Introduction. Bullying and cyberbullying are dangerous phenomena that have a destructive effect on all participants (aggressors, observers, victims), but it has not yet been overcome in modern educational organizations. Adult participants in educational relations are called upon to influence the prevention and reduction of bullying and cyberbullying, however, they themselves often take a position of non-intervention. The purpose of this article is to identify how bullying is perceived by adult participants in educational relations (administration, psychologists, social pedagogues and school teachers), see its causes, the subjects of solving this problem, and what kind of support they need when working to overcome it.

Materials and methods. The study was carried out in 2019 on the basis of the application of online polling methods, the method of mathematical processing (V-Cramer test). In total, 197 employees of educational organizations of the Krasnoyarsk Territory and the Chelyabinsk Region were interviewed. Among the respondents were 157 teachers, 28 administrative workers, 3 organizers, 7 psychologists and 4 social teachers.

Results. The findings showed that study participants are aware of the presence of bullying in schools, but do not perceive it as a group phenomenon. The idea of bullying depends on the position of participant in educational relations. Administration representatives more often than teachers indicate that the resolution of the bullying situation depends on teachers and students. Escort specialists and administration more often rely on methodological support in the prevention of bullying, and teachers on psychological assistance.

Discussion. The presence of bullying in educational organizations is recognized by adult participants in educational relations, but is not perceived as a phenomenon of group action. There is a tendency to ignore incidents of bullying at school and their role in resolving them by teachers. Ideas about the subjects of prevention and overcoming bullying, support measures during its implementation, are associated with the position held in the educational organization.

Conclusion. The study made it possible to conclude that there are a number of difficulties associated with the prevention of bullying in school: 1) teachers are not fully informed about this phenomenon and its consequences; 2) insufficient competence of the pedagogical team to implement the prevention of bullying; 3) lack of temporary resources to implement the prevention of bullying. Therefore, in order to move to systematic work, it is currently important to conduct educational and educational programs for school employees and parents, including information, methodological, psychological and interactive components.

The positions of adult participants in educational relations on the problem of bullying as a group phenomenon are presented;

A study was conducted based on the use of online survey methods, the method of mathematical processing (Cramer's V-criterion);

The results of the study were interpreted: how much adult participants in educational relations are aware of bullying, its objective causes and factors.

1. Dardiri A., Hanum F. & Raharja S. (2020), “The Bullying Behavior in Vocational Schools and its Correlation with School Stakeholders”, International Journal of Instruction, vol. 13, pp. 691–706. DOI 10.29333/iji.2020.13247a.

2. Martinez M.D., Jimenez S.Y. & Rubio E.L. (2020), “Cyberbullying in future teachers: prevalence and co-occurrence with bullying in a simple of pre-service teachers”, Revista Virtual Universidad Catolica Del Norte, vol. 61, pp. 83–101. DOI 10.35575/rvucn.n61a6.

3. Budyakova A. S. (2020), Bulling kak raznovidnost' sotsial'nogo ekstremizma [Bullying as a kind of social extremism], Sbornik statey Mezhdunarodnoy nauchno-prakticheskoy konferentsii “Innovatsionnyye issledovaniya: teoreticheskiye osnovy i prakticheskoye primeneniye”, 24 maya 2020 goda, gorod Saratov [collection of articles of the International Scientific and Practical Conference “Innovative research: theoretical foundations and practical application”], Obshchestvo s ogranichennoy otvetstvennost'yu “OMEGA SAYNS”, Ufa, May 24, 2020, city of Saratov, pp. 197–201. (In Russian).

4. Bochaver A.A. (2014), Travlya v detskom kollektive: ustanovki i vozmozhnosti uchiteley [Harassment in the children's team: attitudes and opportunities for teachers], Psikhologo-pedagogicheskiye issledovaniya, 6, 1, 47–55. (In Russian).

5. Demol K., Verschueren K., Salmivalli C. & Colpin H. (2020), “Perceived Teacher Responses to Bullying Influence Students' Social Cognitions”, Frontiers in Psychology, vol. 11, DOI 10.3389/fpsyg.2020.592582.

