The association between direct and relational bullying and behaviour problems among primary school children

The prevalence of direct and relational bullying and their differential rel ationship to behaviour problems in young primary school children was invest igated. Individual interviews were conducted with 1982 children aged 6-9 ye ars (mean age 7.6 years) and 1639 parents completed the Strength and Diffic ulties Questionnaire regarding behaviour problems of their children. Of the 1639 children with both data sets, 4.3 % were direct bullies, 39.8 % victi ms, and 10.2 % both bullied and were victimised frequently (bully/victims). The rates for relational bullying were 1.1 % bullies, 37.9 % victims, and 5.9 % bully/victims. All children involved in direct bullying had significa ntly increased total behaviour problems, hyperactivity, conduct problems, a nd peer problem scores, and lower prosocial behaviour scores compared to th ose not involved in bullying (neutrals). Findings were similar for relation al bullying involvement and behaviour problems for bully/victims and victim s but less pronounced. Relational bullies had the lowest behaviour problem scores while being rated the least prosocially inclined children, consisten t with the concept of a cool manipulator. Overall, direct bully/victims and children who were involved in both direct and relational bullying behaviou r had the highest rates of behaviour problems. No relationship between vict imisation and increased emotional problems were found. Those involved in bu llying behaviour who show externalising and hyperactivity problems in prima ry school may be at increased risk for persistent conduct problems. Differe nt interventions may be needed for those involved in relational bullying on ly, both direct and relational bullying, and those with additional behaviou r problems.