Multidimensional Investigation of Bullying in Primary School Children: Psychological, Socioeconomic and Cultural Perspectives

Multidimensional Investigation of Bullying in Primary School Children: Psychological, Socioeconomic and Cultural Perspectives | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Multidimensional Investigation of Bullying in Primary School Children: Psychological, Socioeconomic and Cultural Perspectives Dr. Ebru BOĞA BARAN, Dr. Nurcan ALAGÖZ, Dr. Suna VURAL This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6785420/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Bullying is a multidimensional phenomenon that threatens the psychological, social, and academic development of elementary school children. This study examines the psychological, socioeconomic, and cultural dimensions of bullying based on the experiences of teachers and students. This qualitative study included a total of 30 participants including 10 classroom teachers, 11 students who exhibited bullying behavior, and 9 students who experienced bullying. Semi-structured interviews were conducted with the participants, and the obtained data were analyzed using thematic analysis. The most common types of bullying were verbal and physical. Most teachers reported not receiving formal training on bullying and said they mostly used verbal warnings and awareness-raising methods when intervening. Students who exhibited bullying behavior were generally associated with physical superiority, aggression, and family indifference. Victim students, on the other hand, showed symptoms such as social isolation, emotional withdrawal, and not participating in games. Both teachers and students tended to emphasize individual and familial aspects of bullying while ignoring cultural factors. Bullying is a complex phenomenon shaped by social, economic, and cultural contexts that goes beyond individual behaviors. To combat it effectively, teachers and all stakeholders must be culturally sensitive. Bullying demographic determinants family teacher student culture Figures Figure 1 INTRODUCTION Bullying has emerged as a global public health issue and is defined as systematic, intentional, and targeted aggressive behavior against individuals who are physically or socially weaker than the bully or bullies ( 1 , 2 ). For a behavior to be considered bullying, it must exhibit continuity, purposefulness, and power imbalance. Bullying can be physical, verbal, relational, or social ( 3 , 4 ). Peer bullying is negative behavior in which one or more students target another student or group of students with the intent to cause harm. In peer bullying, the stronger individual tends to harm the weaker individual through pain, physical aggression, psychological aggression, verbal aggression, etc. Peer bullying is also referred to as peer abuse in various sources. In recent years, bullying has become a public concern in many countries around the world and has begun to be addressed as an urgent issue ( 5 , 6 ). Bullying occurs in different forms and dimensions. Bullies aim to harm their victims through physical actions, such as hitting and kicking; psychological effects, such as threats and restraint; and social effects, such as exclusion and constant silence ( 7 ). The reasons for bullying behaviors vary for the bully and the victim and depend on factors such as family life, age, gender, and socioeconomic status. A bully may exhibit bullying behaviors to get something, because they have taken the wrong people around them as a model, or because their behavior has been reinforced as a result of misguided learning in an environment where bullying is rewarded. At the same time, bullying behaviors may also be related to individuals’ personality traits. Some studies have revealed that bullies like power and control are prone to depression, and engage in bad habits (e.g., smoking, drinking alcohol, and substance abuse) more often when they dislike school. On the other hand, victims generally have difficulty making friends, have inadequate social skills, are anxious, have difficulty defending themselves, and are insecure. Bullied children are often different from their peers in terms of ethnicity, religion, language, and physical appearance ( 8 , 9 , 10 ). Examining the literature reveals that gender, socioeconomic status, environment, culture, the internet, family attitudes, technology, a lack of communication, and a lack of values education greatly impact peer bullying ( 11 , 12 , 13 ). The ways in which these factors cause peer bullying, and the resulting effects are subjects of research. Studies have shown that children exposed to bullying experience various traumatic effects, such as depression, anxiety disorders, increased suicidal ideation, attachment problems, sleep disturbances, social overstimulation, and post-traumatic stress disorder, depending on the degree and duration of the bullying ( 14 , 15 , 16 , 17 ). Moore et al. ( 18 ) used the meta-analysis method to examine 165 articles related to adolescence and childhood. The study revealed a strong relationship between bullying victimization and the development of mental health problems and substance use. They concluded that bullying victims are prone to depression, anxiety, suicidal ideation, poor general health, decreased academic performance, increased violent behavior toward others, and addictive substance use. This study emphasizes the importance of schools developing effective intervention methods to address bullying behaviors. When the studies were examined, no study was found that addressed peer bullying by considering individual, environmental, and social aspects simultaneously. The current study aims to address these gaps by examining the individual, social, and environmental aspects of bullying simultaneously. Findings from interviews with children and teachers will shed light on school-based intervention programs and help teachers intervene more effectively in bullying incidents in the classroom. Additionally, examining differences in cultural and socioeconomic contexts may help develop more inclusive approaches to combating bullying. Overall, the present study aims to examine bullying among elementary school children from multidimensional psychological, socioeconomic, and cultural perspectives. METHOD This study was designed to understand the individual, social, and cultural dimensions of bullying among elementary school children. A phenomenological approach, a qualitative research method, was adopted for the purpose of the study. The phenomenological approach is appropriate for understanding common experiences about a phenomenon among several individuals. Through this method, individuals are asked to describe their experiences with a phenomenon or concept, and a common definition is developed based on these descriptions ( 19 , 20 ). Researchers have examined the essence of bullying by studying it in children from psychological, socioeconomic, and cultural perspectives. Working Group The study involved conducting face-to-face interviews with primary school children and teachers to evaluate bullying among children. Participants were selected using the purposive sampling method. This method is preferred in studies with certain characteristics or criteria where one or more special cases are examined ( 21 ). To obtain more detailed information about bullying, researchers asked 11 children who exhibited bullying behavior, nine children who experienced bullying, and 10 teachers from these children’s classes. The children who exhibited bullying behavior and those who were exposed to it were identified based on the teachers’ opinions. When determining the sample size, the criterion of reaching data saturation was considered. The researchers ended the interviews when they realized the answers were repetitive. Table 1 Demographic information of the teachers participating in the study Demographic characteristics Variables n Gender Girl Boy 7 3 Age 20–30 31–40 51 and above 3 5 2 Length of service in the profession 0–5 years 6–10 years 11–15 years 16 years and above 2 2 3 3 Class the teacher is interested in 1st grade 2nd grade 3rd grade 4th grade 3 2 2 3 Region where the school is located Rural Urban Semi-urban 3 -7 Teacher’s observations about the general socioeconomic status of students Low-income level Middle income level High income level 8 3 - Teacher’s encounter with bullying in the classroom where he/she works Yes No 10 - Teacher’s level of training on bullying Yes, trained No, not trained 3 7 Table 1 provides information on the demographic characteristics of the participants. Upon analyzing the demographic data, it was found that the majority of teachers participating in the study were girls. Most of the participants were between 31 and 40 years old. An analysis of the distribution of years of experience in the profession shows that most participants have 11 years or more of experience. The classes in which the teachers work are distributed evenly. Most of the participants work in semi-urban areas, though some are from rural areas. According to the teachers’ observations, most of the students had a low socioeconomic status. Additionally, it was determined that all of the participating teachers encountered bullying incidents in their classrooms; however, it was observed that a significant portion of the participants (n = 7) did not receive any bullying prevention training. Table 2 Demographic information of the students participating in the study Children with bullying behavior Children exposed to bullying behavior Demographic characteristics Variables n Demographic characteristics Variables n Gender Girl Boy 2 9 Gender Girl Boy 8 1 Age 7 8 9 10 11 3 1 2 4 1 Age 7 8 9 10 11 2 3 2 2 - Class 1st grade 2nd grade 3rd grade 4th grade 5 - - 6 Class 1st grade 2nd grade 3rd grade 4th grade 4 1 1 3 Number of siblings Three children Four and above 3 8 Number of siblings Three children Four and above 3 6 Socioeconomic level Low-income level Middle income level Highincome level 8 2 1 Socioeconomic level Low-income level Middle income level Highincome level 7 2 - Friendship relationships I havetoo many friends I have a few friends 5 6 Friendship relationships I havetoo many friends I have a few friends Not really 3 4 2 Experiencing bullying at school Yes No 5 6 Experiencing bullying at school Yes No 9 - The person to turn to in a bullying situation Teacher Family Friend 6 2 4 The person to turn to in a bullying situation Teacher Family Friend 7 1 1 Table 2 compares the demographic characteristics of students who bully and those who are bullied. The majority of the students who bully are boys (n = 9), while the majority of the students who are victims of bullying are girls (n = 8). Bullying behaviors are generally concentrated among 10-year-old students, while exposure to bullying is more evenly distributed across different age groups. Both the bullies and the victims were mostly in the fourth grade. It was also observed that both groups generally had three or more siblings. The fact that most students have a low socioeconomic status stands out as a related factor. Regarding friendship relations, it is noteworthy that children who exhibit bullying behavior have more friends, whereas friendships are weaker among victimized children. Additionally, approximately half of the students who engaged in bullying behavior reported being exposed to bullying at school. Students in both groups mostly consulted their teachers first in cases of bullying. Data Collection Tools During the data collection process, the researchers used a semi-structured interview form that was prepared in accordance with the study’s objectives. The researchers prepared two separate forms: a teacher interview form and a child interview form: Child Interview Form (CIF) : It includes questions to understand children’s experiences of bullying, its emotional effects and ways of problem solving. Teacher Interview Form (TIF) : It includes questions that assess teachers’ observations on bullying, intervention methods, and cultural and sociodemographic influences on bullying. The interview forms were prepared as draft questionnaires based on a literature review and expert opinions. Faculty members working in the field of child development, a qualitative study expert, and a language expert were asked to review the questionnaires and provide suggestions for improvement. Then, a pilot study was conducted with one child and one teacher participant. Through the pilot study, the meaning of the interview protocol and the questions prepared for the interviewers and participants were tested, and the necessary arrangements were made. The final versions of the Child Interview Form (CIF) and Teacher Interview Form (TIF) are provided in English as a supplementary file (see Supplementary File 1). Data Collection Process The interviews were conducted in an environment where the participants felt comfortable on the agreed-upon day and time. First, the participants’ voluntary consent was obtained in the data collection process. Then, the researcher conducted interviews with the teacher participants using appropriate language. During the interview, the interviewer re-read the participants’ statements and obtained their verbal consent. The interviews lasted an average of 45–60 minutes. The classroom teachers identified students who exhibited bullying behavior or were exposed to it. The researchers provided the teachers with detailed explanations about the child interview forms. To make the children feel more comfortable and safer, the teachers filled out the interview forms in line with the children’s answers. The children’s families were informed about the study through their teachers. Data Analysis The collected data were analyzed using the thematic analysis method in accordance with the phenomenological research design employed in qualitative research. Before beginning the content analysis of the interview data, two different researchers coded the data separately to ensure coder reliability. Then, the data were coded in Excel, thematic distribution was provided, and codes, themes, and sub-themes were determined. Finally, the findings were defined and interpreted. The findings were analyzed and discussed under two main headings: findings related to children and findings related to teachers. Ethical Principles and Reliability This study was conducted in accordance with ethical guidelines to protect the rights of the participants. To ensure the reliability of the study, participants were informed about the interview process and the purpose of the study, and their consent was obtained. Written permission was also obtained from the parents of the child participants. To capture the participants’ responses in detail, their statements were recorded verbatim on the interview form. To eliminate errors and misunderstandings in the participants’ answers, the researcher read the answers during the interview and obtained verbal approvals. To ensure the reliability of the coding, themes, and sub-themes, the codes created by two different researchers were compared. All data obtained in the study were kept anonymous. In addition, Ethics Committee Approval was obtained from the institution to which the researchers were affiliated. This study was found to be in compliance with ethical principles based on the decision of the Dicle University Social and Human Sciences Ethics Committee Presidency dated 06.02.2025 and numbered 866581. RESULTS AND INTERPRETATION This section presents and interprets the results of the data analysis. First, data belonging to teachers was presented, followed by data belonging to students. Data obtained from the teacher interview form Graph 1 illustrates teachers’ observations of bullying behaviors among primary school students. Frequently observed characteristics of bullying students are shown on the left side of the graph. The most common types of bullying are verbal and physical aggression. The physical development of bullied children is advanced compared to their peers, and parental indifference stands out. The characteristics and common reactions of bullied students are shown on the right side. These students exhibit behaviors such as poor social relations, crying, not participating in games, fear, and poor communication skills. The graph clearly demonstrates the differences between students who exhibit bullying behaviors and those who are exposed to bullying. It also provides important clues to educators and researchers about areas in need of intervention. Table 3 Teachers’ views on the effects of bullying on mental health and development Mental health and development Variables n Emotional/behavioral characteristics of students exposed to bullying Introversion Anxiety/fear Social isolation Low self-esteem Shame 5 3 2 3 1 Academic achievement of students exposed to bullying Lack of interest in lessons Difficulty expressing what they know Negative impact Increased engagement in class and with bullying 4 3 4 2 General psychological status of students exposed to bullying Stagnant Passive Introversion Unhappy Avoidance of responsibility Inadequacy Indifference 2 2 4 2 2 4 5 Emotional/behavioral characteristics of bullied students Aggressive Vicious Disobedience Inability to express oneself Damage to property Having trouble following the rules 5 2 3 3 2 4 Social relationships/emotional reactions in bullied students Compliance problems Leadership Loneliness Anger issues 3 2 1 4 Academic achievement of bullied students High Middle Low 2 1 7 Long-term effects of bullying Low self-esteem Stress Emotional trauma Introversion Antisocial behavior Weakness in social relationships 4 2 2 6 4 4 Table 3 details the effects of bullying on students’ mental health and development, as seen through the views of teachers. The table reveals the behavioral, emotional, and academic states of students who are bullied or do the bullying, as well as the long-term effects. Teachers reported that students who are bullied often experience withdrawal, anxiety, fear, apathy, and low self-esteem. Academically, they were indifferent to lessons and had difficulty demonstrating their knowledge. Aggressive behaviors, difficulty in obeying rules and anger problems stand out in students who bully. The academic achievement of these students is mostly low. Table 4 Teachers’ views on the effect of family sociodemographic characteristics on bullying Sociodemographic determinants Variables n Family structure Inadequate democratic parental attitude Lack of love Crowded family structure domestic violence and bullying Indifferent and indifferent attitude towards the child 3 3 2 4 6 Economic conditions Impact of low economic conditions Bullying independent of economic status 7 3 Parental attitudes Overly authoritarian and oppressive parental attitude Apathetic and indifferent parental attitude Family support for bullying behaviors Physical violence by the family against the child 4 7 2 4 Gender differences Physical bullying in boys Verbal bullying in girls 9 4 Age group effect No difference between age groups Older children bullying younger children Increase in the incidence of bullying with increasing age 2 4 4 Impact of cultural factors Yes No 3 7 Table 4 presents data on the effects of family sociodemographic characteristics on children’s bullying behaviors, as seen through the eyes of teachers. It also shows the relationship between family structure, economic conditions, parental attitudes, gender differences, age group, and cultural factors, as well as their effect on bullying behaviors. According to teachers, an indifferent attitude toward children, domestic violence, and modeling bullying are the most significant factors in family structure. Low economic conditions increase bullying behaviors. Among parental attitudes, indifferent and overly authoritarian attitudes play an important role. Regarding gender, physical bullying is more prevalent among boys, while verbal bullying is more prevalent among girls. Notably, older children bully younger children, and the frequency of bullying increases with age. Finally, it was concluded that cultural factors do not affect bullying. Table 5 Teachers’ intervention methods and solution suggestions in case of bullying Intervention methods Variables n Steps to follow in case of bullying Verbal interventions and communication Awareness raising Guidance to empathize Providing support to a child experiencing bullying Contacting the family Contacting the school guidance service 4 4 3 3 1 2 The existence of a school policy or guidance strategy on bullying Yes No 3 7 Methods to prevent or reduce bullying Empathy-based approaches Activities to strengthen social relations Including the topic of bullying in in- class activities Cooperation with the family Cooperation with the school guidance service 5 2 3 1 1 Support needed to cope with bullying Cooperation with the family Collaboration with school and guidance services 9 5 Table 5 shows the intervention methods and solution suggestions that teachers use in cases of school bullying. The table shows the steps teachers take in response to bullying, the school’s current guidance policies, the methods used to reduce bullying, and the necessary support. According to the findings, teachers most frequently use verbal intervention and communication and awareness-raising methods in cases of bullying. For the most part, the school lacks a clear strategy or policy for addressing bullying. Empathy-based approaches to bullying prevention and incorporating bullying into in-class activities are commonly preferred. Teachers especially need cooperation from families and school counseling services when dealing with bullying. Data obtained from the student interview form Table 6 Personal dimensions of bullying experience Students showing bullying behavior Students exposed to bullying Personal dimensions of the bullying experience Variables n Personal dimensions of the bullying experience Variables n Being exposed to a friend’s bad behavior Yes No 5 6 Being exposed to a friend’s bad behavior Yes No 7 2 Feelings when exposed to a friend’s bad behavior Anger Fear Sadness Feeling bad 2 1 1 2 Feelings when exposed to a friend’s bad behavior Fear Sadness Feeling pain 3 5 2 Actions done in such a situation Receiving teacher support Self-defense Hitting friend Receiving family support Revulsion from the environment 2 2 4 1 1 1 Actions done in such a situation Receiving teacher support Revulsion from the environment Remain unresponsive 5 2 3 Table 6 provides detailed information about the students’ personal experiences with bullying behavior, both as perpetrators and victims. According to these results, students who exhibited bullying behavior were less likely to have been exposed to a friend’s bad behavior than those who were. The most common emotions reported by these students were anger and sadness. Students frequently hit their friends when they are bullied by a friend. Among students who were bullied, a higher percentage were exposed to bad behavior than those who were not exposed to bullying. The most common emotions among these students were sadness and fear. While most students prefer to seek teacher support, some remain unresponsive. Table 7 Emotional and social effects of bullying experience Students showing bullying behavior Students exposed to bullying Emotional and social impacts Variables n Variables n The impact of being bullied on relationships with other friends Communication problems Exclusion Getting along Acceptance 2 5 3 2 The impact of being bullied on relationships with other friends Communication problems Getting along Exclusion Acceptance 2 5 1 1 Impact on emotional state at school or at home Unaffectedness Bad impact Sadness 7 2 2 Impact on emotional state at school or at home Unaffectedness Fear/Anxiety Bad impact 1 2 6 Table 7 shows the effect of bullying on the emotional state and social relationships of students who are bullied and those who witness bullying. According to the findings, students who exhibit bullying behavior mostly experience exclusion in their friendships. Additionally, the majority of students who were not affected emotionally were also in the majority. The students who were subjected to bullying mostly got along well with their other friends. However, the majority of students were badly affected emotionally. Table 8 The effect of bullying experience on friendship and communication dynamics Students showing bullying behavior Students exposed to bullying Friendship and communication dynamics Variables n Variables n General friendships in the classroom Good Bad Fighting/noise 4 3 4 General friendships in the classroom Good Bad Fighting/noise 4 1 4 Reasons for children misbehaving/bullying in the classroom Disagreement Making himself/herself look cool Quarrelsome personality To be hateful Lack of aspirations Insulting Seeing bad behavior from others 2 2 2 1 1 2 1 Reasons for children misbehaving/bullying in the classroom Disagreement Quarrelsome personality Being full of anger Lovelessness Not knowing the reason 1 1 2 3 2 Table 8 shows how bullying and being bullied affects students’ friendships and classroom communication. Fighting and noise are equally common in the friendships of students who exhibit bullying behavior, while negative relationships are slightly less common. The main reasons for negative behavior were disagreement, wanting to appear cool, having a belligerent personality, and experiencing negative behavior from others. Good relationships and fighting/noise were equally common in the class relationships of bullied students (n = 4). Students cited unloving behavior, anger, and not knowing the reason as the main causes of negative behavior. Table 9 Observations on the bullying process and suggestions for solutions Students showing bullying behavior Students exposed to bullying Observations and solution suggestions Variables n Variables n What do you do when a friend treats another friend badly? Trying to solve it by talking Trying to stop it Reporting to the teacher Helping a friend 2 4 3 2 What do you do when a friend treats another friend badly? Unresponsiveness Reporting to the teacher Trying to stop it 3 4 2 What can be done to avoid such a situation? Explaining that violence is bad Preventing bullying Warning bullies Establishing communication 2 4 2 3 What can be done to avoid such a situation? Support from the teacher Support from family Awareness events Learning to respect 4 1 2 2 Table 9 reveals students’ behaviors, emotions, and suggested solutions in bullying situations. According to the findings, students who exhibited bullying behavior most commonly preferred to stop their friends’ negative behaviors and report them to the teacher. The most common suggestions for preventing bullying were to communicate and to prevent bullying. Students exposed to bullying mostly reported bad behaviors to the teacher and remained unresponsive when they witnessed them. To prevent bullying, students suggested getting support from teachers and doing awareness activities. Table 10 Dreams and solution proposals Students showing bullying behavior Students exposed to bullying Dreams and solution suggestions Variables n Variables n What would a classroom look like where everyone is happy? Good It’s fun Full of play Being respectful Compliant with rules 4 2 2 2 1 What would a classroom look like where everyone is happy? Good Tolerant Helpful Compliant with rules 5 2 1 1 How to help a friend who is being bullied? Hitting another child to defend a friend Reporting to the teacher Take your friend to a safe place Trying to prevent bullying 5 1 3 2 How to help a friend who is being bullied? Reporting to the teacher Alienation from the bully Reacting to bullying Protecting a friend who is being bullied 3 2 2 2 Table 10 reveals the dreams of both bullied and bullying students regarding the ideal classroom environment, as well as their suggestions for solutions to bullying. Students who exhibit bullying behavior mostly describe an ideal environment where everyone is happy, kind, and fun, and where there are plenty of games. To help their friends who were bullied, they mostly suggested fighting back against the bully and taking their friends to a safe place. Students who were bullied stated that a happy classroom environment should mostly be good and tolerant. To help their friends who were bullied, they suggested reporting the bullying to a teacher, staying away from the bully, reacting to the bully, and protecting their friend. CONCLUSION AND DISCUSSION The current study aimed to examine the psychological, socioeconomic, and cultural aspects of bullying among elementary school children. According to the results obtained from the study and the observations of the teachers, the general socioeconomic level of the students is mostly low income. Additionally, it was determined that all of the participating teachers encountered bullying incidents in their classrooms, yet a significant proportion (n = 7) did not receive training on bullying prevention and intervention. These results highlight the educational gaps related to teachers’ competencies in bullying prevention and intervention, a topic frequently emphasized in the literature ( 22 , 23 ). Despite the prevalence of bullying, the fact that most teachers lack the necessary skills poses a serious risk to student safety. A systematic review by Fischer et al. ( 24 ) clearly stated that teacher self-efficacy