6. Bjereld Y., Daneback K. & Mishna F. (2021), “Adults' responses to bullying: the victimized youth's perspectives”, Research Papers in Education, vol. 36, pp. 257-274. DOI 10.1080/02671522.2019.1646793.

7. Norwalk K.E., Hamm J.V. & Farmer T.W. (2016), “Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization: Effects on School Belonging”, Journal of Early Adolescence, vol. 36 (7), pp. 989–1009. DOI 10.1177/0272431615590230.

8. Ortega-Baron, J., Buelga, S. & Cava, M. J. (2016), “The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying”, Comunicar, vol. 24, pp. 57–65. DOI 10.3916/c46-2016-06.

9. Rullan E. (2012), Kak ostanovit' travlyu v shkole: Psikhologiya mobbinga [How to stop bullying at school: Psychology of mobbing], Izdatel'stvo “Genezis”, Moscow, 264 p. (In Russian).

10. Carretero C.M. & Gimeno E.M.C. (2019), “Testing a Predictive Model of School Climate on Character Development and Bullying Behaviors”, Estudios Sobre Educacion, vol. 37, pp. 135–157. DOI 10.15581/004.37.135-157.

11. Perez-Carbonell A., Ramos-Santana G. & Sobrino M. S. (2016), “Compulsory secondary education teacher training for school bullying prevention and intervention: Some indicators”,Educar, vol. 52, pp. 51–70. DOI 10.5565/rev/educar.716.

12. Bochaver A.A. & Hlomov K.D. (2013), Bulling kak ob"yekt issledovaniya i kul'turnyy fenomen [Bullying as an Object of Research and a Cultural Phenomenon], Psikhologiya. Zhurnal Vysshey shkoly ekonomiki, 10, 3, 149–159 (In Russian).

13. Maunder R.E. & Crafter S. (2018), “School bullying from a sociocultural perspective”, Aggression and Violent Behavior, vol 38, pp. 13–20 DOI 10.1016/j.avb.2017.10.010.

14. Harlanova Е., Sivrikova N., Popova I. & Lapaeva E. (2019), “High school students’ perception of bullying as a phenomenon of group action”, SHS Web of Conferences, no. 70, DOI 10.1051/shsconf/20197008017.

15. Hajdaraj Y. (2017), “Teacher s knowledge of bulling and their anti-bulling attitude”, Europen Journal of Social Sciences Studies, vol. 2, no. 2, pp 1–11. DOI 10.5281/zenodo.344262.

16. Koiv K. (2018), “Comparison of victimized and nonvictimized teachers' ways of handling schoolbullying incidents”, 9th International Conference on Education and Educational Psychology (ICEEPSY), vol. 53, pp. 35–46. DOI 10.15405/epsbs.2019.01.4.

17. Mitin G.V. (2016), Shkol'noye nasiliye: rol' uchitelya [School violence: the role of the teacher], Vestnik Udmurdskogo universiteta, “Seriya. Filosofiya. Psikhologiya. Pedagogika”, 26, 119–123. (In Russian).

18. Stratiychuk E.V. (2019), Pozitsiya uchitelya v shkol'nom bullinge [The position of a teacher in school], Sovremennaya zarubezhnaya psikhologiya, 8, 3, 45–52 (In Russian).

19. Ossa F.C., Jantzer V., Eppelmann L., Parzer P., Resch F. & Kaess M. (2021), “Effects and moderators of the Olweus bullying prevention program (OBPP) in Germany”, European Child & Adolescent Psychiatry, vol. 30, pp. 1745-1754. DOI 10.1007/s00787-020-01647-9.

20. Rajaleid K., Laftman S.B. & Modin B. (2020), “School-Contextual Paths to Student Bullying Behaviour: Teachers Under Time Pressure are Less Likely to Intervene and the Students Know It!”, Scandinavian Journal of Educational Research, vol. 64, pp. 629–644. DOI 10.1080/00313831.2020.1761446.