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This retrospective study examines involvement in school bullying at all developmental stages, from elementary school to university, in relation to personality traits. Participants were 216 university students, 162 (75.0%) females and 54 (25.0%) males. The majority of the sample (88.9%) aged 18–24. Students completed the International Personality Items Pool (BFFM) and a self-report questionnaire about school bullying online. The results show that the involvement roles in personality trait A3 (don’t insult) of the Agreeableness (A) scale differ significantly at all educational levels. However, trait E6 Extraversion (E) and the Conscientiousness (C) scale differ at the elementary school level, and trait N6 of the Neuroticism (N) scale varies at the middle school and N3 differs at the high school. All participants differ statistically significantly in A3, Conscientiousness scale at all educational levels. Those involved differ statistically significantly in the traits Neuroticism, C8, and C9 and in two traits of Openness (O). Throughout the course of schooling, victims showed a higher score on the Conscientiousness scale than the bullies/victims. The victims who became the bullies (victims/bullies) had a higher score on the Emotional Stability scale than the bullies who became victims (bullies/victims). About half of the participants said that the experience affected them positively and the other half negatively. Those who answered that it had a positive impact on them showed a statistically significant difference in characteristics E7 (talkativeness) and N10 (pleasant mood). The findings help inform a new perspective of anti-bullying intervention that targets personality traits in all the roles and their rotation.

No abstract

Case study: Jason, 5 years old Scenario: Jason, who is an only child in his family and goes to school. Recently, due to his mother's overwork, Jason lately attends the extended school program, until the afternoon. He is smart, participates enjoying the activities and usually completes them soon. He likes to organize and manage a game and he likes to play with one or two children. When the other children do not do what he tells them, he threatens them, hits them, chases them away and tells them that he does not allow them to play with his toy. Lately, this behavior is becoming more and more frequent.Teacher Management Strategies: When he exhibits aggressive behavior, he removes him from the team and gives him an individual task (a worksheet) or deprives him of free time.