affects the frequency of bullying interventions and the choice of strategy. However, untrained teachers’ low level of efficacy limits the effectiveness of classroom interventions. Therefore, increasing teachers’ knowledge and awareness of bullying will directly improve student protection ( 25 ). Teachers’ observations indicate that bullying is more frequently reported in classrooms with low-income students. This suggests that bullying is not only an individual problem, but also a structural and environmental one. Bradshaw et al. ( 23 ) found that teachers, especially those working in low-income areas, encounter bullying more frequently but often report not having enough information about how to deal with it. Similarly, Muñoz-Fernández et al. ( 26 ) reported that a lack of capacity to cope with bullying among teachers caused preventive strategies to be ineffective. The present study’s important result is that teachers are unprepared to recognize bullying and intervene appropriately. Mahon et al. ( 22 ) emphasized that pre-service teachers also struggle to identify bullying and respond appropriately, highlighting a significant deficiency in teacher training programs. These results demonstrate the need for teachers to acquire comprehensive and practical knowledge about bullying through both in-service and pre-service training. These results demonstrate that teachers can effectively combat bullying with individual efforts and systematic, continuous, institutional support. This support is especially critical for teachers working in low socioeconomic schools. The results of the study show that most students have a low socioeconomic status, which is a risk factor associated with bullying. This finding aligns with previous studies that have revealed a link between bullying and socioeconomic conditions. Specifically, studies have reported that students with low socioeconomic status are more likely to be victims of bullying ( 27 , 28 , 29 ). Disadvantaged conditions such as social exclusion, inadequate family support, and low school belonging are thought to make these children more vulnerable. When evaluated in terms of the students’ friendships, it was observed that children who exhibited bullying behavior had more friends. Meanwhile, victimized children were lonelier and more isolated in their peer relationships. These findings align with the “social power of the bully” hypothesis in the literature. Farmer et al. ( 29 ) stated that children who bully are sometimes at the center of social groups and have a wide circle of friends. In contrast, victimized students are often socially isolated, and this isolation reinforces the bullying cycle ( 30 ). The fact that a significant number of students who engage in bullying behavior also report being bullied points to a group defined in the literature as “bully-victims.” This group consists of children who exhibit both aggression and victimization, and it is considered one of the most psychosocially risky groups ( 29 ). The fact that teachers are often the first point of contact for children who are bullied underscores the importance of their intervention. According to the comprehensive study by Cheng et al. ( 31 ), teacher support and strengthening of peer relationships can reduce introverted symptoms associated with bullying. However, teacher interventions must be equipped with sufficient knowledge and sensitivity to be effective. Another result of the study shows that verbal and physical bullying are the most common types of bullying. Direct and visible forms of bullying are reported more frequently and have stronger psychosocial effects for both perpetrators and victims, as many international studies have shown ( 32 , 33 ). The prominence of physical bullying as a form of power-based communication in the school environment reveals that power imbalances are perceived as a means of socialization from an early age ( 34 , 35 ). Physical superiority, aggression, and parental indifference are the most emphasized factors in bullying students. These factors overlap with the risk factors identified in the literature. Indeed, studies show that physically dominant students can more easily exhibit aggressive behaviors and tend to establish social control over their peers ( 34 , 36 ). Additionally, parental apathy impairs a child’s emotional regulation and capacity to adapt to social norms, making them more prone to aggressive behavior towards peers ( 37 ). Teachers’ views on the characteristics and common reactions of bullied students revealed that these students typically exhibit behaviors such as having poor social relationships, crying, not participating in games, being fearful, and having poor communication skills. Notably, one of the most common reactions of bullying victims is social isolation. Avoiding unstructured social environments, such as games, can be both a cause and a consequence of victimization. Not participating in games, in particular, suggests that children internalize social exclusion and tend to leave safe spaces ( 34 , 35 ). Armitage ( 33 ) stated that such social withdrawal paves the way for problems such as depression, anxiety, and school phobia. Additionally, a meta-analysis showed that children withdrawn from play developed emotional symptoms such as loneliness and insecurity over time ( 37 ). Another significant finding is that bullying has extensive and long-lasting negative consequences for both the victims and the perpetrators. Many studies in literature point to this situation. In a study by Camodeca and Nava ( 38 ), bullying victims and bullies were found to have impaired emotional regulation skills and increased physiological stress responses in later years. These results reveal that bullying experiences during childhood leave permanent marks on individuals’ mental health. A retrospective study by Valera-Pozo et al. ( 39 ) emphasized that depression, anxiety, low self-esteem, and suicidal thoughts frequently occur in individuals involved in bullying in subsequent years. The same study concluded that bullies were individuals with high reward sensitivity, while victims had low levels of psychological adjustment. Therefore, both groups carry different but serious risks in terms of psychosocial development. Bettencourt et al. ( 40 ) found that children with a history of bullying experienced serious issues in young adulthood, including not graduating on time, receiving depression diagnoses, and encountering the justice system. The researchers state that these results develop indirectly through school success and disciplinary problems. These findings demonstrate that bullying is a risk factor that affects not only an individual’s social relationships, but also their academic and professional future. Teachers who participated in the study did not associate bullying with cultural factors. This result indicates that bullying is only addressed at the individual or classroom level, while the cultural and social dimensions of bullying are often overlooked. The literature emphasizes this deficiency and highlights the importance of cultural values in shaping bullying behaviors ( 41 ). In their study of 35 countries, Yin, Han, and Li ( 42 ) found that cultural values, especially in societies that emphasize self-expression or traditional values, play a significant role in the frequency and effects of bullying. Similarly, Rismayani ( 43 ) points out that cultural awareness is an effective strategy for preventing bullying and plays a key role in creating inclusive educational environments. Teachers who fail to recognize cultural values evaluate student interactions only on a behavioral level. However, the socio-cultural background of students can deeply affect these behaviors. Consequently, teachers who evaluate bullying solely as a behavioral problem demonstrate an exclusionary perspective that disregards the cultural context. However, bullying is not only an individual attitude, but also a cultural phenomenon shaped by societal norms, values, and structures. Educators who can comprehend this cultural perspective will be able to address bullying with a more in-depth, holistic approach. In line with teachers’ views, data on the effects of family sociodemographic characteristics on children’s bullying behaviors focus on family structure, economic conditions, parental attitudes, and gender differences. According to these results, teachers emphasize family structure and parental attitudes as main causes of bullying behaviors in children. Specifically, indifferent parental attitudes and domestic violence have been found to contribute to the development of aggressive behaviors in children. In fact, as stated in Nocentini et al.’s ( 44 ) systematic review, attachment problems, neglect, domestic violence, and negative parenting styles are among the most prominent determinants of children’s tendency to bully. Therefore, it can be concluded that indifferent or overly authoritarian parenting practices are important risk factors in the development of both bullies and victims. Another result of this study is that bullying varies according to gender, which is consistent with previous research. The study found that physical bullying was more common among boys, while verbal bullying behaviors were more frequently observed among girls. A large-scale comparative analysis by Smith et al. ( 45 ) also found that boys were more likely to engage in physical bullying, while girls were more likely to engage in verbal or indirect bullying. These differences highlight the impact of gender roles on children’s behavior patterns. Some studies have emphasized that boy aggression can be shaped by hegemonic masculinity norms, such as the display of physical power and emotional distance ( 46 ). These norms may cause children to use bullying as a tool to gain acceptance in their social environment. Teachers often use awareness-raising strategies, such as verbal intervention and communication, to combat bullying. However, there is no clear policy or guidance strategy at the school level. This situation reveals that teachers’ individual efforts cannot be incorporated into an institutional framework. A comprehensive study conducted by Bradshaw et al. ( 23 ) in the USA supports this finding. In this study, the authors emphasized that teachers mostly adopted approaches based on verbal warnings and information and awareness-raising, due to the lack of systematic school policies. Another study reported that students perceived the effect of teacher interventions as completely stopping 11–29% of the time, reducing 29–44% of the time, ineffective 23–43% of the time, and even worsening the situation 4–16% of the time. These results highlight the importance of the intervention’s form, the relational competencies of the intervening teacher, and the school climate ( 26 ). According to Rigby’s ( 47 ) analysis, direct sanctions (punishment-based interventions) are one of the most frequently used methods by teachers. However, they are insufficient for providing lasting solutions in the long term due to their lack of creative interaction. Recommendations The current study revealed that bullying among elementary school children is a multifaceted phenomenon with individual, psychological, socioeconomic, and cultural dimensions. Teachers’ observations indicate that bullying is more prevalent among students from low socioeconomic backgrounds and that family structure and parental attitudes directly influence these behaviors. Furthermore, the type, prevalence, and consequences of bullying are closely related to students’ gender, age, social relations, and family dynamics. However, most teachers evaluate this phenomenon independently of the cultural context and mostly resort to individual, spontaneous intervention strategies. This situation reveals a lack of systematic school policies and multi-stakeholder approaches to combating bullying. Considering the long-term effects of bullying on children’s mental health, academic achievement, and social development, developing holistic, cultural awareness, and institutionally structured policies against bullying is an inevitable necessity. The following recommendations are considered important within the scope of the study: 1. Teacher training and professional development Practical anti-bullying content and cultural awareness modules should be added to pre-service teacher training programs. In-service training should provide teachers with not only recognition and intervention techniques, but also empathy-based approaches and dynamic information on bully-victim relationships. 2. Policy and guidance at institutional level Clear, written, all-stakeholder guidance strategies and intervention protocols should be developed to combat bullying in schools. The cooperation between guidance services and teachers should be strengthened and the intervention process should be carried out in a multidisciplinary structure. 3. Family and community involvement Bullying awareness seminars should be organized for families, and they should be informed about the effects of indifferent/indifferent or overly authoritarian attitudes on children. Factors outside the school should also be included in the process through community-based intervention programs (municipality-supported activities, school-family association projects, etc.). 4. Increasing cultural sensitivity Teachers should be trained to evaluate bullying behaviors not only at the individual level but also in cultural and sociological contexts. Teachers in multicultural classrooms should be supported to develop pedagogical approaches that are sensitive to ethnic, religious and socio-cultural diversity. 