Researchers at a preschool in urban Spain investigated whether young children could learn to recognise and respond to bullying. Rather than focusing on obvious physical aggression, the study examined hidden forms of harm: social exclusion, threats, manipulation, and toxic friendships—the quiet hurts that often go unnoticed in nursery settings.
The preschool used an approach called the Dialogic Model of Prevention and Resolution of Conflicts, which centres on open communication between teachers, families, and children. Teachers helped children name different types of unkindness and guided them to take action.
Three-year-olds can recognise and respond to subtle bullying
When taught explicitly, children from age three onwards could spot different kinds of bullying beyond hitting or name-calling, speak up when classmates were left out or threatened, comfort hurt peers, and show kindness in everyday situations. The research shows young children are far more capable of empathy and action than many parents and educators assume.
The approach works because it treats children as capable thinkers
Rather than imposing discipline, the model involved families and schools creating a shared language around kindness and respect. This matters for Singapore families navigating competitive school environments, where focus on academic achievement sometimes overshadows children's social-emotional struggles. For Asian contexts that emphasise obedience, the findings are particularly relevant: encouraging children to speak up and take action in age-appropriate ways actually creates safer environments. A three-year-old can learn to say, "That's not kind" and ask an adult for help.
Building safer nurseries through family-school partnership
- Name specific types of hurt with your child—exclusion, unkind words, unfairness—rather than generic "be nice" messages.
- Create space at home and school for children to report when they see classmates being treated unkindly, without fear of punishment.
- Model and praise acts of kindness and support, so children see themselves as allies who can help, not bystanders.