Bullying is an extremely damaging type of violence that is present in schools all over the world, but there are still many gaps in knowledge regarding different variables that might influence the phen

The gap

Consensus across the literature

Supporting evidence — 5 representative gaps

• The role of parental parenting styles in preventing children from becoming victims of bullying (2026) · doi

  This study has several limitations. First, the number of participants was limited (5 parents) in one region (Kulon Progo), so the findings cannot be generalized broadly. Second, the study only focused on the parents' perspective, without involving children or teachers. Third, the cross-sectional design was only able to capture a static picture, not the dynamics of behavioral change over time. Fourth, time constraints meant that there was no follow-up to evaluate the long-term effectiveness of the parenting strategies implemented. Based on these limitations, future research is recommended to: (1) involve larger and more diverse participants across regions and backgrounds; (2) include the perspectives of children and teachers as data triangulation; (3) use a longitudinal design to capture the dynamics of change; (4) conduct comparative cross-regional research in various areas of COUNSENESIA: Indonesia Journal of Guidance and Counseling | 236 Vol. 7, No. 1, pp 224-240, 2026 The role of parental parenting styles in preventing children from becoming victims of bullying Indonesia; (5) develop intervention research with experimental designs to test the effectiveness of family-based bullying prevention programs; and (6) explore in depth vulnerable families (single parents, economic limitations) to identify effective adaptive strategies.

  Keywords: limitations parents children participants teachers cross design capture dynamics change time effectiveness parenting strategies based
• Associations of ACEs with Bully Perpetration among Chinese Kindergarten Children: A Large-scale Sample Study (2026) · doi

  The current research adopts the questionnaire survey para- digm. This method enables the collection of a large amount of data, which is conducive to exploring the complex cor- relations among multiple variables. However, it also has limitations such as social expectation bias. During the investigation of children’s adversity variables, the social expectation effect can influence the objective responses of parents. For example, the relatively infrequent occurrence of ACEs, such as parental death (0.3%), and bullying behaviors (with only 6.4% of children reported as engaging in bullying) could reduce statistical power. The measurement of reported bullying behavior in the current study may also have biases from the teachers. Bour- dieu’s “social reproduction” theory requires us to examine the generation process of reported behaviors. As gatekeep- ers of the educational field, teachers may have class biases in their evaluations (Hamre, 2014). Teachers with middle- class backgrounds may be more likely to regard the con- flicts of children with a good family education (high cultural capital) as “assertive behavior” and define similar behaviors from children with a high ACEs background as “bullying” (Darjan et al., 2020). This “misidentification” forms a form of symbolic violence: when children with adversity habits enter the field, because they cannot provide the required “gentle” behavior, they are labeled by the teachers, and the feedback to parents is reported back, completing the nega- tive reproduction of social status. Therefore, when inter- preting the data, we must admit that “reported bullying behavior” is both a reflection of the children’s real behavior and the result of the operation of field power. And this bias may lead to an overestimation of the association between adversity and reported bullying behavior. In addition, we must also state that the quantitative research paradigm adopted in the current study cannot draw causal conclusions. There is a certain correlation between childhood adversity and bullying behavior, but it cannot be simply assumed that childhood adversity necessarily leads to bullying behavior. However, the correlation between the two is still worthy of continuous and in-depth research. Future research can adopt a more direct way to measure children’s bullying behavior to overcome the biases in teacher observation and parent reports. Regarding the research topic of whether there is a causal relationship between childhood adversity and bullying behavior, future research is necessary to adopt a longitu- dinal research paradigm and conduct further exploration through long-term observation. Last, the data is sourced exclusively from a city in southern China, which may limit the generalizability of the findings due to potential urban-rural and regional cultural differences.

  Keywords: bullying behavior children adversity reported social teachers current behaviors biases field cannot childhood variables expectation
• Examining developmental differences in the social‐emotional problems among frequent bullies, victims, and bully/victims (2008) · doi

  Abstract Bullying poses a threat to children's social‐emotional functioning and their perceptions of school climate, yet few studies have examined different types of social‐emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels.

  Keywords: bullying children social emotional school bully victim abstract poses threat functioning perceptions climate examined different
• Empathy and Callous–Unemotional Traits in Different Bullying Roles: A Systematic Review and Meta-Analysis (2016) · doi

  Bullying is an extremely damaging type of violence that is present in schools all over the world, but there are still many gaps in knowledge regarding different variables that might influence the phenomenon.

  Keywords: bullying extremely damaging type violence present schools world there still gaps knowledge regarding different variables
• Bullying, family cohesion, and school connectedness: a moderated-mediation multigroup analysis of adolescents (2021) · doi

  Although several studies have examined family support and school connectedness as protective factors that buffer the link between being bullied and mental health, little is known about racial/ethnic differences in bullying victimization.

  Keywords: several examined family support school connectedness protective factors buffer link bullied mental health little known