Danish study reveals how bullying is hidden behind humour and rough play

A new research project from Aarhus University shows that bullying among schoolchildren has evolved into more subtle forms, often disguised as humour or violent play, making it harder for teachers to detect.

The study, titled Bullying, Marginalisation, and Conflicts Among Children, was initiated by the Mary Foundation and funded by TrygFonden. It highlights that while bullying remains a persistent issue in schools, its nature has shifted, becoming less visible but more aggressive.

Frederikke Skaaning Knage, assistant professor at Aarhus University’s Department of Psychology, explains that bullying still revolves around extreme social exclusion, but it now occurs in ways that are harder for adults to recognise. “It’s not just that it happens online where we don’t see it—it’s that the bullying itself is masked,” she told P1 Morgen.

Rather than overt physical acts like hitting or name-calling, modern bullying may be dismissed as “just joking” or hidden within rough play. Children who react with anger are often mislabelled as the problem, while the underlying bullying goes unnoticed.

The study also found that physical aggression has become more pronounced in children’s play, blending power dynamics, social survival, and hierarchy. Adults may struggle to distinguish between play and bullying, with some dismissing violent behaviour as “just how they play.”

Researchers observed fifth-grade students across six schools and interviewed 102 children aged 10–11. The findings show that bullying extends beyond school grounds, spilling into extracurricular activities and digital spaces.

Magnus Herrmann, chair of Danske Skoleelever (Danish School Students), suggests that the rise of non-teaching staff in schools—such as substitutes and young employees without pedagogical training—may contribute to the oversight. “It’s harder to spot a struggling child if you lack a teaching background,” he said.

Regitze Flannov, chair of the Education Committee at Danmarks Lærerforening (Danish Union of Teachers), points to systemic pressures, including a weakened class teacher role. “Class teachers are key to fostering inclusion, but their role has been deprioritised,” she said, emphasising the need for early intervention and digital awareness.

The study underscores that while exclusion remains central to bullying, violence and aggression now play a more dominant role in children’s interactions.