episteme Revista de Estudios Socioterritoriales · doi:10.15332/27113833.6116 · Cited by 2
“…una encuesta realizada a profesores y a alumnos del Reino Unido nos indica que ambos, a la hora de definir el bullying , hacen referencia a la víctima como una perso-na a la que se le infringe daño físico y psicoló-gico, y que sufre temor porque es amedrentado continuamente (Naylor et al., 2006).”
BackgroundBehavioural and psychosocial factors associated with cyberbullying
Pillay, C. L. (2012) · Cited by 2
The established and the outsiders : cyberbullying as an exclusionary process
Corliss, C. L. (2017) · Enlighten: Theses (The University of Glasgow) · Cited by 2
The internet playground : one school's experience of cyberbullying
Ryan, S. (2017) · UTAS Research Repository · doi:10.25959/23240192 · Cited by 2
Pagliarani, S., & AlGhamdi, M. H. (2025) · School Mental Health · doi:10.1007/s12310-025-09762-1 · Cited by 1
“Nonetheless, the evidence indicates how often students and school authorities have a different perception of bullying, what constitutes bullying, and how to address it (Dake et al., 2004; Mishna et al., 2006; Naylor et al., 2006).”
Aslan, H. (2025) · Siirt Eğitim Dergisi · doi:10.58667/sedder.1822691 · Cited by 1
Chen, Y. (2026) · International Journal of Bullying Prevention · doi:10.1007/s42380-026-00367-z · Cited by 1
Exploring UK teachers’ Perceptions and Management of Banter versus Bullying
Betts, L. R., Steer, O. L., Abell, L., Buglass, S. L., Boateng, M., & Alborough, J. (2026) · Journal of School Violence · doi:10.1080/15388220.2026.2699681 · Cited by 1
Kwon, K. N. (2017) · Korean Journal of Child Studies · doi:10.5723/kjcs.2017.38.1.217 · Cited by 1
Bullying in Cyprus: Perceptions regarding the pupils’ involvement
Madoglou, A., & Dimitriou, S. (2020) · Psychology the Journal of the Hellenic Psychological Society · doi:10.12681/psy_hps.23271 · Cited by 1
Palavras Mágicas: solução instantânea para questões pedagógicas?
Gomes, L. R., Gruschka, A., & Zuin, A. Á. S. (2021) · EDUCAÇÃO E FILOSOFIA · doi:10.14393/revedfil.v35n73a2021-57274 · Cited by 1
How Middle School Principals of Small Rural Schools Address Cyberbullying
Force, C. M. (2016) · IGI Global eBooks · doi:10.4018/978-1-5225-0988-2.ch005 · Cited by 1
O’Brien, N. (2014) · Anglia Ruskin Research Online (Anglia Ruskin University) · Cited by 1
How Middle School Principals of Small Rural Schools Address Cyberbullying
Force, C. M. (2016) · International Journal of Cyber Behavior Psychology and Learning · doi:10.4018/ijcbpl.2016010102 · Cited by 1
EXPLORATION OF MOBILE APP ASA REPORTING SOLUTION TO BULLYING IN INDIAN SCHOOLS
SHAH, A. (2020) · INTERNATIONAL JOURNAL OF COMPUTER APPLICATION · doi:10.26808/rs.ca.i10v5.04
DeBora, G. R. (2013) · California State University ScholarWorks (system-wide DSpace) · Cited by 1
The relationship between bullying and trauma among adolescent male learners.
Penning, S. L. (2009) · ResearchSpace (University of KwaZulu-Natal) · Cited by 1
Teachers’ attitudes with regard to bullying at a high school in the Cape Metropole
Morgan, B. I. (2011) · Cited by 1
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The Effects of Bibliotherapy on the Bullying Behaviors of Adolescents
Batavia, A. V. (2012) · Cited by 1
Vitoroulis, I. (2015) · uO Research (University of Ottawa) · doi:10.20381/ruor-4372 · Cited by 1
“…are less likely to incorporate intentionality, power imbalance, and repetition in their conceptualization of bullying (Vaillancourt et al., 2008) especially in younger ages, whereas parents or teachers are more likely to include these characteristics (Naylor et al., 2006; Smorti et al., 2003).”
