Bullying Experiences Research Articles

Evaluation of Peer Bullying in Cartoons: The Case of Miraculous: Tales of Ladybug & Cat Noir

Our research aimed to determine in a multiperspective way how peer bullying is addressed in animated cartoons. The basic data source of the research was 51 episodes of the <em>Miraculous: Tales of Ladybug & Cat Noir </em>cartoon. We used the Bullying Checklist in the document analysis design of the research. We analyzed the research data by determining the repetition of the items involved in the control list within the episodes. Our findings indicated that bullying was included in all of the cartoon’s episodes. The results of our research in the episodes investigated showed that bullying was mostly indirect, followed by emotional bullying. In terms of gender, most bullies were female, followed by males. Those who were exposed to bullying were also mostly females, followed by males. In addition, victims usually used the strategy of ignoring or doing nothing to get rid of the bullying, the victims often did not share their bullying experiences with anybody, and the bystanders often preferred to keep silent regarding the bullying experiences. Thus, children are exposed to bullying through these cartoons and can be affected by it.

“The black is going”: a phenomenological study on young rural women's experience of colourism

PurposeThe present study explored the young women's lived experiences of discrimination and othering based on skin tone in two rural localities of Uttarakhand , State of India. The authors used intersectionality as the theoretical lens for this study.Design/methodology/approachThe authors have adopted an interpretive phenomenological study in the conduct of this research. The authors interviewed twelve female participants in person using a semi-structured interview schedule. The data were analysed using the six-stage data analysis process of interpretive phenomenological analysis.FindingsThe study's findings underline the experiences of stigma, negative self-concept, marriage is a complex reality, media's influence and skin whitening is the first and last resort. Dark-skinned women experience stressful life events due to their skin tone and society's prejudice favouring white and fair skin tones. The experiences of bullying, social shame, guilt and low esteem were also vivid.Originality/valueThis study reveals women's exposure to negative experiences of skin-tone-based discrimination prevalent in Indian society. This is one of the first kinds of such study in India that captures the dark-hued women's recurrent phenomenon of discrimination in their daily lives. It further shows that skin-tone bias and discrimination are widely prevalent and practised despite the claims that Indian society is free from skin-tone biasedness and subsequent discrimination.

Depression and Anxiety among COVID-19 Patients in Jordan: A Cross-sectional Comparison between Inpatients and Outpatients

Background: Many studies have shown increased levels of anxiety and depression during the COVID-19 pandemic. Purpose: This study assesses anxiety and depression among COVID-19 patients who received treatment in outpatient and inpatient settings in Jordan. Methods: This cross-sectional study involved 236 individuals tested positive for COVID19 and having received care at the hospital either as inpatients or outpatients at King Abdullah University Hospital (KAUH) in Jordan from April 9th to September 21st of 2021. The Patient Health Questionnaire-9 (PHQ-9) and Generalized Anxiety Disorder-7 (GAD7) were used as standardized assessments to evaluate these symptoms. Results: Our results indicated minimal anxiety and mild depression overall, with outpatients scoring significantly higher on both scales than inpatients (p-value= 0.011). Factors leading to higher depression and anxiety scores included chronic diseases, a family history of mentalhealth issues, COVID-19-related worries, experiences of social ostracism or bullying, inadequate government support, unemployment, daily following COVID-19 news, and being female. Participants aged 29-44 years and those who previously consulted a psychiatrist had higher anxiety scores. Conclusion: The findings suggest greater anxiety and depression among outpatients, linking these conditions to socio-demographic factors and COVID-19 experiences. The study underscores the need for healthcare systems to address the mental health of COVID-19 patients and combat misinformation's impact on emotional well-being. Implications for Nursing: Nurses play a pivotal role by integrating routine mental-health assessments, particularly for those with identified risk factors, and addressing both physical- and mental- health needs, emphasizing the necessity of a holistic approach to patient care. Keywords: Anxiety, Depression, Inpatient, Outpatient, COVID-19

Analysis on LGBTQ+ Bullying Experiences and Terminology Perceptions in Philippines: Bases for Institutional and Educational Program or Policy

Analysis on LGBTQ+ Bullying Experiences and Terminology Perceptions in Philippines: Bases for Institutional and Educational Program or Policy

System justification theory as a foundation for understanding relations among toxic health care workplaces, bullying, and psychological safety.

