School bullying involves a persistent and systematic form of victimization that arises from verbal and physical actions, leading to severe emotional and social consequences (NASEM, 2016). It represents a complex educational issue that requires collaboration among all stakeholders—students, educators, parents/guardians, and policymakers (Kokkidou & Mygdanis, 2024). The multidimensional nature of bullying is associated with individual and social factors both within and outside the school environment, making it difficult to mitigate its impact (Osher et al., 2010; Olweus 2009).

The aim of the current study is to explore, analyze, and interpret the perceptions, attitudes, and experiences of educators teaching in music schools in Central Greece regarding the phenomenon of school bullying. The ultimate goal is to effectively develop prevention and intervention strategies to address the issue of multi-victimization.

This qualitative study is grounded in data collected through semi-structured interviews with fifteen (15) active educators who teach individual instrumental lessons or group theoretical courses in music schools. Key focus areas encompass the crucial role of music educators in preventing and addressing bullying within the school community, strategies for managing victimization, and effective practices for strengthening intervention efforts (Epelde-Larrañaga et al., 2020). The interviews revealed significant thematic categories regarding the personal experiences of music educators, along with their observations and understanding of victimization incidents in their schools. A notable aspect of the study is the role of music lessons as tools for preventing aggression and reinforcing the values of equality and justice.

The research findings highlight the significance of cultivating a positive atmosphere in music schools that promotes self-awareness, respect, and acceptance. Schools risk falling behind if they do not adapt to a changing world. Within the school community, educators, students, and parents/guardians possess the capability to encourage the development of a safe and supportive environment. Additionally, the study underscores the importance of collaborative musical activities in developing social skills and cultivating student engagement, ultimately aiming to reduce bullying behaviors. In this regard, the necessity for targeted educational interventions tailored to the unique needs of music schools is evident, with the primary objective of preventing and addressing bullying issues.

• Inclusion, marginalization, bullying and exclusion

May Kokkidou (MEd, PhD, post-PhD) was born in Thessaloniki. She is a music education specialist and researcher and has published numerous papers in international and national journals and conference proceedings. She is author of many books: “European Music Curricula: Philosophical Orientations, Trends, and Comparative Validation”, “From kindergarten to early adulthood – Findings from a longitudinal study”, “Music Definition and Music Education: many perspectives, many voices, many questions”. She teaches as adjunct lecturer in the Post-Graduate Programs (University of Macedonia, European University Cyprus). She served as president of the G.S.M.E. (2007-2012). Her recent research work focuses on the areas of the music curricula studies, semiotics of music, philosophy of music education, and the multi-modal music perception.

Dr. Yannis Mygdanis is a music educator, composer, music education software designer, and postdoctoral researcher at the National and Kapodistrian University of Athens (NKUA). He serves as an adjunct lecturer in the Department of Music Studies at NKUA and teaches in the postgraduate program “Music education in formal and informal settings” at the same university. Additionally, he works as a music educator at the elementary school of Pierce – The American College of Greece. He has presented research at more than 45 international conferences on music, education, and technology and has published over 45 articles in chapters, peer-reviewed journals, and conference proceedings.

Panagioula Karetsou (PhD Candidate, MEd., BMus) is a researcher, musician and music teacher in public primary and secondary schools in Greece. She is pursuing her PhD at Mary Immaculate College (MIC, University of Limerick) supervised by Dr. Maria Varvarigou. She holds a Master's degree in Music Education and Community Music (Department of Music Science and Art, School of Social Sciences, Humanities and Arts, University of Macedonia) and a Diploma in Harmony, Counterpoint and Fugue. Her works have been published in various conferences. Her research interests are in community music, group and choral singing in formal and informal educational contexts.

Maria Foulidou is a musician and piano teacher in secondary schools and specifically in the Music Schools of Greece. She graduated from the Department of Music Science and Art of the University of Macedonia with a specialization in piano and holds a master’s degree in Music Education and Community Music from the same department. She participates as an active member in both solo and chamber music concerts, while in recent years she has studied more musical pedagogy in younger children. Her interests as a teacher have to do with the psychology of music and its benefits to students of all ages.