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Children's Perceptions of Bullying, Exclusion and Defending in English Primary Schools: A Qualitative Study

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Title: Children's Perceptions of Bullying, Exclusion and Defending in English Primary Schools: A Qualitative Study
Language: English
Authors: Aneeza Pervez, Tanvi Masrani, Elle Pemberton
Source: School Psychology International. 2026 47(3):255-275.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Bullying, Elementary School Students, Student Attitudes, Responses, Peer Relationship, Empathy, Social Influences, Peer Influence, Prosocial Behavior, Intervention, Justice, Safety, Foreign Countries, Moral Values
Geographic Terms: United Kingdom (England)
DOI: 10.1177/01430343261422416
ISSN: 0143-0343
1461-7374
Abstract: Bullying in primary school is experienced within peer relationships and classroom norms, yet less is known about how children themselves reason about whether and how to defend others. This study examined pupils' perceptions and anticipated responses to bullying and exclusion in English primary schools. Thirty-six children (Years 4-5; 18 paired interviews) from two state-maintained and three independent schools participated in semi-structured, activity-based interviews that included a short vignette to support discussion. Working from a realist orientation, data were analysed using reflexive thematic analysis. Three themes were identified. The theme "understanding bullying dynamics" captured children's recognition of patterned, intentional harm and the emotional consequences for peers. "Empathy constrained" described how pupils' willingness to help was shaped by perceived social risk, uncertainty about how to act, and competing pressures. Finally, "Moral dimensions of prosocial defence and reciprocity" showed that decisions to intervene were filtered through fairness judgements, relational history, and expectations of future reciprocity. Across accounts, children expressed concern for victims but calibrated action to peer hierarchies, safety, and school norms. Findings suggest that defending is a situated moral practice rather than a simple function of empathy. School efforts to promote defending may be strengthened by work on peer norms, visible adult support, and concrete bystander strategies, alongside opportunities for pupils to discuss fairness and responsibility.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507538
Database: ERIC
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  Data: Children's Perceptions of Bullying, Exclusion and Defending in English Primary Schools: A Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Aneeza+Pervez%22">Aneeza Pervez</searchLink><br /><searchLink fieldCode="AR" term="%22Tanvi+Masrani%22">Tanvi Masrani</searchLink><br /><searchLink fieldCode="AR" term="%22Elle+Pemberton%22">Elle Pemberton</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2026 47(3):255-275.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Responses%22">Responses</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+Values%22">Moral Values</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1177/01430343261422416
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  Data: Bullying in primary school is experienced within peer relationships and classroom norms, yet less is known about how children themselves reason about whether and how to defend others. This study examined pupils' perceptions and anticipated responses to bullying and exclusion in English primary schools. Thirty-six children (Years 4-5; 18 paired interviews) from two state-maintained and three independent schools participated in semi-structured, activity-based interviews that included a short vignette to support discussion. Working from a realist orientation, data were analysed using reflexive thematic analysis. Three themes were identified. The theme "understanding bullying dynamics" captured children's recognition of patterned, intentional harm and the emotional consequences for peers. "Empathy constrained" described how pupils' willingness to help was shaped by perceived social risk, uncertainty about how to act, and competing pressures. Finally, "Moral dimensions of prosocial defence and reciprocity" showed that decisions to intervene were filtered through fairness judgements, relational history, and expectations of future reciprocity. Across accounts, children expressed concern for victims but calibrated action to peer hierarchies, safety, and school norms. Findings suggest that defending is a situated moral practice rather than a simple function of empathy. School efforts to promote defending may be strengthened by work on peer norms, visible adult support, and concrete bystander strategies, alongside opportunities for pupils to discuss fairness and responsibility.
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        Value: 10.1177/01430343261422416
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 255
    Subjects:
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Responses
        Type: general
      – SubjectFull: Peer Relationship
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      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Social Influences
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      – SubjectFull: Peer Influence
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      – SubjectFull: Prosocial Behavior
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Justice
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      – SubjectFull: Safety
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Moral Values
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Children's Perceptions of Bullying, Exclusion and Defending in English Primary Schools: A Qualitative Study
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