Background and aims: Qualitative survey of school bullying has been carried out as a part of an international health behaviour study to test whether student’s bullying concept (wording, meaning, knowledge) matches the concept of experts and research methodology. However, some methodology challenges of Hungarian bullying researches are addressed. Methods: The data was collected among 5-9-grade-elementary and middle school students (N=129). They were presented open ended questions of semi-structured interviews and carried out word collection. The answers were processed and interpreted by using the qualitative method of thematic analysis. Results: Based on the answers of students 13 main (and another sub) domains were outlined: characteristics of the perpetrator and the victim; power imbalance; repetition; causes and consequences of bullying; attributes of cyberbullying; bullying forms; other aggression related to bullying, distinction from other forms of violence, differences between bullying and teasing; similarities of bully and the victim; and expansion of bullying. Discussion: Students presented sophisticated concepts of the attributes of bullying: theoretically they clearly understand the power imbalance that is an important criterion of bullying. However, there are many uncertainties in evaluating given real cases and in what way intervention. The widely used definition of Olweus is appropriate in Hungarian bullying research for determining prevalence. However, beside repetition, severity of bullying should also be taken into consideration.
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