Abstract
This study examines the roles of family variables (authoritarian and authoritative parenting, family disharmony) and school variables (liking school, perceived control of bullying and school hassles) in discriminating non-bully/non-victims, victims and bullies. Participants were parents and their children aged 9–12 years (N = 610). Data were analyzed using ANOVA and discriminant function analysis (DFA). Two significant functions emerged, both of which appeared important in discriminating children according to their bullying status. Together they allowed for the correct classification of 76% of the non-bully/non-victims, 57% of victims, and 61% of bullies. The main conclusion is that family and school systems working together may provide the most effective means of intervention for bullying problems.
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