An investigation into boys and bullying : is teasing just harmless fun?

![CDATA[The multidimensional nature of bullying can only be entirely understood by investigating bullying from different influential contexts, including individual, social, and environmental, which can be best achieved through the use of qualitative analysis (Misha, Pepler, & Wiener, 2006). The present investigation aims to extend on the lack of qualitative bullying literature by examining how students define bullying, what the most prevalent types of bullying within the school are, how students perceive the impacts of bullying, and where the differences lie between teasing and bullying. One semi-structured focus group session was conducted with eight male secondary private school students. In total, two main themes were highlighted: (1) student perceptions into verbal and physical bullying; and (2) when teasing crosses over to actual bullying. These important research findings provide real and rich anecdotes from Year 9 students, which supplement our understanding of bullying from a peer perspective. Findings can be used by researchers, educators, and practitioners alike.]]