Abstract
This article examines alternative and supplementary ways in which theorists and researchers have sought to account for bullying behavior among students in schools. Contemporary explanations acknowledge the variety, complexity, and interactivity of both person and environmental factors in determining acts of bullying in schools. Two explanatory models or frameworks are described: (i) an adaptation of the theory of planned behavior proposed by Ajzen (Organizational Behavior and Human Decision Processes 50:179–211, 1991); and (ii) the comprehensive model of bullying (CMB) by Rigby (Multiperspectivity in school bullying, page 64. Routlege, 2021b). The strengths and limitations of these models are discussed, together with applications in addressing school bullying.
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