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<p>School bullying constitutes a significant adverse childhood experience for both victims and perpetrators. Teachers and school staff play a pivotal role in identifying and preventing bullying. Although extensively studied among school-aged children, research on bullying in preschool settings remains scarce. This study used quantitative and qualitative data to explore the perceptions and beliefs of French preschool staff (<i>N</i> = 191) regarding bullying, focusing on definitional aspects, observed bullying behaviors in preschool environments, the roles of school staff and parents, and beliefs about prevention.&#xa0;The findings reveal that French preschool staff's understanding of bullying differs somewhat from the definition commonly found in the scientific literature. Moreover, participants expressed hesitancy in applying the term “bullying” to describe aggressive interactions among preschool-aged children. The results further indicate that professional training for preschool staff could be enhanced to promote more effective interpersonal dynamics within teams. While participants emphasized the importance of implementing prevention programs in French preschools and actively engaging parents, they reported limited implementation of such initiatives.&#xa0;These findings align with existing literature, while also underscoring unique contextual factors&#xa0;shaped by French educational policies and anti-bullying legislation.</p>

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Does Bullying Occur in Preschool? A Survey of French Preschool Workers’ Perceptions and Beliefs About Bullying

  • 期刊论文

  • 发表日期：

    2025年7月7日

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  • Inès Martelli,
  • Estelle Grand,
  • Antoinette Dewandre,
  • Marianne Habib,
  • Thomas Villemonteix

摘要

School bullying constitutes a significant adverse childhood experience for both victims and perpetrators. Teachers and school staff play a pivotal role in identifying and preventing bullying. Although extensively studied among school-aged children, research on bullying in preschool settings remains scarce. This study used quantitative and qualitative data to explore the perceptions and beliefs of French preschool staff (N = 191) regarding bullying, focusing on definitional aspects, observed bullying behaviors in preschool environments, the roles of school staff and parents, and beliefs about prevention. The findings reveal that French preschool staff's understanding of bullying differs somewhat from the definition commonly found in the scientific literature. Moreover, participants expressed hesitancy in applying the term “bullying” to describe aggressive interactions among preschool-aged children. The results further indicate that professional training for preschool staff could be enhanced to promote more effective interpersonal dynamics within teams. While participants emphasized the importance of implementing prevention programs in French preschools and actively engaging parents, they reported limited implementation of such initiatives. These findings align with existing literature, while also underscoring unique contextual factors shaped by French educational policies and anti-bullying legislation.