“…Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm (Gladden, Vivolo-Kantor, Hamburger, & Lumpkin, 2014, p. 7).Given the significance of school bullying and victimization among children and adolescents, a number of empirical studies and reviews have been published in several national and international journals (for reviews, see Bauman, 2008; Bjorkqvist, 1994; Espelage & Swearer, 2003; Garandeau & Cillessen, 2006; Griffin & Gross, 2004; Hawker & Boulton, 2000; Monks et al, 2009; Pellegrini, 1998; Rigby, 2003; Salmivalli, 2010; Salmon, James, Cassidy, & Javaloyes, 2000; Smith, 2004; Smith & Brain, 2000; Vreeman & Carroll, 2007). The majority of these studies employed quantitative methods, and it is surprising that qualitative research is less frequently used in school bullying than quantitative research (see Gamliel, Hoover, Daughtry, & Imbra, 2003; Mishna, 2004; Torrance, 2000), since understanding this phenomenon requires a deeper insight into children’s perspectives.…”