In this article, I referred to the specific aspects of bullying behavior, which is considered an increasingly common phenomenon and a problem for many children, requiring a deep understanding of the seriousness, complexity, and dynamics of this subject. Additionally, we will review the research and evidence regarding the harassment of young school-aged children: understanding the definition of school bullying and the extent of the problem, the consequences of bullying, academic correlations, who is at risk, students' perceptions of harassment and school experiments, programs based on reducing and preventing aggression. Bullying represents primarily a problem of communication and social interaction, with particularly serious effects on both the victim and the aggressor. Current research presents conclusive evidence about the nature of harassment, the factors contributing to bullying, the characteristics of an aggressor and victim, and the physical, social, mental, and academic consequences of aggression. They have also suggested many practical strategies that help prevent the incidence of aggression in schools, with the mission of any anti-bullying program being to prevent aggression before it occurs. The results must be analyzed from today's perspective, as bullying represents an area of scientifically unexplored theoretical and applied research.