Start with behaviour, repetition and power
A useful school definition looks beyond the form of the behaviour. Staff should consider what happened, whether it is repeated or has the potential to be repeated, the impact on the pupil and whether there is a power imbalance. Power can come from age, popularity, group size, confidence, access to information or control of an online space.
A one-off disagreement can still be serious and may still need a safeguarding or behaviour response. The point of careful classification is to choose the right response, not to minimise harm that does not fit one label.
Physical and verbal bullying
Physical bullying can include hitting, pushing, damaging belongings, taking possessions or repeatedly invading someone's space to frighten them. Verbal bullying can include repeated insults, threats, humiliating comments, sexualised language or nicknames that continue after the impact is clear.
Staff should record the specific behaviour rather than relying only on broad labels. A clear record makes patterns easier to see across lessons, corridors, transport, clubs and unstructured times.
Relational and social bullying
Relational bullying uses friendships, status or belonging to cause harm. It can include repeated exclusion, rumour spreading, public embarrassment, turning a group against someone or making friendship conditional on compliance.
This form can be difficult for adults to see because individual moments may look small. Staff need to notice the pattern, listen to the pupil's account and check what is happening across settings rather than asking the pupil to prove every social interaction.
Prejudice-based bullying
Prejudice-based bullying targets a pupil because of an actual or perceived aspect of identity, background, disability, appearance, family or community. Schools should respond to the immediate behaviour and consider whether wider teaching, policy or safeguarding action is needed.
Do not ask the targeted pupil to educate others or carry the whole response. Adults should name harmful language clearly, protect privacy and follow the school's regional procedures.
Cyberbullying and blended school life
Online bullying can include harmful messages, group-chat exclusion, anonymous accounts, edited images, rumour sharing or pressure around screenshots. It can be repeated through forwarding and sharing even when the original post appeared once.
Online and offline behaviour often overlap. Use the cyberbullying in schools guide to plan evidence handling, reporting routes and classroom discussion.