Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals

Abstract

Abstract This study provides one of the first assessments of bullying based on the perceptions of victimized children and their parents, teachers, and school administrators. It augments the extensive quantitative research findings already reported in the literature. The qualitative methodology privileges the “lived experience” of study participants. Interviews were conducted with children in grades 4 and 5 who self-identified as having been bullied, their parents, and educators. This study provides evidence to suggest that several factors influence individuals’ perceptions and responses to particular bullying incidents. These factors include whether the incident matches an individual's definition, whether the child “fits” expectations about how victimized children behave and present themselves, and developmental features of bullying and what is considered normal.