Abstract
Many forms of peer aggression are referred to as "bullying" by students, parents and adults, and this can be a source of confusion in schools. The main purpose of this study is to explore the circumstances under which students characterize peer aggression as “bullying” incidents. A secondary goal is to examine the feelings students have about the effectiveness of reporting peer aggression to adults. Both objectives are intended to reveal information that will enhance communication about peer aggression and bullying between students and adults. Six focus groups with 54 students in grades three through eight were conducted. The groups were organized in patterns based on grade level and gender, and qualitative methods were used to analyze the results. The findings showed that although the students defined bullying in ways that are similar to the criteria in the literature, they chose different words to describe them. Younger students also expressed greater faith in the ability of adults to respond effectively to bullying situations. Older students preferred to confront a bully with equal force or to reason with a bully to stop the aggression.
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