Abstract
This paper summarises research conducted into the issue of gender differences within primary school bullying. The study focused on the extent and nature of gender differences and teachers' perceptions and experiences of these differences. Primarily, the research shows that anti-bullying strategies need to be more focussed on girl's experiences of bullying. Within the study, the teachers' identification of boys bullying appeared to be in line with both well-documented gender differences and those reported by the pupils in the study. However, the teachers' appear to be less able to identify girls' involvement in bullying.
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