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.
BOĞA et al. (Fri,) studied this question.