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School bulling. Teacher interpretation schemes and conceptualizations

School bullying has been a perennial phenomenon and in recent years several studies have been conducted to investigate its consequences on those involved. School bullying is defined as a form of aggressive behavior in which one or more students engage in physical or psychological violence against a student repeatedly and for a long time, consciously, to cause physical or mental pain. The purpose of our research is to investigate the interpretations of Primary education teachers in the island of Lesvos. We use symbolic interaction to interpret the meanings that are produced, exchanged, and intertwined in the social context of school. In the present study, the qualitative method was used, its main feature being the interpretive and naturalistic approach to social reality. Teachers, as actors subject to a structurally defined environment of school bullying interpretations, have incomplete knowledge of its conceptualization, but 'established' criteria for discriminating and delimiting 'divergent' behavior, which can, however, raise problems in terms of categorization.