A study on primary school students' peer bullying awareness

This study aimed to assess the peer‐bullying awareness levels of 29 second‐grade elementary students attending a public school in the central district of Samsun during the 2024-2025 academic year. Employing a mixed‐methods design, quantitative data were gathered via pre‐ and post‐test forms of the "Peer Bullying Scale" (Kutlu & Aydın, 2005), while qualitative data were obtained through a semi structured student interview form, student letters, and a parent feedback form. Initially, students' bullying awareness was measured with the Peer Bullying Scale; this was followed by a five week "Peer‐Bullying Awareness Training" program. Quantitative pre and post intervention scores were compared using paired‐samples t tests to evaluate changes in awareness levels. Qualitative data were analyzed thematically through content analysis to capture students' and parents' perspectives on the training. The findings indicated a statistically significant increase in Peer Bullying Scale scores after the intervention, suggesting that students were better able to identify bullying behaviors and showed a greater tendency to avoid them. Students described the program as enjoyable, instructive, and beneficial; they reported that, although they had limited knowledge of bullying beforehand, the training enriched their conceptual understanding and improved their ability to respond appropriately. Parents also reacted positively, noting observable changes in their children and expressing satisfaction that such training—given the contemporary importance of addressing bullying—should continue in the future. In conclusion, a structured awareness‐raising program at the second‐grade level significantly improved students' bullying awareness and response strategies. It is recommended that such interventions be maintained periodically and systematically, in collaboration with students, parents, and teachers.