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Bullying Structure Identification Questionnaire3

Bullying Structure Identification Questionnaire Test

With 25 questions taking about five minutes, the Bullying Structure Identification Questionnaire Test helps you explore how you may relate to peer aggression-as a witness, target, supporter, participant, or initiator. Your profile can encourage reflection on classroom dynamics, personal reactions, and ways of responding to difficult social situations.

Questions: 255 minutes

Bullying Structure Identification Questionnaire: test ticket with numbers

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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2,532 completions

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Daniel Hall Psychologist · Test reviewer

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Scale Explorer

How the Scales are Structured

BystanderB

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

example score11/22

11/22Moderate observer roleexample score

0 – 7Low observer role

8 – 14Moderate observer role

15 – 22High observer role

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

VictimV

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

example score15/22

15/22Highexample score

0 – 7Low

8 – 14Moderate

15 – 22High

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.

DefenderD

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

example score5/22

5/22Low defender roleexample score

0 – 7Low defender role

8 – 14Moderate defender role

15 – 22High 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.

AssistantA

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

example score17/22

17/22High involvementexample score

0 – 7Low involvement

8 – 14Moderate involvement

15 – 22High 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).

InitiatorI

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

example score2/22

2/22Low initiator roleexample score

0 – 7Low initiator role

8 – 14Moderate initiator role

15 – 22High 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.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

ObserverO

You?

Average16.2

Typical rangeTypical12.7 – 19.7

Possible0 – 22

VictimV

You?

Average8.9

Typical rangeTypical5.8 – 11.9

Possible0 – 22

DefenderD

You?

Average12.4

Typical rangeTypical8.9 – 15.9

Possible0 – 22

AssistantA

You?

Average14.2

Typical rangeTypical11.4 – 16.9

Possible0 – 22

InitiatorI

You?

Average15.5

Typical rangeTypical12.7 – 18.3

Possible0 – 22

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SAMPLE QUESTIONS

Example Questions From the Test

- Yes, I am friends with everyone.
- I have a couple of friends.
- No, I am not friends with anyone.
- I would like to be friends with everyone.
- A) Yes, one or two.
- B) No, I like everyone.
- V) I dislike everyone.
- G) Yes, but they are disliked by everyone in the class.
- A) Yes, in everything.
- B) Sometimes.
- C) No, everyone looks up to me.
- D) No, I do not feel worse than others.

These are 3 of the 25 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

Bullying Structure Identification Questionnaire Test - Description and methodology of the test

bullying

For a person reflecting on a school peer environment, this peer aggression questionnaire offers a structured way to examine involvement in peer aggression and exclusion. The Bullying Structure Identification Questionnaire Test connects everyday reactions-remaining silent, helping, joining in, or being targeted-with a broader profile of classroom participation. It helps organize observations about classroom relationships and clarify how personal reactions fit within the surrounding peer context.

What This Assessment Explores

Items address status, aggression, exclusion, empathy, and intervention; classroom bullying roles form patterns, not isolated acts.

Five scales are:

Bystander (0-22) measures non-active witnessing: Low observer role (0-7), Moderate observer role (8-14), High observer role (15-22).
Victim (0-22) measures victimization through psychological aggression, isolation, anxiety, and depression: Low (0-7), Moderate (8-14), High (15-22).
Defender (0-22) measures defending victims: Low defender role (0-7), Moderate defender role (8-14), High defender role (15-22).
Assistant (0-22) measures support or imitation of the aggressor and direct bullying: Low involvement (0-7), Moderate involvement (8-14), High involvement (15-22).
Initiator (0-22) measures the aggressive perpetrator role, possible aggression toward peers, teachers, or family, and bullying leadership: Low initiator role (0-7), Moderate initiator role (8-14), High initiator role (15-22).

Methodology and Scientific Basis

Each item presents a brief classroom situation or self-description with several response choices. Options distinguish discomfort, social distance, aggression, indifference, support, and intervention; the respondent selects the statement closest to their experience. This self-report format organizes how reactions map onto roles.

The questionnaire is conceptually consistent with Norkina’s 2016 role-based methodology, but it is not that published method or a direct adaptation. The 2023 study by Sinogina and Lomovskaya and Glazman’s 2009 work offer contextual research on bullying roles, aggression, empathy, status, and peer responses; they do not validate this online questionnaire.

The resulting bullying role profile presents a separate result for each role, with displayed ranges and bands organizing the overall pattern. The respondent-facing format does not specify how many points each answer contributes, so point values should not be inferred from a scale's maximum or band boundaries.

The displayed bands are descriptive: they provide no normative comparison or clinical threshold. Self-report scores can shift with current classroom context, memory, social desirability, and willingness to disclose, so interpret the pattern alongside surrounding relationships and behavior.

Author: Dan Olweus

Literature:

Norkina, E. G. Methodology for Identifying the Bullying Structure. Tavricheskiy nauchnyy obozrevatel'. 2016;3(8):170-174.
Sinogina, E. S., & Lomovskaya, S. A. A study of adolescents' bullying structure and the relationship of cyberbullying to spirituality and empathy indicators. Pedagogical Review. 2023;5(51):121-129. 10.23951/2307-6127-2023-5-121-129
Glazman, O. L. Psychological Characteristics of Bullying Participants. Izvestiya Rossiyskogo gosudarstvennogo pedagogicheskogo universiteta imeni A. I. Gertsena. 2009;(105):159-165.

Updated: 2025-10-02