The prevalence of direct and relational bullying and their differential relationship to
behaviour problems in young primary school children was investigated. Individual interviews
were conducted with 1982 children aged 6–9 years (mean age 7.6 years) and 1639 parents
completed the Strength and Difficulties Questionnaire regarding behaviour problems of their
children. Of the 1639 children with both data sets, 4.3% were direct bullies, 39.8% victims,
and 10.2% both bullied and were victimised frequently (bully/victims). The rates for
relational bullying were 1.1% bullies, 37.9% victims, and 5.9% bully/victims. All children
involved in direct bullying had significantly increased total behaviour problems, hyperactivity,
conduct problems, and peer problem scores, and lower prosocial behaviour scores
compared to those not involved in bullying (neutrals). Findings were similar for relational
bullying involvement and behaviour problems for bully/victims and victims but less
pronounced. Relational bullies had the lowest behaviour problem scores while being rated
the least prosocially inclined children, consistent with the concept of a cool manipulator.
Overall, direct bully/victims and children who were involved in both direct and relational
bullying behaviour had the highest rates of behaviour problems. No relationship between
victimisation and increased emotional problems were found. Those involved in bullying
behaviour who show externalising and hyperactivity problems in primary school may be at
increased risk for persistent conduct problems. Different interventions may be needed for
those involved in relational bullying only, both direct and relational bullying, and those with
additional behaviour problems.