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Bullying Structure Identification Questionnaire

Bullying Structure Identification Questionnaire Test

Understand bullying roles among students and staff in about 5 minutes. 25 quick items deliver clear, actionable insights to guide targeted support and improve classroom climate.

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Questions: 255 minutes

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08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

23836 views

1888 completions

1521 likes

Scale Explorer

How the Scales are Structured

example score

11/22

Bystander (B)

Measures how often a student is present as a witness to bullying situations without taking an active role.

Low observer role

Moderate observer role

High observer role

0 – 7: Low observer role | 8 – 14: Moderate observer role | 15 – 22: High observer role

A score of 11 indicates a moderate observer role, suggesting the student sometimes witnesses bullying but typically does not intervene or participate.

example score

15/22

Victim (V)

Measures how strongly a student reports experiences consistent with being a target of bullying, such as psychological abuse, isolation, and distress.

Low

Moderate

High

0 – 7: Low | 8 – 14: Moderate | 15 – 22: High

A score of 15 falls in the High range, suggesting the student reports a comparatively frequent or intense experience of being targeted, with associated feelings of isolation or anxiety.

example score

5/22

Defender (D)

Measures how often the student takes an active, supportive role in defending peers who are being bullied.

Low defender role

Moderate defender role

High defender role

0 – 7: Low defender role | 8 – 14: Moderate defender role | 15 – 22: High defender role

A score of 5 falls in the Low defender role range, suggesting the student less often steps in to support or protect peers who are targeted.

example score

17/22

Assistant (A)

Measures the extent to which a student supports or imitates the main aggressor and participates in bullying behaviors.

Low involvement

Moderate involvement

High involvement

0 – 7: Low involvement | 8 – 14: Moderate involvement | 15 – 22: High involvement

A score of 17 falls in the High involvement range, suggesting the student often reinforces the aggressor and may take part in direct bullying (e.g., name-calling or physical intimidation).

example score

2/22

Initiator (I)

Measures the extent to which a student takes an initiating, leading role in bullying or aggressive behavior within the class environment.

Low initiator role

Moderate initiator role

High initiator role

0 – 7: Low initiator role | 8 – 14: Moderate initiator role | 15 – 22: High initiator role

A score of 2 falls in the Low initiator role range, suggesting minimal tendency to initiate or lead bullying behaviors in the observed context.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

School psychologists and counselors

41%OF USERS

They use it to quickly map bullying roles in a class and plan targeted interventions for students and staff.

Teachers and class tutors

34%OF USERS

They take it to understand class dynamics, spot aggressors and victims, and adjust classroom management.

Concerned parents and guardians

25%OF USERS

They use it to make sense of what a child may be experiencing at school and decide what support to seek.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

Scale Results
— Explained Clearly

Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.

AI-Powered
Interpretation

A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.

Statistical
Comparison

See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.

Practical
Recommendations

Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.

AI-Detected
Insights

Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.

Discuss with
an AI Psychologist

Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Observer (O)

Average

16.2

Normal range

12.7 — 19.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Victim (V)

Average

8.9

Normal range

5.8 — 11.9

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Defender (D)

Average

12.4

Normal range

8.9 — 15.9

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Assistant (A)

Average

14.2

Normal range

11.4 — 16.9

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Initiator (I)

Average

15.5

Normal range

12.7 — 18.3

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this questionnaire measure?

It identifies common roles in bullying situations within a class, including aggressor, target, bystander, and mediator positions. It also screens for aggression or intimidation by teachers as reported by students.

Who is the questionnaire intended for?

It is intended for middle and high school students who can report their experiences and observations in the school setting. It may be used in individual or group screening.

How long does it take and how many items are included?

Completion time is approximately 5 minutes. The questionnaire contains 25 items.

How should responses be selected?

Responses should reflect what has been experienced or observed in the current school context. If an item does not apply, the closest available option should be selected.

How are results typically used?

Results are used to describe patterns of roles and the overall peer climate to guide targeted prevention and support. Scores are not diagnostic and should be interpreted with other relevant information.

WHAT THE TEST MEASURES

About This Assessment

Bullying Structure Identification Questionnaire Test

bullying

This questionnaire is designed to support structured screening of bullying-related roles and experiences in school settings. The Bullying Structure Identification Questionnaire asks respondents to report on observed and experienced peer interactions that may reflect patterns of aggression, victimization, and bystander involvement.

The measure includes 25 items and typically takes about 5 minutes to complete. Items are intended to help clarify how bullying may be organized within a class or peer group and may also include content relevant to perceived inappropriate behavior by adults in the school environment. Developed by Dan Olweus, the Bullying Structure Identification Questionnaire can be used to inform targeted follow-up, such as individual assessment, classroom-level consultation, and prevention planning, based on the distribution of reported roles and behaviors.

Author: Dan Olweus

Literature: Olweus, D. Bullying at school: What we know and what we can do. Blackwell. 1993.

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