Toxic work environments and bullying are rampant in health care organizations. The Joint Commission asserted that bullying is a threat to patient safety, and furthermore, it implied that bullying affects clinician psychological safety. However, after decades of trying to reduce bullying, it persists. The purpose of this study was to determine if system justification (SJ) theory can help explain the persistence of bullying in health care organizations. SJ theory posits that people are motivated to justify the systems with which they are embedded, even if those systems are dysfunctional or unfair. A cross-sectional survey of health care workers ( n = 302) was used to test a moderated mediation model to examine relations between instrumental work climate perceptions and psychological safety, as mediated by SJ and moderated by experiences of workplace bullying. Analysis revealed that SJ fully mediated negative relations between instrumental climate and psychological safety; because of SJ the instrumental climate no longer had a direct negative association with psychological safety. Furthermore, bullying was found to play a moderating role in the instrumental climate-SJ relationship. This study found some support for the role of SJ in perpetuating instrumental workplaces and workplace bullying in health care. Some scholars have proposed that a focus on disrupting workplace contexts that trigger SJ in workers could help break patterns of behavior that enable toxic work environments and bullying to persist.

Influences of prepandemic bullying victimization and COVID-19 peer discrimination on Chinese American adolescents' mental health during the COVID-19 pandemic.

Guided by the social-ecological diathesis-stress model, we examined the interactive influences of prepandemic bullying victimization and COVID-19 peer discrimination on Chinese American adolescents' mental health during the COVID-19 pandemic. Participants included 193 Chinese American adolescents from middle and high schools in the United States. Results of regression analyses suggested that Chinese American adolescents' prepandemic bullying victimization in both traditional and cyber forms, but not COVID-19 peer discrimination, was significantly and positively associated with both their internalizing and externalizing problems during the COVID-19 pandemic, after their sex, grade level, age, and immigration status were controlled. Moreover, Chinese American adolescents' prepandemic bullying victimization in cyber form (but not in traditional form), mitigated the risk influence of COVID-19 peer discrimination on their internalizing problems (but not externalizing problems), during the pandemic. The findings indicate the salient and lasting influence of prepandemic bullying victimization on Chinese American adolescents' mental health during the COVID-19 pandemic. It highlights the importance of continued support for vulnerable students who suffered from prepandemic bullying victimization during the school reopening and postpandemic recovery. It also highlights the importance of developing a resilience-focused approach to creating conditions and opportunities to foster posttraumatic growth among youth with bullying and racial trauma experience. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Factors Influencing Hospital Nurses’ Workplace Bullying Experiences Focusing on Meritocracy Belief, Emotional Intelligence, and Organizational Culture: A Cross‐Sectional Study

Aims. To identify the factors influencing hospital nurses’ workplace bullying experiences (victim and perpetrator aspects) focusing on meritocracy beliefs, emotional intelligence, and organizational culture. Background. Workplace bullying remains a major issue in nursing despite decades of research and policy‐making. Therefore, comprehensively understanding the individual and institutional factors affecting workplace bullying from both the victim and perpetrator perspectives is crucial. Methods. In October 2022, 379 nurses working in South Korean tertiary hospitals were surveyed using a self‐reported online questionnaire. Meritocracy beliefs, emotional intelligence, workplace bullying experiences, and nursing organizational culture were measured using the Meritocracy Belief Scale, Wong and Law Emotional Intelligence Scale, Negative Acts Questionnaire‐Revised, and Positive Nursing Organizational Culture Measurement Tool, respectively. Results. Gamma regression analysis revealed that, for workplace bullying, the factors influencing the victim aspect were the experience of witnessing bullying in the workplace, organizational culture, and meritocracy beliefs. In contrast, the factors affecting the perpetrator aspect were emotional intelligence, meritocracy beliefs, and experience of bullying at work. Conclusion. Decreasing nurses’ degree of meritocratic hubris in a positive organizational culture and increasing their emotional intelligence are necessary to prevent and intervene in workplace bullying. Implications for Nursing Management. Targeted approaches are needed to address and mitigate the detrimental effects of factors influencing workplace bullying. These approaches could include interventions that improve nurses’ emotional intelligence, assess their level of meritocracy beliefs, and offer opportunities for self‐reflection on meritocratic hubris. Such initiatives may be necessary to effectively tackle workplace bullying and promote a healthier nursing work environment.