BackgroundWolfe, E. (2017) · The University of Queensland · doi:10.14264/uql.2017.837 · Cited by 1
Is Drama the New Bullying? Differentiating Bullying and Drama Among College Students
Magner, K. (2019) · doi:10.22215/etd/2019-13446 · Cited by 1
Behavioral Profiles of Bullying and Victimization in Adolescents With Special Needs
Kloosterman, P. H. (2014) · QSpace (Queen's University Library) · Cited by 1
Dan Olweus and School Bullying Research in China
Zhang, W., & Ji, L. (2025) · doi:10.1002/9781394173556.ch9 · Cited by 1
Allen, K. P., & Swanson, D. P. (2012) · UR Research (University of Rochester) · Cited by 1
Teacher Intent and Involvement in Incidents of Student Bullying: A Multiple Case Study
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Dehumanization: As It Is Present Within Bullying Behaviors In An Anti-Bullying Program
Amos, K. (2020) · Digital Scholarship - UNLV (University of Nevada Reno) · doi:10.34917/5363853
Where Does Bullying Exist in Children's Everyday Experiences of School?
Nassem, E. M. (2012) · University of Huddersfield Repository (University of Huddersfield)
Bullying in New Jersey: what has been done and what is going on
Larsen, S. (2013) · Rowan Digitals Works (Rowan University)
Mobbning i skolan: Svenska lärares och niondeklassares bedömning av olika mobbningsformer
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Contextual Influences on the Perception of Bullying Behaviours for Youth in New Zealand
Jeffrey, J. S. (2015) · doi:10.26686/wgtn.17012501
“Previous research has already demonstrated that young people are likely to have differing definitions of bullying from academia (Naylor et al., 2006; Smith et al., 2002).”
BackgroundResultGroup processes and children's responses to bullying
Jones, S. E. (2011) · ORCA Online Research @Cardiff (Cardiff University)
Perceptions of middle school bystanders to bullying incidences
Beasley, E. W. (2015) · ScholarWorks (Walden University)
I kooliastme õpetajate ja lapsevanemate arusaam koolikiusamisest
Jõgisuu, S. (2011) · DSpace repository (University of Tartu)
McGraw, S. R. (2012) · HELIN Digital Commons
examensarbete Våren 2010 Sektionen för Hälsa och Samhälle Socialt arbete
Sjögren, L., Olsson, S.-E., & Giertz, A. (2010)
To help or defend? Associations of empathy and social support with bystander response to bullying
Burns, J. (2015) · e-space (Manchester Metropolitan University)
Litwinczuk, K. (2012) · Rowan Digitals Works (Rowan University)
Investigating the antecedents of cyberbullying
Suhairi, A. B. H., Yusof, N., & Adrian, M. B. (2013)
Witnesses to the bullying scene : a narrative analysis of pre-adolescent bystanders.
Rogers, S. J. (2016) · ResearchSpace (University of KwaZulu-Natal)
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Prakapas, R., & Liubeckaitė, J. (2013) · Social Work Experience and Methods
"My Teacher Doesn't Like Me"-A Qualitative Exploration into Teacher Bullying
Durante, J. A. (2016) · ERA: Education and Research Archive (University of Alberta) · doi:10.7939/r3tm72831
In Their Own Words: How Do Students, Parents, and Teachers Decribe Cyberbullies?
Welker, K. J. (2014) · ERA: Education and Research Archive (University of Alberta) · doi:10.7939/r30p0x02w
Homophobic bullying and school leadership: an associated view
Farrelly, G. (2014)
Metadata
- 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
- 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
- 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
- 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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