Considering a More Inclusive Definition of Bullying: Implications for a Whole-Education Approach to Bullying

Dan Olweus defined bullying as “unwanted aggressive behavior that is repeated over time and involves an imbalance of power.” However, there has been a growing recognition of the role played by social contexts. This shift reflects Bronfenbrenner's social-ecological perspective on bullying and the social-ecological diathesis-stress model, which incorporate not only micro levels of analysis, but also meso and macro levels that include broader social factors. Other theories, such as the Migliaccio and Raskauskas' modified social-ecological perspective and Shepherd's Interactionist Norm Account of Culture envision bullying as a social process in which aggressive acts are repeated because they are endorsed by peers and groups. Structural ecologies, social norms, and societal expectations are also at play in bullying behaviors, as young people are often imitating the behaviors they see among their peers, in the adults in their lives, in the media, and in politics. It is against this background that we are now reflecting on the best way to continue the legacy of Olweus and others into the future, while at the same time making sure that our definitions, research instruments, and related interventions are fit for purpose in an increasingly complex world. In this chapter, we review the basis of conventional definitions of bullying, consider future definitions of school bullying and offer recommendations on how to engage in an inclusivity-minded whole-education approach to bullying.