Children generally view bullying as something wrong and as something that they want to counteract. However, their interpretations and ways to understand their social worlds affect their ways to react to bullying as well as their interpretations of how and why bullying emerges. Furthermore, according to their articulated perspectives, bullying appears to be interpreted differently in different situations, which make them react and interpret bullying in various ways. Children also describe how bullying is interlinked with their ways to organize their social relations and worlds, and how these processes involves constructions of for example gendered identities.
Camilla Forsberg’s research focus on childrens’ perspectives on bullying and how children understand bullying. In her completed thesis she studied how children made sense of bullying, how they described and defined bullying situations and how they reasoned on their reactions. Forthcoming research will focus on how identity processes, social categories and gender are related to and become interlinked with bullying.