Prevalence of workplace bullying among employees in the general population, Saudi Arabia

Objective: This research sought to study the prevalence of workplace bullying in Saudi Arabia, examining its various types experienced by employees. Additionally, it aimed to delve into the demographic and work-related factors linked with workplace bullying. The secondary objective involved an assessment of existing policies and interventions addressing workplace bullying, with the goal of providing recommendations for enhancing prevention and management strategies in the region. Methods: This study used a self-administered questionnaire to collect data on workplace bullying experiences. Beside sociodemographic-related questions, the questionnaire used Negative Acts Questionnaire-Revised (NAQ-R) for bullying assessment. Results: The study involved 625 participants, with a mean age of 34.2 years and a balanced gender distribution. The majority were from the Eastern Province, with varying marital statuses, and were predominantly single. Most had completed university education (73.6%) and were employed (52%) in the governmental sector (64.5%). Age was found to be negatively correlated with bullying, suggesting lower levels as individuals grew older. Marital status, employment status, job role within the healthcare system, and mental disorder diagnosis significantly influenced bullying scores. Higher extraversion, agreeableness, and conscientiousness scores were adversely correlated with bullying, while higher neuroticism scores were positively correlated with bullying. Openness to experience scores showed a weak positive correlation. Conclusion: The study reveals that workplace bullying is prevalent and significantly influenced by sociodemographic factors and different personality traits. Factors like age, marital status, employment status, job role, and mental health status impacted bullying scores. Personality traits were also found to influence the likelihood of bullying.

농촌 다문화 아동을 위한 인공지능 기반 심리지원 프로그램

As South Korea experiences an increase in international marriages, the proportion of multicultural families, particularly in rural areas, has risen significantly. Despite their prevalence, rural regions face a severe shortage of psychological support programs aimed at aiding social adaptation for these families. The advancement of artificial intelligence (AI) technology, however, presents new opportunities for delivering psychological support to rural children. This paper aims to examine the various psychological challenges encountered by these children, and to assess the effectiveness of AI-based psychological support programs through extensive literature review. The research methodology centers around a comprehensive literature study, revealing that the psychological issues of rural, multicultural children often arise from language and communication barriers, lack of identity and belonging, experiences of discrimination and bullying, educational challenges, and strained parent-child relationships. While both AI-based and traditional face-to-face psychological support programs have unique benefits, AI interventions may offer more effective solutions for rural, multicultural youth in terms of accessibility, cost, and interaction. Addressing these challenges necessitates an approach that combines an understanding of rural characteristics with technological expertise, underpinned by strong collaboration between government and local communities.

Emotion dysregulation, bullying, and suicide behaviors in adolescents

Background: Among adolescents, rates for suicide attempts and non-suicidal self-injury (NSSI) remain high. Adolescents also often experience bullying, which has been found to associate with increased risk of suicide attempts and NSSI. Emotion regulation difficulties are associated with both bullying victimization and self-harm behaviors in adolescents. Aims: The current study examined the relationship between emotion dysregulation and suicide attempts and NSSI with bullying as a moderating factor. Method: High school students (n = 804) completed self-report measures on emotion regulation difficulties, suicide attempts, nonsuicidal self-injury, and past-year bullying experiences. Results: Moderation analyses found that the relationships between multiple emotion dysregulation dimensions and suicide attempts were significant regardless of bullying experience, but the relationship was stronger when bullying was present. For NSSI, bullying only moderated the relationships between nonacceptance of emotions, limited emotion regulation strategies and NSSI, with stronger associations when bullying was present. Limitations: Different types of bullying were not assessed, all measures were self-report, and the community sample had relatively low clinical severity. Conclusion: Results indicate that poor emotion regulation and bullying victimization associate with greater frequencies of suicidal and nonsuicidal behaviors. These findings point to the need for self-harm prevention programs to address both bullying and emotion regulation skills.

To understand the experiences, needs, and preferences for supportive care, among children and adolescents (0-19years) diagnosed with cancer: a systematic review of qualitative studies.

