The Swedish school system’s curriculum states that some of the schools goals are to; help to develop pupils’ sense of belonging, solidarity and responsibility for people outside the restricted group, combat discrimination and degrading treatment of individuals or groups and to show respect for individuals. (Lgr 11). Eriksson and other authors in School – an arena for bullying (2002) refer to the professor and psychologist Dan Olweus, who points out that bullying can develop serious consequences for the bullied one. Some of them are being ashamed of themselves and build a poor self-esteem that can take their whole life to recreate. It is probably known as one of the most common social issues in a school environment, whether it’s about younger or older pupils, yet many times also the unsolved ones. For this reason I chose to investigate how the adults at schools have an attitude towards:

• What bullying is caused by?
• How they perceive and define its responsibility to detect and counteract bullying?
• How do the adults work to resolve the bullying-related situations and conflicts at the school?

This has been examined by one perspective, through the interviewed councilor’s, principal’s and teacher’s aspects. The results of the study showed that the they take care of the cases that come to them with their action plans but find it difficult to detect what may be hidden. In addition, the hidden bullying is very common among older pupils, where there seems to be a sensitive subject for them to pick up, hence the unsolved cases.