This paper investigates the extent to which psychological theory and research has contributed to how bullying is managed within schools. Teachers' awareness of the behaviours that constitute bullying, gender differences leading to identification difficulties, and low levels of reporting are discussed as plausible reasons for teachers' low intervention rates. Pupils' attitudes towards and responses to bullying are examined within the contexts of self-efficacy, self-acceptance and level of problem-solving skill. Subsequent anti-bullying interventions focusing on these aspects are explored and the importance of a whole-school approach emphasised.