This study aimed to understand the experiences, needs, and preferences for supportive care, among children and adolescents (0-19years) diagnosed with cancer. A qualitative systematic review has been reported according to PRISMA guidelines. A comprehensive search was conducted across multiple databases (APA PsycINFO, CINAHL, and Medline) and citation searches. Studies were screened according to pre-determined inclusion and exclusion criteria. Methodological quality was evaluated. Findings were extracted in relation to the context of interest of experiences, needs, and preferences of supportive care. Each finding was accompanied by a qualitative verbatim illustration representing the participant's voice. 4449publications were screened, and 44 studies were included. Cancer populations represented in the included studies included lymphoma, leukaemia, brain cancer, sarcomas, and neuroblastoma. Two overarching synthesised findings were identified as (1) coping, caring relationships, communication, and impact of the clinical environment, and (2) experiences of isolation, fear of the unknown, restricted information, and changing self. Children and adolescents articulated that cancer care would be enhanced by developing a sense of control over their body and healthcare, being involved in communication and shared decision-making, and ensuring the clinical environment is age-appropriate. Many experienced a sense of disconnection from the rest of the world (including peers, school, and experiences of prejudice and bullying), and a lack of tailored support and information were identified as key unmet care needs that require further intervention. Children and adolescent who are diagnosed with cancer are a unique and understudied group in oncological survivorship research, with the slowest progress in improvement of care over time. This review will facilitate the development of future interventions and promote the importance of tailored support for children and adolescents at all stages of the cancer journey. Children and adolescents continue to experience a range of difficulties despite routine contact with cancer healthcare professionals. Children and adolescents should be carefully assessed about their individual circumstances and preferences for support given the clear implications from this review that "one size" does not fit all.

Socio-psychological indicators of personal safety in the educational environment

This article is devoted to the problem of psychological safety of the individual in the educational environment. The characteristics of security, safety and trust in relations with teachers and peers were studied in the adolescent and youth group. The purpose of the article is to analyze the current state of some socio-psychological indicators of personal security in the educational environment in connection with the aggressiveness and level of depression of students. A continuous monitoring of the safety of the educational environment was carried out using the cross-sectional method through an electronic survey. Methods: A Zung Self-Rating Depression Scale (SDS), a Buss–Perry Aggression Questionnaire (BPAQ-24), questionnaire. Sampling: 244,143 students of 6–11 grades of schools, colleges and universities of the Republic of Tatarstan; 52,7% of boys and 47,3% of girls; age from 12 to 23 years. The risk group included 860 people with a high total index of aggressiveness and depression (0,35% of the total sampling, 64% of them are boys). The study found that students at risk group are exposed to bullying in the educational environment more often than their peers. They describe relationships with peers and teachers as unsafe and note a lack of help and support. Aggressiveness and the level of depression have statistically significant correlations (p 0,001) with all manifestations of violence and insecurity and can serve as reliable and valid subjective markers of a person's psychological safety in the educational space. In this way, the socio-psychological indicators of psychological safety in the educational environment are the characteristics of relations between the subjects of educational interaction, personal experience of bullying, insecurity, lack of support, aggressiveness and the level of depression of students. The results of the study can be used to prevent deviant behavior among adolescents who are most vulnerable to negative social influences.

The mediating effect of forgiveness on the relationship between spirituality and psychological well-being in adults with history of childhood bullying

The long-term effects of childhood bullying on psychological well-being in adulthood have recently gained attention in research. This study examines the complex dynamics of the phenomenon by investigating the role of forgiveness as a mediator in the relationship between spirituality and psychological well-being among individuals who experienced bullying during their childhood. A purposive sample of 202 participants aged 19-40, who were bullied between the ages of 6-18, were recruited. The measurements used in the study included the Ryff Psychological Well-Being Scale (⍺ = .77) to measure psychological well-being; the Heartland Forgiveness Scale (⍺ = .82) to measure forgiveness; the Daily Spiritual Experiences Scale (⍺ = .94) to measure the spirituality of the participants; and the Olweus Bully/Victim Questionnaire (⍺ = .71) as a screening tool to confirm participants' experiences of bullying. Through mediation regression analysis with 5000 bootstrap samples using Macro PROCESS by Hayes, forgiveness emerged as a significant full mediator (β = .318, p .05, 95% CI: .212, .438). The study provides evidence that forgiveness enhances psychological well-being, suggesting that implementing a forgiveness program could reduce the long-term effect of childhood bullying.

