Being mean: children’s gendered perceptions of peer teasing

Recent research suggests that social cognition may play a role in the connections among gendered experiences of teasing within the grade school classroom. Within the framework of social-cognitive developmental theory, this qualitative research study investigates how gender may influence young children’s experiences and perception of teasing within the context of peer relationships. The present study explored the role gender plays in 89 Canadian children’s (4–9 years of age, 39 girls, 50 boys) perceptions of peer teasing through participants’ drawings and accompanying narratives. Results indicate that gender may help shape girls’ and boys’ perceptions of peer teasing in the classroom and suggest the need for educators to build a school culture of kindness, peace, and compassion to enhance children’s social-emotional lives.