A Multi-Faceted Definition of School Bullying

Bullying involves maltreatment which ranges from mild to severe. The individual feels it is difficult to defend themselves, but there does not have to be a clearly defined power imbalance for bullying to occur. These negative experiences vary in severity; there are clear forms of bullying and ‘grey’ areas. Bullying includes forms that are verbal (for example, name-calling), psychological (for example, humiliation), physical (for example, being hit) and relational (for example, ostracism). Occasional name-calling or teasing that does not upset an individual is a ‘grey’ area which is not automatically considered as bullying, but it is not safe to assume that mild name-calling and teasing is not bullying. Teasing and name-calling which causes distress are considered to be on a spectrum of bullying. However, individuals may conceal their distress so further investigation is needed to find out if bullying is present. Individuals may intentionally or unconsciously engage in bullying.

Children’s perceptions of what constitutes bullying vary, although there are some experiences that most would identify as bullying. When individuals are bullied their behaviour often becomes more closely observed, their differences are highlighted and they become increasingly pressured to conform. Consequently, once people are targeted, they can become susceptible to further bullying. Most children do not report bullying because they are frightened that it will escalate; consequently they usually feel entrapped. Children who engage in bullying or who are victimized often do not label themselves as a ‘bully’ or ‘victim’ because they feel the way the terms are traditionally used stigmatise them and do not consider the complexities involved. It is therefore important to investigate beyond the ‘bully’ and ‘victim’ labels to consider the nuances and underlying issues which contribute to bullying. However, there are cases when children who persistently engage in bullying or are frequently victimized are likely to be labelled as ‘bullies’ or ‘victims’, for example, by pupils and teachers. Furthermore, children do not tend to label themselves as ‘bystanders’ who simply observe the bullying process, and are more adversely affected by bullying, and involved in it, than most research typically considers.

Bullying can be persistent but does not have to be, particularly if it causes distress between individuals such as fear of repeated aggression. Bullying can happen in any relationship, for example, between friends. Systemic bullying is where certain children are distressed because they belong to a stigmatized group, for example, children in the lowest set are upset because they think they are perceived as ‘thick’. Systemic bullying can underly bullying between pupils, and pupils and staff as individuals may reinforce institutional and societal inequalities by victimising those positioned as ‘vulnerable’, for example victimizing children with learning difficulties.