Workplace bullying among Korean registered nurses: A meta-aggregation of qualitative studies

Purpose: This study aimed to conduct a qualitative synthesis of workplace bullying experiences among nurses in Republic of Korea.Methods: Following the PRISMA guideline, a literature search was conducted using seven domestic and three international databases. Studies published in Korean or English from inception to December 31, 2022 were included. A meta-aggregation approach suggested by the Joanna Briggs Institute was used to synthesize the research findings.Results: Fourteen studies were included in this review. As a result of a data analysis of the selected studies, 199 subthemes and supporting illustrations were identified and grouped into 36 related categories. Based on the subthemes and categories, five synthesized findings were developed: (1) the individual and organizational causes of workplace bullying; (2) the various types of physical violence and psychological harassment; (3) the negative impact of workplace bullying and its effect on self-growth; (4) active and passive coping efforts in dealing with bullying; and (5) strategies for preventing bullying incidents.Conclusion: Based on the synthesized findings, four recommendations were made: (1) improving the challenging working conditions for nurses; (2) enhancing educational programs for new nursing graduates; and (3) promoting proactive responses from nursing managers in conjunction with an expansion of resilience training for nursing students. Finally, to address the issue of workplace bullying, (4) multi-center and multi-level research involving nursing organizations needs to be conducted.

Where does culture belong at school? Exploring the role of individualism and power distance in school belonging across cultures

The relationship between culture and school belonging has rarely been examined relative to student and school-level factors. This study explored whether culture, measured through individualism and power distance, plays a role in school belonging across countries. The study, designed to separate the effects of within-school teacher support from country-level effects, was conducted on a cross-cultural sample of 413,575 students drawn from 53 countries. Initial analysis of the 2018 PISA survey data and Hofstede's cultural dimensions suggested that individualism and teacher support were negatively associated, whereas power distance was positively associated with teacher support. However, although higher teacher support was linked with higher levels of belonging, both culture measures had a negative total association with belonging. Further analysis indicated that teacher support was positively associated with belonging within schools, while at a country level, students reported lower levels of belonging in countries with higher teacher support. The overall negative relationship between power distance and belonging could be attributed to the negative indirect effect of country-level teacher support. Moreover, results showed that students' perception of cooperation at school, experiences of bullying, and perceptions of a disruptive disciplinary climate were all significant predictors of school belonging. Findings also indicated that individualism and power distance at the country level also had significant effects on school belonging. These findings underscore the need for multifaceted interventions to improve school belonging. This includes enhancing teacher support, fostering a cooperative school environment, mitigating bullying, and advocating for equitable education policies with full consideration of context-specific implications. This study illuminates the complex interplay between school belonging, teacher support, and cultural factors, emphasising the importance of distinguishing between within-school and country-level effects.

Bullying behaviors and intention to drop-out among nursing students: the mediation roles of sense of belonging and major satisfaction

Bullying in academic settings has long-lasting implications on students’ well-being and career prospects, particularly in fields like nursing that require a high level of interpersonal skills and emotional resilience. This study explored the relationships between experiences of bullying and intentions to drop out among Iranian nursing students, with major satisfaction and a sense of belonging serving as mediating factors. A cross-sectional research design was employed from April to June 2023. Undergraduate nursing students (n = 386) filled out a five-part questionnaire namely demographic and educational information, bullying behaviors in nursing education environments, the Belongingness scale, intention to drop out, and academic major satisfaction scale. The study confirmed that experiences of bullying positively correlated with intentions to drop out, negatively affected students’ sense of belonging and major satisfaction, and established that course satisfaction and a sense of belonging acted as mediators between bullying and intentions to drop out. The findings show the urgent need for anti-bullying interventions targeting faculty behavior and educational strategies aimed at fostering a sense of belonging and course satisfaction among nursing students.

Treatment of Depression With Psychotic Features in Maltreated Adolescents: Evidence-Based Case Report

Introductions: Depressive disorders are expected consequences of experiencing child maltreatment. Many depressive disorders can occur with or without psychosis, which has different implications for treatment and prognosis. This condition raises the challenge of treating depression in maltreated adolescents because the patient has inadequate family and social support. Consequently, it is difficult for the patient to undergo psychotherapy that involves family. Case: A 17-year-old female was diagnosed with psychotic depression. The patient had symptoms of depression, accompanied by hallucinations, since five years ago. The patient was hospitalized for suicidal ideation and food refusal for days. Patient had a history of child maltreatment by family and experienced bullying since elementary school. Patient believes that her family, especially her mother, had hated her from the beginning. Discussions: After stabilization of the patient’s general condition, psychopathology exploration was done together with selection of appropriate treatment. Combined Cognitive Behavioral Therapy (CBT), Selective Serotonin Reuptake Inhibitor (SSRI) and atypical antipsychotic treatment are the evidence-based treatments for psychotic depression in maltreated adolescents. Studies involving patients with psychotic depression which were treated by combination of sertraline and olanzapine showed significant improvement of depression and psychotic symptoms and reduced the risk of relapse over 36 weeks, compared to sertraline plus placebo. Conclusion: Combination of SSRI, atypical antipsychotic and CBT with a trauma-informed approach should be considered as treatment for psychotic depression in maltreated adolescents.

