Brief Bullying Screening Questionnaire Test

People seeking a focused bullying risk assessment can use this questionnaire to reflect on whether a class feels safe, inclusive, and supportive. The Brief Bullying Screening Questionnaire Test is intended for a student or class member with direct knowledge of the classroom, rather than for evaluating personality. Its result organizes possible concerns into a clear screening summary that can guide discussion and attention.

What This Assessment Explores

This bullying screening questionnaire focuses on classroom conditions rather than personality. Its questions address cooperation, exclusion, verbal hostility, property interference, physical conflict, safety, peer intervention, access to help, school enjoyment, and the wish for greater kindness.

The questions cover four practical areas, which are thematic groupings rather than separate displayed scales:

• Classroom climate shows whether pupils get along and whether anyone is excluded.
• Verbal and social harm reflects mean names and rejection.
• Physical or property aggression captures pushing, fighting, and interference with belongings.
• Safety and support indicates whether students feel protected, help peers, know where to report bullying, and want improvement.

The displayed Total Score is 0-10: Low risk 0-2, Moderate risk 3-5, and High risk 6-10. Low results suggest minimal risk, moderate results may indicate concerns requiring attention, and high results reflect more pronounced bullying indicators.

Methodology and Scientific Basis

Each item uses a Yes/No response and describes a concrete classroom situation or perception. The format is accessible, but it cannot show frequency, severity, duration, or the respondent’s role in an event.

The result is presented as a total and interpreted through the stated bands. The questionnaire specifies total-score bands but provides no item-level scoring key or independent norms; these bands should be read as screening categories rather than established clinical cutoffs.

Conceptually, the closest source is the Olweus Bullying Questionnaire. The 1996 revised Olweus questionnaire and Olweus’s school-bullying framework offer related ways to organize victimization, aggression, peer climate, and help-seeking. A 2003 study by Solberg and Olweus shows that prevalence estimates depend on definitions and scoring decisions. This questionnaire is conceptually consistent with those sources, not presented as a direct reproduction or validated adaptation.

As a classroom bullying test, it can structure reflection about exclusion, aggression, safety, and support. Self-report may be shaped by memory, current context, social desirability, and the respondent’s position in the class, so specific examples and other perspectives remain important.