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Abstract
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School bullying is a significant adverse childhood experience with lasting impacts on victims and perpetrators. Teachers and school staff play a pivotal role in identifying and preventing bullying. Although extensively studied among school-aged children, bullying behaviors in preschool settings remain under-researched. This study aimed to explore the perceptions and beliefs of French preschool staff (N = 191) regarding bullying. A quantitative survey was conducted to assess participants' understanding of bullying definitions, their observations of bullying behaviors in preschool environments, their views on the roles of school staff and parents, and their beliefs about prevention. The findings indicate that preschool staff have an understanding of bullying that somewhat diverges from definitions commonly used in the scientific literature. Participants were hesitant to label aggressive behaviors in young children as bullying. While respondents emphasized the importance of prevention programs and parental involvement, they reported limited implementation of such measures. These results suggest a need for enhanced professional training to better equip preschool staff in identifying early bullying behaviors and promoting positive social interactions. The study also highlights unique contextual factors shaped by French educational policies and anti-bullying legislation, underscoring the importance of tailored prevention strategies in preschool settings.
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