5. Suggestions for future research Qualitative studies can be conducted on how bullying is legitimized by cultural codes, and comparative studies can be designed especially by addressing East-West cultural differences. Experimental studies focusing on “bully-victim” profiles and examining the impact of psycho-educational intervention models could be encouraged. Limitations of study and future studies This qualitative study, which examined the dynamics of bullying in primary school settings through semi-structured interviews with 30 participants—including 10 teachers, 11 students identified as perpetrators, and 9 students identified as victims—provides important insights into the personal and institutional dimensions of bullying. Nevertheless, certain limitations must be acknowledged. First, the sample size, though appropriate for a qualitative study, remains relatively small and context-specific. All participants were selected from a limited number of schools within a single region of Turkey, which may restrict the transferability of the findings to broader populations or different cultural settings. Future studies should consider including participants from multiple regions and school systems to enhance contextual variation. Second, since the data were obtained exclusively through interviews, the study relied heavily on participants' self-reports, which may be influenced by memory limitations, personal biases, or social desirability—particularly when discussing sensitive issues such as bullying. Complementary methods such as classroom observations or document analysis could enrich future investigations. Third, although efforts were made to include different perspectives (teachers, bullies, and victims), other stakeholders such as school counselors, parents, or peer observers were not involved. Including these groups in future research could help build a more holistic understanding of bullying incidents and school climate. Fourth, the emotional vulnerability of child participants—especially those who had experienced bullying—may have limited the depth or openness of some responses. Future studies could explore alternative child-friendly qualitative techniques such as drawings, photo elicitation, or storytelling to create a safer space for expression. Lastly, while this study explored how participants perceive and respond to bullying, it did not systematically assess intervention strategies or prevention efforts implemented at the school level. Future research should examine the effectiveness of context-sensitive and culturally responsive anti-bullying programs, particularly in low-resource educational environments. Overall, this study provides a foundation for further in-depth qualitative inquiry into school bullying, and future research should aim to expand participant diversity, data sources, and longitudinal perspectives. Abbreviations CIF Child Interview Form USA United States of America TIF Teacher Interview Form n Number of variables Declarations Ethics declarations Ethics Committee Approval was obtained from the institution to which the researchers were affiliated. This study was found to be in compliance with ethical principles based on the decision of the Dicle University Social and Human Sciences Ethics Committee Presidency dated 06.02.2025 and numbered 866581. Participation in the study was voluntary. Participants completed an informed consent form. Anonymity was ensured during data collection. Consent for publication Written informed consent for publication of anonymized quotes obtained during the semi-structured interviews was provided by the legal guardians of all participants. The consent forms included information about the potential use of participants' anonymized responses in scientific publications. Availability of data and materials No datasets were generated or analysed during the current study. Competing Interests The authors declare that they have no competing interests. Funding The authors received no specific funding for this work. Acknowledgements The authors would like to thank the participating teachers and students for their valuable contributions to the study. We are also grateful to the school administrators and district education authorities for granting permission and facilitating data collection. Special thanks to all field experts who provided support by providing expert opinions during the development of the interview protocol. Author Contribution E.B.B. conducted the interviews, performed the data analysis, and wrote the discussion section. N.A. wrote the methodology section and contributed to the review of the other sections. S.V. wrote the introduction section and provided feedback on other sections of the manuscript. 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Available from: https://scholarworks.gvsu.edu/colleagues/vol8/iss2/4 Cheng Q, Mills-Webb K, Marquez J, Humphrey N. Longitudinal relationships across bullying victimization, friendship and social support, and internalizing symptoms in early-to-middle adolescence: A developmental cascades investigation. J Youth Adolesc. 2025. 10.1007/s10964-024-02131-2 . Smith PK, Bullying. Definition, types, causes, consequences and intervention. Soc Personal Psychol Compass. 2016;10(9):519–32. 10.1111/spc3.12266 . Armitage R. Bullying in children: Impact on child health. BMJ Paediatr Open. 2021;5(1):e000939. 10.1136/bmjpo-2020-000939 . Marengo D, Settanni M, Longobardi C, Fabris MA. The representation of bullying in Italian primary school children: A mixed-method study. Front Psychol. 2022;13:862711. 10.3389/fpsyg.2022.862711 . Stubbs-Richardson M, May DC. Social contagion in bullying: An examination of strains and types of bullying victimization in peer networks. 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Rosen NL, Nofziger S. Boys, bullying, and gender roles: How hegemonic masculinity shapes bullying behavior. Gend Issues. 2019;36:295–318. 10.1007/s12147-018-9226-0 . Rigby K. How teachers deal with cases of bullying at school: What victims say. Int J Appl Educ Stud. 2014;15(1):31–42. Additional Declarations No competing interests reported. Supplementary Files SupplementaryFile.pdf Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6785420","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":513107597,"identity":"56f5fbb7-07c6-49f6-9194-62375dfe0a8a","order_by":0,"name":"Dr. Ebru BOĞA BARAN","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA7klEQVRIiWNgGAWjYDACCSBmbAAS7A0GBxgKQEIJxGrhOQDUYgDVcoAoLRIJQPXEaOGX7n0mwbjDxq5/5uONB34Y2DDws+cYMH/cg1uL5JzjZhKMZ9KSZ9xOKzjYY5DGINnzxoDhwDPcWgxupLFJMLYdTma4nWNwmAGEbuQAteBxmT1Mi/zNMyD1/4EiBLQYSEC02Bnc4AFpAQaaBAEtEneOMVsknklLMDwD9ksyj8SZZwUHzuDRwj+7jfHGxx029nLHD2/+8KPCTo6/PXnjgwo8WsAggYEhsQHK5gERhDSAgT0xikbBKBgFo2CEAgBokVVNKcM+egAAAABJRU5ErkJggg==","orcid":"","institution":"Dicle University","correspondingAuthor":true,"prefix":"Dr.","firstName":"Ebru","middleName":"BOĞA","lastName":"BARAN","suffix":""},{"id":513107598,"identity":"83620a61-e4bd-4d95-9899-7fa0275d70ef","order_by":1,"name":"Dr. Nurcan ALAGÖZ","email":"","orcid":"","institution":"Bingöl University","correspondingAuthor":false,"prefix":"Dr.","firstName":"Nurcan","middleName":"","lastName":"ALAGÖZ","suffix":""},{"id":513107599,"identity":"9cd95ac5-c2fa-4d5c-bc7e-c50c4fe7577f","order_by":2,"name":"Dr. Suna VURAL","email":"","orcid":"","institution":"Bingöl University","correspondingAuthor":false,"prefix":"Dr.","firstName":"Suna","middleName":"","lastName":"VURAL","suffix":""}],"badges":[],"createdAt":"2025-05-30 14:08:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6785420/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6785420/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":91190282,"identity":"d9668333-8736-4ecd-9787-ce951989cdaf","added_by":"auto","created_at":"2025-09-12 14:35:12","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":280240,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eGraph 1.\u003c/strong\u003e Teachers’ views on the general classroom atmosphere and signs of bullying\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6785420/v1/6c49a23bf80751a8d42f2606.jpeg"},{"id":93114677,"identity":"d96c703f-6ff0-44b1-8e3a-f08d8b057d72","added_by":"auto","created_at":"2025-10-09 08:33:21","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1530689,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6785420/v1/379cab3e-3662-44fd-92fb-a320161f07ca.pdf"},{"id":91192780,"identity":"dde1772d-8c3e-405c-8fa3-43375f4f37bb","added_by":"auto","created_at":"2025-09-12 14:43:12","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":219829,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementaryFile.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6785420/v1/4e6f3cc64897efce699259d0.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Multidimensional Investigation of Bullying in Primary School Children: Psychological, Socioeconomic and Cultural Perspectives","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eBullying has emerged as a global public health issue and is defined as systematic, intentional, and targeted aggressive behavior against individuals who are physically or socially weaker than the bully or bullies (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). For a behavior to be considered bullying, it must exhibit continuity, purposefulness, and power imbalance. Bullying can be physical, verbal, relational, or social (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Peer bullying is negative behavior in which one or more students target another student or group of students with the intent to cause harm. In peer bullying, the stronger individual tends to harm the weaker individual through pain, physical aggression, psychological aggression, verbal aggression, etc. Peer bullying is also referred to as peer abuse in various sources. In recent years, bullying has become a public concern in many countries around the world and has begun to be addressed as an urgent issue (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eBullying occurs in different forms and dimensions. Bullies aim to harm their victims through physical actions, such as hitting and kicking; psychological effects, such as threats and restraint; and social effects, such as exclusion and constant silence (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). The reasons for bullying behaviors vary for the bully and the victim and depend on factors such as family life, age, gender, and socioeconomic status. A bully may exhibit bullying behaviors to get something, because they have taken the wrong people around them as a model, or because their behavior has been reinforced as a result of misguided learning in an environment where bullying is rewarded. At the same time, bullying behaviors may also be related to individuals\u0026rsquo; personality traits. Some studies have revealed that bullies like power and control are prone to depression, and engage in bad habits (e.g., smoking, drinking alcohol, and substance abuse) more often when they dislike school. On the other hand, victims generally have difficulty making friends, have inadequate social skills, are anxious, have difficulty defending themselves, and are insecure. Bullied children are often different from their peers in terms of ethnicity, religion, language, and physical appearance (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eExamining the literature reveals that gender, socioeconomic status, environment, culture, the internet, family attitudes, technology, a lack of communication, and a lack of values education greatly impact peer bullying (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). The ways in which these factors cause peer bullying, and the resulting effects are subjects of research. Studies have shown that children exposed to bullying experience various traumatic effects, such as depression, anxiety disorders, increased suicidal ideation, attachment problems, sleep disturbances, social overstimulation, and post-traumatic stress disorder, depending on the degree and duration of the bullying (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Moore et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e) used the meta-analysis method to examine 165 articles related to adolescence and childhood. The study revealed a strong relationship between bullying victimization and the development of mental health problems and substance use. They concluded that bullying victims are prone to depression, anxiety, suicidal ideation, poor general health, decreased academic performance, increased violent behavior toward others, and addictive substance use. This study emphasizes the importance of schools developing effective intervention methods to address bullying behaviors.\u003c/p\u003e\u003cp\u003eWhen the studies were examined, no study was found that addressed peer bullying by considering individual, environmental, and social aspects simultaneously. The current study aims to address these gaps by examining the individual, social, and environmental aspects of bullying simultaneously. Findings from interviews with children and teachers will shed light on school-based intervention programs and help teachers intervene more effectively in bullying incidents in the classroom. Additionally, examining differences in cultural and socioeconomic contexts may help develop more inclusive approaches to combating bullying. Overall, the present study aims to examine bullying among elementary school children from multidimensional psychological, socioeconomic, and cultural perspectives.\u003c/p\u003e"},{"header":"METHOD","content":"\u003cp\u003eThis study was designed to understand the individual, social, and cultural dimensions of bullying among elementary school children. A phenomenological approach, a qualitative research method, was adopted for the purpose of the study. The phenomenological approach is appropriate for understanding common experiences about a phenomenon among several individuals. Through this method, individuals are asked to describe their experiences with a phenomenon or concept, and a common definition is developed based on these descriptions (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). Researchers have examined the essence of bullying by studying it in children from psychological, socioeconomic, and cultural perspectives.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eWorking Group\u003c/h2\u003e\u003cp\u003eThe study involved conducting face-to-face interviews with primary school children and teachers to evaluate bullying among children. Participants were selected using the purposive sampling method. This method is preferred in studies with certain characteristics or criteria where one or more special cases are examined (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). To obtain more detailed information about bullying, researchers asked 11 children who exhibited bullying behavior, nine children who experienced bullying, and 10 teachers from these children\u0026rsquo;s classes. The children who exhibited bullying behavior and those who were exposed to it were identified based on the teachers\u0026rsquo; opinions. When determining the sample size, the criterion of reaching data saturation was considered. The researchers ended the interviews when they realized the answers were repetitive.