Abstract
Drawing on ethnographic research conducted in two schools in northern Vietnam, this chapter suggests understanding and addressing school bullying as a generational problem rather than one of individual children. It demonstrates that school bullying is intricately connected to manifestations of power in the deeply generational organisation of schools, and to the ways in which both children and adults exercise their agency in this social environment by drawing on age-related hierarchies, bodily size, and physical strength. Employing the concept of the hidden curriculum, the chapter suggests that some students learn to utilise bullying as a means through which they can influence the behaviour of others and thus more easily navigate their way through school, both socially and scholastically.
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