Workplace Bullying Experience Predicts Same-Day Affective Rumination but Not Next Morning Mood: Results from a Moderated Mediation Analysis Based on a One-Week Daily Diary Study

The link between workplace bullying and impaired employee psychological health is well established. Insights into the role of cognitive processes in reaction to stressful events, as well as personality traits in this relationship, remain scarce. In this study, we investigated moderated mediation models that link workplace bullying with employee well-being and mood. The study employs both cross-sectional and longitudinal methodologies within the same group of employees with workplace bullying experience (n = 59). Results from a cross-sectional survey show that affective rumination fully mediates the link between workplace bullying and employee well-being. Contrarily, findings from a daily diary study indicate that day-to-day variations in bullying experiences do not affect the subsequent morning mood. Thus, workplace bullying primarily acts through affective ruminative thinking rather than having a direct effect, especially on individuals low in neuroticism. These insights contribute to a more comprehensive understanding of the relevance of repetitive cognitive processes and personality traits as mechanisms that link workplace bullying with psychological well-being. Implications include the need for a better understanding of the accumulation processes of persistent ruminative thought and the relevance of stressor pile-up to explain spillover effects into the next day in order to understand long-term health impairment.

Bullying Experiences of Workers in Small-Sized Workplaces: A Phenomenological Study

While the study of workplace bullying has been ongoing for 30 years, there remains a lack of research focused on small business workers, despite their vulnerability to workplace bullying due to personal, environmental, and social factors. Therefore, this study applied a phenomenological qualitative research method to identify the phenomenon of workplace bullying, which negatively influences the sustainable development of small-sized workplaces. Methods: This research employed Colaizzi’s phenomenological research approach to explore the meaning and core structure of workplace bullying experiences among individuals working in small businesses. The research included a sample of 10 participants, and data collection took place from May to July in 2023. This involved conducting individual interviews with each participant, varying in frequency from one to three times, and each lasting between one to three hours. Results: This study revealed several significant themes, including individuals feeling stigmatized as incompetent, experiencing gaslighting, having nowhere to run for escape, and often confronting dilemma situations. Moreover, these themes coalesced into two theme clusters: the sense of one’s identity being gradually eroded and a prevailing feeling of having nowhere to turn for help. Ultimately, the core theme that emerged from this research—“the dimly lit maze of life”—encapsulated the complex nature of these experiences. Conclusions: Eliminating workplace bullying for the long-term success and sustainable development of small-sized workplaces will require a united front, involving employers, employees, policymakers, and society at large. Therefore, as a methodology for practically addressing the problem of workplace bullying in small businesses, I propose a problem-solving-oriented participatory action research method based on an ecological model in which participants make a plan, implement the plan, observe the process, and reflect on the outcome of the implemented plan.

Peer Bullying Experiences and Management Strategies of Preschool Teachers

The objective of this study was to explore preschool teachers’ experiences with bullying behaviors in the classroom, their strategies for managing such behaviors, and to provide recommendations for addressing peer bullying in the classroom. Key findings from the research include: A high percentage (90.3%) of teachers reported encountering peer bullying in their classrooms. The most frequently observed types of bullying were verbal (65.6%), followed by physical (16.9%), and psychological (17.4%) bullying. Female students tended to engage more in psychological peer bullying, whereas male students were more inclined toward physical bullying.The incidence of physical and verbal bullying increased as children grew older.One of the primary approaches employed by teachers in dealing with bullying was changing classroom management practices and promoting empathy among students.Implementing a values education program within classroom activities was suggested as a way to enhance the effectiveness of anti-bullying efforts. These findings highlight the importance of addressing peer bullying in early childhood education and fostering positive classroom environments that promote empathy and values education. The study also emphasizes the need for teacher training and support to effectively manage and prevent bullying behaviors among young children.