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemographic information of the teachers participating in the study\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDemographic characteristics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGirl Boy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e20\u0026ndash;30\u003c/p\u003e\u003cp\u003e31\u0026ndash;40\u003c/p\u003e\u003cp\u003e51 and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLength of service in the profession\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u0026ndash;5 years\u003c/p\u003e\u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e\u003cp\u003e11\u0026ndash;15 years\u003c/p\u003e\u003cp\u003e16 years and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eClass the teacher is interested in\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1st grade\u003c/p\u003e\u003cp\u003e2nd grade\u003c/p\u003e\u003cp\u003e3rd grade\u003c/p\u003e\u003cp\u003e4th grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRegion where the school is\u003c/p\u003e\u003cp\u003elocated\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRural\u003c/p\u003e\u003cp\u003eUrban\u003c/p\u003e\u003cp\u003eSemi-urban\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e-7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTeacher\u0026rsquo;s observations about the general socioeconomic status of\u003c/p\u003e\u003cp\u003estudents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLow-income level\u003c/p\u003e\u003cp\u003eMiddle income level\u003c/p\u003e\u003cp\u003eHigh income level\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e8\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTeacher\u0026rsquo;s encounter with bullying in the classroom where he/she works\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e10\u003c/p\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTeacher\u0026rsquo;s level of training on\u003c/p\u003e\u003cp\u003ebullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes, trained\u003c/p\u003e\u003cp\u003eNo, not trained\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e provides information on the demographic characteristics of the participants. Upon analyzing the demographic data, it was found that the majority of teachers participating in the study were girls. Most of the participants were between 31 and 40 years old. An analysis of the distribution of years of experience in the profession shows that most participants have 11 years or more of experience. The classes in which the teachers work are distributed evenly. Most of the participants work in semi-urban areas, though some are from rural areas. According to the teachers\u0026rsquo; observations, most of the students had a low socioeconomic status. Additionally, it was determined that all of the participating teachers encountered bullying incidents in their classrooms; however, it was observed that a significant portion of the participants (n\u0026thinsp;=\u0026thinsp;7) did not receive any bullying prevention training.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemographic information of the students participating in the study\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eChildren with bullying behavior\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e\u003cp\u003eChildren exposed to bullying behavior\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDemographic characteristics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDemographic characteristics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGirl\u003c/p\u003e\u003cp\u003eBoy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eGirl\u003c/p\u003e\u003cp\u003eBoy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e8\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e8\u003c/p\u003e\u003cp\u003e9\u003c/p\u003e\u003cp\u003e10\u003c/p\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e8\u003c/p\u003e\u003cp\u003e9\u003c/p\u003e\u003cp\u003e10\u003c/p\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eClass\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1st grade\u003c/p\u003e\u003cp\u003e2nd grade\u003c/p\u003e\u003cp\u003e3rd grade\u003c/p\u003e\u003cp\u003e4th grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e-\u003c/p\u003e\u003cp\u003e-\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eClass\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1st grade\u003c/p\u003e\u003cp\u003e2nd grade\u003c/p\u003e\u003cp\u003e3rd grade\u003c/p\u003e\u003cp\u003e4th grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNumber of\u003c/p\u003e\u003cp\u003esiblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThree children Four and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eNumber of\u003c/p\u003e\u003cp\u003esiblings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eThree children\u003c/p\u003e\u003cp\u003eFour and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSocioeconomic\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLow-income\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003cp\u003eMiddle income\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003cp\u003eHighincome\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e8\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSocioeconomic\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eLow-income\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003cp\u003eMiddle income\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003cp\u003eHighincome\u003c/p\u003e\u003cp\u003elevel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFriendship relationships\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eI havetoo many friends\u003c/p\u003e\u003cp\u003eI have a few\u003c/p\u003e\u003cp\u003efriends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFriendship relationships\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eI havetoo many friends\u003c/p\u003e\u003cp\u003eI have a few friends\u003c/p\u003e\u003cp\u003eNot really\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eExperiencing bullying at school\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eExperiencing bullying at school\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e9\u003c/p\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eThe person to turn to in a bullying situation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTeacher\u003c/p\u003e\u003cp\u003eFamily\u003c/p\u003e\u003cp\u003eFriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e6\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eThe person to turn to in a bullying situation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTeacher\u003c/p\u003e\u003cp\u003eFamily\u003c/p\u003e\u003cp\u003eFriend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e compares the demographic characteristics of students who bully and those who are bullied. The majority of the students who bully are boys (n\u0026thinsp;=\u0026thinsp;9), while the majority of the students who are victims of bullying are girls (n\u0026thinsp;=\u0026thinsp;8). Bullying behaviors are generally concentrated among 10-year-old students, while exposure to bullying is more evenly distributed across different age groups. Both the bullies and the victims were mostly in the fourth grade. It was also observed that both groups generally had three or more siblings. The fact that most students have a low socioeconomic status stands out as a related factor. Regarding friendship relations, it is noteworthy that children who exhibit bullying behavior have more friends, whereas friendships are weaker among victimized children. Additionally, approximately half of the students who engaged in bullying behavior reported being exposed to bullying at school. Students in both groups mostly consulted their teachers first in cases of bullying.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eData Collection Tools\u003c/h3\u003e\n\u003cp\u003eDuring the data collection process, the researchers used a semi-structured interview form that was prepared in accordance with the study\u0026rsquo;s objectives. The researchers prepared two separate forms: a teacher interview form and a child interview form:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eChild Interview Form (CIF)\u003c/b\u003e: It includes questions to understand children\u0026rsquo;s experiences of bullying, its emotional effects and ways of problem solving.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eTeacher Interview Form (TIF)\u003c/b\u003e: It includes questions that assess teachers\u0026rsquo; observations on bullying, intervention methods, and cultural and sociodemographic influences on bullying.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003cp\u003eThe interview forms were prepared as draft questionnaires based on a literature review and expert opinions. Faculty members working in the field of child development, a qualitative study expert, and a language expert were asked to review the questionnaires and provide suggestions for improvement. Then, a pilot study was conducted with one child and one teacher participant. Through the pilot study, the meaning of the interview protocol and the questions prepared for the interviewers and participants were tested, and the necessary arrangements were made. The final versions of the Child Interview Form (CIF) and Teacher Interview Form (TIF) are provided in English as a supplementary file (see Supplementary File 1).\u003c/p\u003e\n\u003ch3\u003eData Collection Process\u003c/h3\u003e\n\u003cp\u003e The interviews were conducted in an environment where the participants felt comfortable on the agreed-upon day and time. First, the participants\u0026rsquo; voluntary consent was obtained in the data collection process. Then, the researcher conducted interviews with the teacher participants using appropriate language. During the interview, the interviewer re-read the participants\u0026rsquo; statements and obtained their verbal consent. The interviews lasted an average of 45\u0026ndash;60 minutes.\u003c/p\u003e\u003cp\u003eThe classroom teachers identified students who exhibited bullying behavior or were exposed to it. The researchers provided the teachers with detailed explanations about the child interview forms. To make the children feel more comfortable and safer, the teachers filled out the interview forms in line with the children\u0026rsquo;s answers. The children\u0026rsquo;s families were informed about the study through their teachers.\u003c/p\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThe collected data were analyzed using the thematic analysis method in accordance with the phenomenological research design employed in qualitative research. Before beginning the content analysis of the interview data, two different researchers coded the data separately to ensure coder reliability. Then, the data were coded in Excel, thematic distribution was provided, and codes, themes, and sub-themes were determined. Finally, the findings were defined and interpreted. The findings were analyzed and discussed under two main headings: findings related to children and findings related to teachers.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eEthical Principles and Reliability\u003c/h3\u003e\n\u003cp\u003e This study was conducted in accordance with ethical guidelines to protect the rights of the participants. To ensure the reliability of the study, participants were informed about the interview process and the purpose of the study, and their consent was obtained. Written permission was also obtained from the parents of the child participants. To capture the participants\u0026rsquo; responses in detail, their statements were recorded verbatim on the interview form. To eliminate errors and misunderstandings in the participants\u0026rsquo; answers, the researcher read the answers during the interview and obtained verbal approvals. To ensure the reliability of the coding, themes, and sub-themes, the codes created by two different researchers were compared. All data obtained in the study were kept anonymous. In addition, Ethics Committee Approval was obtained from the institution to which the researchers were affiliated. This study was found to be in compliance with ethical principles based on the decision of the Dicle University Social and Human Sciences Ethics Committee Presidency dated 06.02.2025 and numbered 866581.\u003c/p\u003e"},{"header":"RESULTS AND INTERPRETATION","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003cp\u003eThis section presents and interprets the results of the data analysis. First, data belonging to teachers was presented, followed by data belonging to students.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eData obtained from the teacher interview form\u003c/h3\u003e\n\u003cp\u003eGraph 1 illustrates teachers\u0026rsquo; observations of bullying behaviors among primary school students. Frequently observed characteristics of bullying students are shown on the left side of the graph. The most common types of bullying are verbal and physical aggression. The physical development of bullied children is advanced compared to their peers, and parental indifference stands out. The characteristics and common reactions of bullied students are shown on the right side. These students exhibit behaviors such as poor social relations, crying, not participating in games, fear, and poor communication skills. The graph clearly demonstrates the differences between students who exhibit bullying behaviors and those who are exposed to bullying. It also provides important clues to educators and researchers about areas in need of intervention.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTeachers\u0026rsquo; views on the effects of bullying on mental health and development\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMental health and development\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmotional/behavioral characteristics of students exposed to bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntroversion Anxiety/fear Social isolation Low self-esteem Shame\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAcademic achievement of students exposed to bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLack of interest in lessons Difficulty expressing what they know\u003c/p\u003e\u003cp\u003eNegative impact Increased engagement in class and\u003c/p\u003e\u003cp\u003ewith bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGeneral psychological status of students exposed to bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStagnant Passive Introversion Unhappy\u003c/p\u003e\u003cp\u003eAvoidance of responsibility\u003c/p\u003e\u003cp\u003eInadequacy\u003c/p\u003e\u003cp\u003eIndifference\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmotional/behavioral characteristics of bullied students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAggressive Vicious Disobedience\u003c/p\u003e\u003cp\u003eInability to express oneself\u003c/p\u003e\u003cp\u003eDamage to property\u003c/p\u003e\u003cp\u003eHaving trouble following the rules\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSocial relationships/emotional reactions in bullied students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCompliance problems Leadership Loneliness\u003c/p\u003e\u003cp\u003eAnger issues\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAcademic achievement of bullied\u003c/p\u003e\u003cp\u003estudents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHigh Middle Low\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLong-term effects of bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLow self-esteem Stress\u003c/p\u003e\u003cp\u003eEmotional trauma Introversion Antisocial behavior\u003c/p\u003e\u003cp\u003eWeakness in social relationships\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e details the effects of bullying on students\u0026rsquo; mental health and development, as seen through the views of teachers. The table reveals the behavioral, emotional, and academic states of students who are bullied or do the bullying, as well as the long-term effects. Teachers reported that students who are bullied often experience withdrawal, anxiety, fear, apathy, and low self-esteem. Academically, they were indifferent to lessons and had difficulty demonstrating their knowledge.