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The conceptualization and operationalization of school bullying has been a topic of debate in recent years (see Olweus, 2013; UNESCO, 2024; Volk et al., 2014; WABF 2021; 2023). It’s also known that students, school staff, and researchers may not perceive the topic in identical ways (Mahon et al., 2023; Rigby, 2018). The current paper explores how students and school staff understand the phenomena, and to what extent conceptualization of bullying affects behavioral and emotional responses. The paper primarily draws on interview data collected in Finland among middle school teachers, principals, special education teachers and school counselors (collected in 2020; N = 38). Qualitative content analysis is used to explore similarities and differences between occupational groups with regards to their conceptualization of and reactions to bullying behavior. In addition, cross-sectional survey data from middle and secondary school students (collected in 2017, N=3,360) and momentary assessment (EMA) data with 7th grade students (collected in 2021, N = 70) is analyzed by means of linear regression and dynamic structural equation models to assess between- and within-person correlates of bullying victimization self-identification. Results are synthesized in relation to previous and current theoretical concepts of bullying, and practical implications for teachers and school staff are discussed.
| Please indicate what type of scientific contribution it is | Mixed method study |
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| Please also indicate what kind of contribution it is: | Scientific |
