Examining the peer bullying behavior of primary school first level students in the context of problematic technology use

This study investigated primary school students' involvement in peer bullying and its connection to problematic technology use. Rising incidents of bullying in schools have negative effects on students' academic success and social growth. Bullying appears in various forms, including physical, verbal, relational, and cyberbullying, leading to psychological and academic challenges for victims. Moreover, the increase in problematic technology use worsens bullying incidents by influencing students' social interactions. The research was carried out using qualitative methods at a public school in the Eastern Black Sea Region of Türkiye. The sample included 27 participants, including elementary school students who had experienced bullying, parents, teachers, and school counsellors. Data were gathered through semi-structured interviews and analysed via content analysis. The study explored the underlying causes of bullying, students' roles as bullies, victims, and bystanders, and the perspectives of teachers and parents on these incidents. The results highlighted the need for a comprehensive, multi-faceted approach instead of single-focus interventions to prevent peer bullying. Findings indicated that media use impacted the frequency and nature of bullying behaviours. Therefore, it was concluded that efforts to prevent bullying should incorporate social skills training alongside media and family literacy programs.