\u003c/p\u003e\u003cp\u003eAggressive behaviors, difficulty in obeying rules and anger problems stand out in students who bully. The academic achievement of these students is mostly low.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTeachers\u0026rsquo; views on the effect of family sociodemographic characteristics on bullying\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSociodemographic determinants\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFamily structure\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInadequate democratic parental attitude\u003c/p\u003e\u003cp\u003eLack of love\u003c/p\u003e\u003cp\u003eCrowded family structure domestic violence and bullying\u003c/p\u003e\u003cp\u003eIndifferent and indifferent attitude towards the child\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEconomic conditions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eImpact of low economic conditions Bullying independent of economic status\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eParental attitudes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOverly authoritarian and oppressive parental attitude\u003c/p\u003e\u003cp\u003eApathetic and indifferent parental attitude Family support for bullying behaviors Physical violence by the family against the\u003c/p\u003e\u003cp\u003echild\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender differences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePhysical bullying in boys\u003c/p\u003e\u003cp\u003eVerbal bullying in girls\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e9\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAge group effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo difference between age groups Older children bullying younger children Increase in the incidence of bullying with\u003c/p\u003e\u003cp\u003eincreasing age\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eImpact of cultural factors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents data on the effects of family sociodemographic characteristics on children\u0026rsquo;s bullying behaviors, as seen through the eyes of teachers. It also shows the relationship between family structure, economic conditions, parental attitudes, gender differences, age group, and cultural factors, as well as their effect on bullying behaviors. According to teachers, an indifferent attitude toward children, domestic violence, and modeling bullying are the most significant factors in family structure. Low economic conditions increase bullying behaviors. Among parental attitudes, indifferent and overly authoritarian attitudes play an important role. Regarding gender, physical bullying is more prevalent among boys, while verbal bullying is more prevalent among girls. Notably, older children bully younger children, and the frequency of bullying increases with age. Finally, it was concluded that cultural factors do not affect bullying.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTeachers\u0026rsquo; intervention methods and solution suggestions in case of bullying\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIntervention methods\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSteps to follow in case of bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVerbal interventions and communication Awareness raising\u003c/p\u003e\u003cp\u003eGuidance to empathize\u003c/p\u003e\u003cp\u003eProviding support to a child experiencing bullying\u003c/p\u003e\u003cp\u003eContacting the family\u003c/p\u003e\u003cp\u003eContacting the school guidance service\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eThe existence of a school policy or guidance strategy on bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMethods to prevent or reduce\u003c/p\u003e\u003cp\u003ebullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmpathy-based approaches\u003c/p\u003e\u003cp\u003eActivities to strengthen social relations Including the topic of bullying in in-\u003c/p\u003e\u003cp\u003eclass activities\u003c/p\u003e\u003cp\u003eCooperation with the family\u003c/p\u003e\u003cp\u003eCooperation with the school guidance service\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSupport needed to cope with bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCooperation with the family\u003c/p\u003e\u003cp\u003eCollaboration with school and guidance services\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e9\u003c/p\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e shows the intervention methods and solution suggestions that teachers use in cases of school bullying. The table shows the steps teachers take in response to bullying, the school\u0026rsquo;s current guidance policies, the methods used to reduce bullying, and the necessary support. According to the findings, teachers most frequently use verbal intervention and communication and awareness-raising methods in cases of bullying. For the most part, the school lacks a clear strategy or policy for addressing bullying. Empathy-based approaches to bullying prevention and incorporating bullying into in-class activities are commonly preferred. Teachers especially need cooperation from families and school counseling services when dealing with bullying.\u003c/p\u003e\n\u003ch3\u003eData obtained from the student interview form\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePersonal dimensions of bullying experience\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eStudents showing bullying behavior\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e\u003cp\u003eStudents exposed to bullying\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePersonal dimensions of the bullying experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePersonal dimensions of the bullying experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBeing exposed to a friend\u0026rsquo;s bad behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBeing exposed to a friend\u0026rsquo;s bad behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFeelings when exposed to a friend\u0026rsquo;s bad behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAnger\u003c/p\u003e\u003cp\u003eFear\u003c/p\u003e\u003cp\u003eSadness\u003c/p\u003e\u003cp\u003eFeeling bad\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFeelings when exposed to a friend\u0026rsquo;s bad behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eFear\u003c/p\u003e\u003cp\u003eSadness\u003c/p\u003e\u003cp\u003eFeeling pain\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eActions done in such a situation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eReceiving teacher support\u003c/p\u003e\u003cp\u003eSelf-defense\u003c/p\u003e\u003cp\u003eHitting friend\u003c/p\u003e\u003cp\u003eReceiving family support\u003c/p\u003e\u003cp\u003eRevulsion from the environment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eActions done in such a situation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eReceiving teacher support\u003c/p\u003e\u003cp\u003eRevulsion from the environment Remain unresponsive\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e provides detailed information about the students\u0026rsquo; personal experiences with bullying behavior, both as perpetrators and victims. According to these results, students who exhibited bullying behavior were less likely to have been exposed to a friend\u0026rsquo;s bad behavior than those who were. The most common emotions reported by these students were anger and sadness. Students frequently hit their friends when they are bullied by a friend. Among students who were bullied, a higher percentage were exposed to bad behavior than those who were not exposed to bullying. The most common emotions among these students were sadness and fear. While most students prefer to seek teacher support, some remain unresponsive.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eEmotional and social effects of bullying experience\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eStudents showing bullying behavior\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e\u003cp\u003eStudents exposed to bullying\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmotional and social impacts\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eThe impact of being bullied on relationships with other friends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCommunication problems\u003c/p\u003e\u003cp\u003eExclusion\u003c/p\u003e\u003cp\u003eGetting along\u003c/p\u003e\u003cp\u003eAcceptance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eThe impact of being bullied on relationships with other friends\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eCommunication problems\u003c/p\u003e\u003cp\u003eGetting along\u003c/p\u003e\u003cp\u003eExclusion\u003c/p\u003e\u003cp\u003eAcceptance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eImpact on emotional state at school or at home\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnaffectedness\u003c/p\u003e\u003cp\u003eBad impact\u003c/p\u003e\u003cp\u003eSadness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eImpact on emotional state at school or at home\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eUnaffectedness\u003c/p\u003e\u003cp\u003eFear/Anxiety\u003c/p\u003e\u003cp\u003eBad impact\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e shows the effect of bullying on the emotional state and social relationships of students who are bullied and those who witness bullying. According to the findings, students who exhibit bullying behavior mostly experience exclusion in their friendships. Additionally, the majority of students who were not affected emotionally were also in the majority. The students who were subjected to bullying mostly got along well with their other friends. However, the majority of students were badly affected emotionally.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe effect of bullying experience on friendship and communication dynamics\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eStudents showing bullying behavior\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e\u003cp\u003eStudents exposed to bullying\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFriendship and communication dynamics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGeneral friendships in the classroom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003cp\u003eBad\u003c/p\u003e\u003cp\u003eFighting/noise\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGeneral friendships in the classroom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003cp\u003eBad\u003c/p\u003e\u003cp\u003eFighting/noise\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReasons for children misbehaving/bullying in the classroom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDisagreement\u003c/p\u003e\u003cp\u003eMaking himself/herself look cool\u003c/p\u003e\u003cp\u003eQuarrelsome personality\u003c/p\u003e\u003cp\u003eTo be hateful\u003c/p\u003e\u003cp\u003eLack of aspirations\u003c/p\u003e\u003cp\u003eInsulting\u003c/p\u003e\u003cp\u003eSeeing bad behavior from others\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eReasons for children misbehaving/bullying in the classroom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eDisagreement\u003c/p\u003e\u003cp\u003eQuarrelsome personality\u003c/p\u003e\u003cp\u003eBeing full of anger\u003c/p\u003e\u003cp\u003eLovelessness\u003c/p\u003e\u003cp\u003eNot knowing the reason\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e shows how bullying and being bullied affects students\u0026rsquo; friendships and classroom communication. Fighting and noise are equally common in the friendships of students who exhibit bullying behavior, while negative relationships are slightly less common. The main reasons for negative behavior were disagreement, wanting to appear cool, having a belligerent personality, and experiencing negative behavior from others. Good relationships and fighting/noise were equally common in the class relationships of bullied students (n\u0026thinsp;=\u0026thinsp;4). Students cited unloving behavior, anger, and not knowing the reason as the main causes of negative behavior.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eObservations on the bullying process and suggestions for solutions\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eStudents showing bullying behavior\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e\u003cp\u003eStudents exposed to bullying\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eObservations and solution suggestions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWhat do you do when a friend treats another friend badly?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTrying to solve it by talking\u003c/p\u003e\u003cp\u003eTrying to stop it\u003c/p\u003e\u003cp\u003eReporting to the teacher\u003c/p\u003e\u003cp\u003eHelping a friend\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eWhat do you do when a friend treats another friend badly?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eUnresponsiveness\u003c/p\u003e\u003cp\u003eReporting to the teacher\u003c/p\u003e\u003cp\u003eTrying to stop it\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWhat can be done to avoid such a situation?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExplaining that violence is bad\u003c/p\u003e\u003cp\u003ePreventing bullying\u003c/p\u003e\u003cp\u003eWarning bullies\u003c/p\u003e\u003cp\u003eEstablishing communication\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eWhat can be done to avoid such a situation?