Bullying has been at the forefront of many discussions and has recently been a topic of discussion in children's circles. When children enter school, they need to build healthy peer relationships. However, school is usually the primary place where bullying occurs (Nelson, Kendall & Shields, 2013). Bullying affects a large number of children and can have long-term effects on the psychosocial, physical, and socio-emotional aspects of the child (Vanderbilt and Augustyn, 2010). Bullying can be caused by a group or individual who has stronger power than the victim (Smith, 2013). Bullies struggle with their social and emotional skills. Young child bullies have even more difficulty because they are just beginning to develop the ability to regulate their feelings and behaviors (Gunter, Caldarella, Korth & Young, 2012). In addition to the initial experience of bullying, victims of bullying are at risk for social and emotional fear (Vanderbilt & Augustyn, 2010). The cultural context and understanding of what bullying is may differ around the world. It is commonly known as the force of power through the aggression that a bully inflicts on a victim perceived as weaker. The bully purposely hurts the victim over and over again through different means. There are several roles in which a child can be a participant. These roles include being a bully, a victim, a bully-victim (both a bully and a victim), or a bystander. Bystander means the child stands there and watches without putting a stop to the bullying they are witnessing. Bullying can be direct or indirect. Direct bullying involves physical or verbal aggression. Indirect bullying involves relational aggression such as social rejection (Vanderbilt & Augustyn, 20...... middle of paper ......ctim. These characteristics include having few friends, low self-confidence, low self-esteem, and sense of guilt themselves for being a victim of bullying (Vlachou et al., 2011). Such predictors as psychological symptoms, behavioral changes, and academic problems can be used by educators to indicate whether bullying is occurring and whether or not the predictors point to the bully. or the victim. Once teachers can predict who is the bully and who is the victim, they can help foster appropriate skills to help children regulate their feelings to avoid bullying and aggression (Vanderbilt and Augustyn, 2010) aspects of bullying in young children and how bullying affects them during the time it occurs and later in life. These different aspects affect the social-emotional development of both the bully and the victim.