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Relatively few research studies exist on bullying in preschool classrooms despite research indicating bullying roles can be formed at the preschool level. The purpose of this study was to examine preschoolers’ teachers’ beliefs about the existence of bullying in classrooms, and the factors likely to predict teachers’ response towards bullying behavior. Results revealed that teachers’ empathy, perception of seriousness, and response significantly predicted preschoolers’ verbal, physical, and relational bullying behaviors. The findings of the study highlight the need for advocacy and interventions in preschool classrooms.

Teachers Beliefs and Predictors of Response to Verbal, Physical and Relational Bullying Behavior in Preschool Classrooms