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eSupport from the teacher\u003c/p\u003e\u003cp\u003eSupport from family\u003c/p\u003e\u003cp\u003eAwareness events\u003c/p\u003e\u003cp\u003eLearning to respect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e reveals students\u0026rsquo; behaviors, emotions, and suggested solutions in bullying situations. According to the findings, students who exhibited bullying behavior most commonly preferred to stop their friends\u0026rsquo; negative behaviors and report them to the teacher. The most common suggestions for preventing bullying were to communicate and to prevent bullying. Students exposed to bullying mostly reported bad behaviors to the teacher and remained unresponsive when they witnessed them. To prevent bullying, students suggested getting support from teachers and doing awareness activities.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDreams and solution proposals\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u003cp\u003eStudents showing bullying behavior\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e\u003cp\u003eStudents exposed to bullying\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDreams and solution suggestions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVariables\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003en\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWhat would a classroom look like where everyone is happy?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003cp\u003eIt\u0026rsquo;s fun\u003c/p\u003e\u003cp\u003eFull of play\u003c/p\u003e\u003cp\u003eBeing respectful\u003c/p\u003e\u003cp\u003eCompliant with rules\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eWhat would a classroom look like where everyone is happy?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003cp\u003eTolerant\u003c/p\u003e\u003cp\u003eHelpful\u003c/p\u003e\u003cp\u003eCompliant with rules\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHow to help a friend who is being bullied?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHitting another child to defend a friend\u003c/p\u003e\u003cp\u003eReporting to the teacher\u003c/p\u003e\u003cp\u003eTake your friend to a safe place\u003c/p\u003e\u003cp\u003eTrying to prevent bullying\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003cp\u003e1\u003c/p\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eHow to help a friend who is being bullied?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eReporting to the teacher\u003c/p\u003e\u003cp\u003eAlienation from the bully\u003c/p\u003e\u003cp\u003eReacting to bullying\u003c/p\u003e\u003cp\u003eProtecting a friend who is being bullied\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e reveals the dreams of both bullied and bullying students regarding the ideal classroom environment, as well as their suggestions for solutions to bullying. Students who exhibit bullying behavior mostly describe an ideal environment where everyone is happy, kind, and fun, and where there are plenty of games. To help their friends who were bullied, they mostly suggested fighting back against the bully and taking their friends to a safe place. Students who were bullied stated that a happy classroom environment should mostly be good and tolerant. To help their friends who were bullied, they suggested reporting the bullying to a teacher, staying away from the bully, reacting to the bully, and protecting their friend.\u003c/p\u003e"},{"header":"CONCLUSION AND DISCUSSION","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003cp\u003eThe current study aimed to examine the psychological, socioeconomic, and cultural aspects of bullying among elementary school children. According to the results obtained from the study and the observations of the teachers, the general socioeconomic level of the students is mostly low income. Additionally, it was determined that all of the participating teachers encountered bullying incidents in their classrooms, yet a significant proportion (n\u0026thinsp;=\u0026thinsp;7) did not receive training on bullying prevention and intervention. These results highlight the educational gaps related to teachers\u0026rsquo; competencies in bullying prevention and intervention, a topic frequently emphasized in the literature (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDespite the prevalence of bullying, the fact that most teachers lack the necessary skills poses a serious risk to student safety. A systematic review by Fischer et al. (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e) clearly stated that teacher self-efficacy affects the frequency of bullying interventions and the choice of strategy. However, untrained teachers\u0026rsquo; low level of efficacy limits the effectiveness of classroom interventions. Therefore, increasing teachers\u0026rsquo; knowledge and awareness of bullying will directly improve student protection (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTeachers\u0026rsquo; observations indicate that bullying is more frequently reported in classrooms with low-income students. This suggests that bullying is not only an individual problem, but also a structural and environmental one. Bradshaw et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e) found that teachers, especially those working in low-income areas, encounter bullying more frequently but often report not having enough information about how to deal with it. Similarly, Mu\u0026ntilde;oz-Fern\u0026aacute;ndez et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e) reported that a lack of capacity to cope with bullying among teachers caused preventive strategies to be ineffective. The present study\u0026rsquo;s important result is that teachers are unprepared to recognize bullying and intervene appropriately. Mahon et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e) emphasized that pre-service teachers also struggle to identify bullying and respond appropriately, highlighting a significant deficiency in teacher training programs. These results demonstrate the need for teachers to acquire comprehensive and practical knowledge about bullying through both in-service and pre-service training. These results demonstrate that teachers can effectively combat bullying with individual efforts and systematic, continuous, institutional support. This support is especially critical for teachers working in low socioeconomic schools.\u003c/p\u003e\u003cp\u003eThe results of the study show that most students have a low socioeconomic status, which is a risk factor associated with bullying. This finding aligns with previous studies that have revealed a link between bullying and socioeconomic conditions. Specifically, studies have reported that students with low socioeconomic status are more likely to be victims of bullying (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). Disadvantaged conditions such as social exclusion, inadequate family support, and low school belonging are thought to make these children more vulnerable.\u003c/p\u003e\u003cp\u003eWhen evaluated in terms of the students\u0026rsquo; friendships, it was observed that children who exhibited bullying behavior had more friends. Meanwhile, victimized children were lonelier and more isolated in their peer relationships. These findings align with the \u0026ldquo;social power of the bully\u0026rdquo; hypothesis in the literature. Farmer et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) stated that children who bully are sometimes at the center of social groups and have a wide circle of friends. In contrast, victimized students are often socially isolated, and this isolation reinforces the bullying cycle (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). The fact that a significant number of students who engage in bullying behavior also report being bullied points to a group defined in the literature as \u0026ldquo;bully-victims.\u0026rdquo; This group consists of children who exhibit both aggression and victimization, and it is considered one of the most psychosocially risky groups (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe fact that teachers are often the first point of contact for children who are bullied underscores the importance of their intervention. According to the comprehensive study by Cheng et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e), teacher support and strengthening of peer relationships can reduce introverted symptoms associated with bullying. However, teacher interventions must be equipped with sufficient knowledge and sensitivity to be effective.\u003c/p\u003e\u003cp\u003eAnother result of the study shows that verbal and physical bullying are the most common types of bullying. Direct and visible forms of bullying are reported more frequently and have stronger psychosocial effects for both perpetrators and victims, as many international studies have shown (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). The prominence of physical bullying as a form of power-based communication in the school environment reveals that power imbalances are perceived as a means of socialization from an early age (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). Physical superiority, aggression, and parental indifference are the most emphasized factors in bullying students. These factors overlap with the risk factors identified in the literature. Indeed, studies show that physically dominant students can more easily exhibit aggressive behaviors and tend to establish social control over their peers (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). Additionally, parental apathy impairs a child\u0026rsquo;s emotional regulation and capacity to adapt to social norms, making them more prone to aggressive behavior towards peers (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTeachers\u0026rsquo; views on the characteristics and common reactions of bullied students revealed that these students typically exhibit behaviors such as having poor social relationships, crying, not participating in games, being fearful, and having poor communication skills. Notably, one of the most common reactions of bullying victims is social isolation. Avoiding unstructured social environments, such as games, can be both a cause and a consequence of victimization. Not participating in games, in particular, suggests that children internalize social exclusion and tend to leave safe spaces (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). Armitage (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e) stated that such social withdrawal paves the way for problems such as depression, anxiety, and school phobia. Additionally, a meta-analysis showed that children withdrawn from play developed emotional symptoms such as loneliness and insecurity over time (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAnother significant finding is that bullying has extensive and long-lasting negative consequences for both the victims and the perpetrators. Many studies in literature point to this situation. In a study by Camodeca and Nava (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e), bullying victims and bullies were found to have impaired emotional regulation skills and increased physiological stress responses in later years. These results reveal that bullying experiences during childhood leave permanent marks on individuals\u0026rsquo; mental health. A retrospective study by Valera-Pozo et al. (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e) emphasized that depression, anxiety, low self-esteem, and suicidal thoughts frequently occur in individuals involved in bullying in subsequent years. The same study concluded that bullies were individuals with high reward sensitivity, while victims had low levels of psychological adjustment. Therefore, both groups carry different but serious risks in terms of psychosocial development. Bettencourt et al. (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e) found that children with a history of bullying experienced serious issues in young adulthood, including not graduating on time, receiving depression diagnoses, and encountering the justice system. The researchers state that these results develop indirectly through school success and disciplinary problems. These findings demonstrate that bullying is a risk factor that affects not only an individual\u0026rsquo;s social relationships, but also their academic and professional future.\u003c/p\u003e\u003cp\u003eTeachers who participated in the study did not associate bullying with cultural factors. This result indicates that bullying is only addressed at the individual or classroom level, while the cultural and social dimensions of bullying are often overlooked. The literature emphasizes this deficiency and highlights the importance of cultural values in shaping bullying behaviors (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e). In their study of 35 countries, Yin, Han, and Li (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e) found that cultural values, especially in societies that emphasize self-expression or traditional values, play a significant role in the frequency and effects of bullying. Similarly, Rismayani (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e) points out that cultural awareness is an effective strategy for preventing bullying and plays a key role in creating inclusive educational environments. Teachers who fail to recognize cultural values evaluate student interactions only on a behavioral level. However, the socio-cultural background of students can deeply affect these behaviors. Consequently, teachers who evaluate bullying solely as a behavioral problem demonstrate an exclusionary perspective that disregards the cultural context. However, bullying is not only an individual attitude, but also a cultural phenomenon shaped by societal norms, values, and structures. Educators who can comprehend this cultural perspective will be able to address bullying with a more in-depth, holistic approach.\u003c/p\u003e\u003cp\u003eIn line with teachers\u0026rsquo; views, data on the effects of family sociodemographic characteristics on children\u0026rsquo;s bullying behaviors focus on family structure, economic conditions, parental attitudes, and gender differences. According to these results, teachers emphasize family structure and parental attitudes as main causes of bullying behaviors in children. Specifically, indifferent parental attitudes and domestic violence have been found to contribute to the development of aggressive behaviors in children. In fact, as stated in Nocentini et al.