A Bullying and Peer Victimisation in Elementary Schools: Teachers’ Perspectives

Abstract

Bullying and peer victimisation are important social concerns in elementary school settings, with potential implications for students’ emotional well-being, social interaction, and participation in learning activities. This study aimed to explore teachers’ perceptions regarding the forms, causes, impacts, and prevention strategies associated with bullying among elementary school students. A qualitative descriptive approach was used, comprising semi-structured interviews with four elementary school teachers teaching Grades 2–5 at a private elementary school in Surabaya, Indonesia. Teachers perceived verbal bullying as the most commonly reported form, while physical and social or relational forms were also described. They identified several perceived contributing factors, including students’ family backgrounds, lack of parental attention, peer influence, emotional difficulties, social media exposure, and limited empathy. Teachers generally described victims as shy, passive, less confident, socially isolated, or perceived as different from their peers. Teachers also described role-play, classroom discussion, teamwork, character education, individual guidance, and parental involvement as approaches they considered useful for addressing bullying and supporting empathy among students. These findings represent the perceptions and experiences of four teachers within one private elementary school and should not be interpreted as evidence of the measured effectiveness of these approaches. The study provides contextual insight into teachers’ perspectives on bullying and the approaches they use to promote supportive and respectful classroom environments.