Echoes of exclusion: lived experiences and theoretical perspectives on peer violence in elementary education

This study examines peer violence in elementary schools through the lived experiences of four victimized students using a phenomenological research design. Semi-structured interviews were conducted to capture how students experience, interpret, and make sense of peer violence, with particular attention to the nature of victimization, the characteristics of perpetrators, and the perceived causes and consequences of such behaviors. The findings indicate that peer violence is shaped by group dynamics, power asymmetries, and gendered patterns of interaction. Among the participants, three reported physical bullying, while one experienced psychological form of aggression. Bullying behaviors were frequently observed to occur within same-gender peer groups, suggesting the presence of gender-based interaction structures. Perpetrators were described as socially isolated, emotionally unstable, and prone to aggressive coping strategies. In many instances, peer group responses appeared to reinforce and sustain violent behaviors, highlighting the collective dimension of the phenomenon. From a theoretical perspective, general strain theory helps explain how academic pressures and social frustrations may contribute to aggressive behaviors among perpetrators. Attribution theory, on the other hand, provides insight into how victims interpret these experiences, often reflecting internalized distress, withdrawal, anxiety, and diminished self-esteem. These attributional patterns are further influenced by contextual conditions such as family-related challenges and socioeconomic background. This study portrays peer violence as an everyday, context-dependent, relational phenomenon in school settings. The study emphasizes the importance of students’ subjective meaning-making processes and suggests that interventions should address peer group dynamics, emotional regulation, and broader factors in the school climate.