\u0026rsquo;s (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e) systematic review, attachment problems, neglect, domestic violence, and negative parenting styles are among the most prominent determinants of children\u0026rsquo;s tendency to bully. Therefore, it can be concluded that indifferent or overly authoritarian parenting practices are important risk factors in the development of both bullies and victims. Another result of this study is that bullying varies according to gender, which is consistent with previous research. The study found that physical bullying was more common among boys, while verbal bullying behaviors were more frequently observed among girls. A large-scale comparative analysis by Smith et al. (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e) also found that boys were more likely to engage in physical bullying, while girls were more likely to engage in verbal or indirect bullying. These differences highlight the impact of gender roles on children\u0026rsquo;s behavior patterns. Some studies have emphasized that boy aggression can be shaped by hegemonic masculinity norms, such as the display of physical power and emotional distance (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). These norms may cause children to use bullying as a tool to gain acceptance in their social environment.\u003c/p\u003e\u003cp\u003eTeachers often use awareness-raising strategies, such as verbal intervention and communication, to combat bullying. However, there is no clear policy or guidance strategy at the school level. This situation reveals that teachers\u0026rsquo; individual efforts cannot be incorporated into an institutional framework. A comprehensive study conducted by Bradshaw et al. (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e) in the USA supports this finding. In this study, the authors emphasized that teachers mostly adopted approaches based on verbal warnings and information and awareness-raising, due to the lack of systematic school policies. Another study reported that students perceived the effect of teacher interventions as completely stopping 11\u0026ndash;29% of the time, reducing 29\u0026ndash;44% of the time, ineffective 23\u0026ndash;43% of the time, and even worsening the situation 4\u0026ndash;16% of the time. These results highlight the importance of the intervention\u0026rsquo;s form, the relational competencies of the intervening teacher, and the school climate (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). According to Rigby\u0026rsquo;s (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e) analysis, direct sanctions (punishment-based interventions) are one of the most frequently used methods by teachers. However, they are insufficient for providing lasting solutions in the long term due to their lack of creative interaction.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eRecommendations\u003c/h2\u003e\u003cp\u003eThe current study revealed that bullying among elementary school children is a multifaceted phenomenon with individual, psychological, socioeconomic, and cultural dimensions. Teachers\u0026rsquo; observations indicate that bullying is more prevalent among students from low socioeconomic backgrounds and that family structure and parental attitudes directly influence these behaviors. Furthermore, the type, prevalence, and consequences of bullying are closely related to students\u0026rsquo; gender, age, social relations, and family dynamics. However, most teachers evaluate this phenomenon independently of the cultural context and mostly resort to individual, spontaneous intervention strategies. This situation reveals a lack of systematic school policies and multi-stakeholder approaches to combating bullying. Considering the long-term effects of bullying on children\u0026rsquo;s mental health, academic achievement, and social development, developing holistic, cultural awareness, and institutionally structured policies against bullying is an inevitable necessity.\u003c/p\u003e\u003cp\u003eThe following recommendations are considered important within the scope of the study:\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e1. Teacher training and professional development\u003c/h2\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003ePractical anti-bullying content and cultural awareness modules should be added to pre-service teacher training programs.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eIn-service training should provide teachers with not only recognition and intervention techniques, but also empathy-based approaches and dynamic information on bully-victim relationships.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e2. Policy and guidance at institutional level\u003c/h2\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eClear, written, all-stakeholder guidance strategies and intervention protocols should be developed to combat bullying in schools.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe cooperation between guidance services and teachers should be strengthened and the intervention process should be carried out in a multidisciplinary structure.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e3. Family and community involvement\u003c/h2\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eBullying awareness seminars should be organized for families, and they should be informed about the effects of indifferent/indifferent or overly authoritarian attitudes on children.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFactors outside the school should also be included in the process through community-based intervention programs (municipality-supported activities, school-family association projects, etc.).\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e4. Increasing cultural sensitivity\u003c/h2\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eTeachers should be trained to evaluate bullying behaviors not only at the individual level but also in cultural and sociological contexts.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eTeachers in multicultural classrooms should be supported to develop pedagogical approaches that are sensitive to ethnic, religious and socio-cultural diversity.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e5. Suggestions for future research\u003c/h2\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eQualitative studies can be conducted on how bullying is legitimized by cultural codes, and comparative studies can be designed especially by addressing East-West cultural differences.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eExperimental studies focusing on \u0026ldquo;bully-victim\u0026rdquo; profiles and examining the impact of psycho-educational intervention models could be encouraged.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eLimitations of study and future studies\u003c/h2\u003e\u003cp\u003eThis qualitative study, which examined the dynamics of bullying in primary school settings through semi-structured interviews with 30 participants\u0026mdash;including 10 teachers, 11 students identified as perpetrators, and 9 students identified as victims\u0026mdash;provides important insights into the personal and institutional dimensions of bullying. Nevertheless, certain limitations must be acknowledged.\u003c/p\u003e\u003cp\u003eFirst, the sample size, though appropriate for a qualitative study, remains relatively small and context-specific. All participants were selected from a limited number of schools within a single region of Turkey, which may restrict the transferability of the findings to broader populations or different cultural settings. Future studies should consider including participants from multiple regions and school systems to enhance contextual variation.\u003c/p\u003e\u003cp\u003eSecond, since the data were obtained exclusively through interviews, the study relied heavily on participants' self-reports, which may be influenced by memory limitations, personal biases, or social desirability\u0026mdash;particularly when discussing sensitive issues such as bullying. Complementary methods such as classroom observations or document analysis could enrich future investigations.\u003c/p\u003e\u003cp\u003eThird, although efforts were made to include different perspectives (teachers, bullies, and victims), other stakeholders such as school counselors, parents, or peer observers were not involved. Including these groups in future research could help build a more holistic understanding of bullying incidents and school climate.\u003c/p\u003e\u003cp\u003eFourth, the emotional vulnerability of child participants\u0026mdash;especially those who had experienced bullying\u0026mdash;may have limited the depth or openness of some responses. Future studies could explore alternative child-friendly qualitative techniques such as drawings, photo elicitation, or storytelling to create a safer space for expression.\u003c/p\u003e\u003cp\u003eLastly, while this study explored how participants perceive and respond to bullying, it did not systematically assess intervention strategies or prevention efforts implemented at the school level. Future research should examine the effectiveness of context-sensitive and culturally responsive anti-bullying programs, particularly in low-resource educational environments.\u003c/p\u003e\u003cp\u003eOverall, this study provides a foundation for further in-depth qualitative inquiry into school bullying, and future research should aim to expand participant diversity, data sources, and longitudinal perspectives.\u003c/p\u003e\u003c/div\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eCIF\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eChild Interview Form\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eUSA\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eUnited States of America\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003eTIF\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eTeacher Interview Form\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u003cb\u003en\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eNumber of variables\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics declarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthics Committee Approval was obtained from the institution to which the researchers were affiliated. This study was found to be in compliance with ethical principles based on the decision of the Dicle University Social and Human Sciences Ethics Committee Presidency dated 06.02.2025 and numbered 866581. Participation in the study was voluntary. Participants completed an informed consent form. Anonymity was ensured during data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWritten informed consent for publication of anonymized quotes obtained during the semi-structured interviews was provided by the legal guardians of all participants. The consent forms included information about the potential use of participants\u0026apos; anonymized responses in scientific publications.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo datasets were generated or analysed during the current study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no specific funding for this work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank the participating \u0026nbsp;teachers and students for their valuable contributions to the study. We are also grateful to the school administrators and district education authorities for granting permission and facilitating data collection. Special thanks to all field experts who provided support by providing expert opinions during the development of the interview protocol.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eE.B.B. conducted the interviews, performed the data analysis, and wrote the discussion section. N.A. wrote the methodology section and contributed to the review of the other sections. S.V. wrote the introduction section and provided feedback on other sections of the manuscript. All authors reviewed and approved the final manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eVan Aalst DA, Huitsing G, Veenstra R. A systematic review on primary school teachers\u0026rsquo; characteristics and behaviors in identifying, preventing, and reducing bullying. 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Int J Appl Educ Stud. 2014;15(1):31\u0026ndash;42.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Bullying, demographic determinants, family, teacher, student, culture","lastPublishedDoi":"10.21203/rs.3.rs-6785420/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6785420/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eBullying is a multidimensional phenomenon that threatens the psychological, social, and academic development of elementary school children. This study examines the psychological, socioeconomic, and cultural dimensions of bullying based on the experiences of teachers and students. This qualitative study included a total of 30 participants including 10 classroom teachers, 11 students who exhibited bullying behavior, and 9 students who experienced bullying. Semi-structured interviews were conducted with the participants, and the obtained data were analyzed using thematic analysis. The most common types of bullying were verbal and physical. Most teachers reported not receiving formal training on bullying and said they mostly used verbal warnings and awareness-raising methods when intervening. Students who exhibited bullying behavior were generally associated with physical superiority, aggression, and family indifference. Victim students, on the other hand, showed symptoms such as social isolation, emotional withdrawal, and not participating in games. Both teachers and students tended to emphasize individual and familial aspects of bullying while ignoring cultural factors. Bullying is a complex phenomenon shaped by social, economic, and cultural contexts that goes beyond individual behaviors. To combat it effectively, teachers and all stakeholders must be culturally sensitive.\u003c/p\u003e","manuscriptTitle":"Multidimensional Investigation of Bullying in Primary School Children: Psychological, Socioeconomic and Cultural Perspectives","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-12 14:35:07","doi":"10.21203/rs.3.rs-6785420/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"69d3d281-7f00-4fbc-8d2d-a58823b2fce7","owner":[],"postedDate":"September 12th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-09T08:25:04+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-12 14:35:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6785420","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6785420","identity":"rs-6785420","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}