What different perspectives on school bullying can tell about the problems of those involved.

What is it about?

The paper presents how perceptions of who bullies and who is victimized can differ across children, and how self-reports (i.e., whether children report themselves as bullies or victims) and peer-report (i.e., whether classmates identify a child as bully or victim) relate to different social and personal problems.

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Why is it important?

It is difficult to get a clear idea on who is involved in bullying. Depending on who you ask, answers - and thus roles - might differ. This paper shows that different types of reports (i.e., peer and self) also identifies children with different personal and social problems. This has important implications for school interventions and classroom dynamics.