This study is an analysis of the nature and meaning of bullying in schools. First, the literature on student bullying is reviewed and a definition of bullying is proposed. Next, we developed a set of items to operationalize teacher perceptions of student bullying. An initial, exploratory factor analysis suggested two rather distinct aspects of bullying—teachers’ description of student bullying and their attempt to protect students from intimidation and harm. A test of the factor structure of the bullying measure in a new comprehensive sample supported the initial conceptualization and measure. Further analysis suggested that there were no gender differences or school level differences in perceived bullying. Finally, student bullying was related to the climate of schools in both surprising and unsurprising ways.
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