International Journal of Education

This study takes a township middle school in Hunan Province as a sample, using questionnaire surveys and interviews to analyze the cognitive differences, discovery channels, and prevention status of school bullying among students, parents, and teachers. The results show that: (1) teachers, students, and parents have consistent recognition of physical bullying, but there are significant differences in identifying psychological bullying; (2) bullying incidents mainly rely on students active reporting, with weak early detection mechanisms; (3) schools lack systematic prevention measures and social support. Based on this, the study proposes a localized practical plan for anti-school bullying in township middle schools based on the Finnish KiVa program. By involving college student volunteer teams, designing multi-dimensional activities, and optimizing monitoring mechanisms, the plan aims to enhance the ability of township middle schools to prevent and address school bullying. This plan provides a new perspective and practical path for school bullying prevention in China. Future research will further promote the plan to broader regions, use big data and artificial intelligence technologies to improve its efficiency, and strengthen international cooperation and exchanges.

KiVa anti-bullying program ; Township middle schools; Anti-bullying; Localization