Definitions of bullying: Age differences in understanding of the term, and the role of experience

Abstract

We report two studies that examine age differences in pupils' and parents' definitions of the term bullying, and possible reasons for these including the role of specific experiences. Study 1 compared definitions of bullying given by participants in four age groups; 4 to 6 years, 8 years, 14 years and adult. Participants were shown/read 17 different cartoon scenarios and were asked if each constituted an episode of bullying or not. Multidimensional scaling indicated that the groups differed in their definition of bullying. 4‐ to 6‐year‐olds and 8‐year‐olds used 1 dimension, a distinction between aggressive and non‐aggressive acts, when differentiating cartoons; 14‐year‐olds and adults gave a 2‐dimensional solution, also distinguishing between physical and non‐physical (social/relational or verbal) acts. Study 2 further investigated definitions of bullying given by 99 children aged 4 to 6 years, and the role of experience. Just over half had some understanding of the term, but tended to be less concerned about power differences and repetition of actions. No significant differences in definitions were found between boys and girls, or between children in involved (aggressor, victim or defender) or not involved (bystander) roles; however, aggressors were more likely than other children to say that 11 of the 13 aggressive behaviours were not bullying. These findings are discussed in relation to age related changes in experiences of bullying and cognitive development. Implications for interventions and research are also raised.