The term ‘bullying’ has been receiving a lot of attention in Germany since the early 1990s. The media often report stories about this targeted oppression and hassling. However, this is mostly limited to bullying at the workplace and thus the adult world. Unfortunately, bullying has started to take place increasingly among children and teenagers throughout the last years. Since then, the question has been what bullying looks like in schools and what impacts it has. The phenomenon, hardly known among pupils so far, is difficult to notice. Parents experience an increasingly withdrawn and isolated child und may be confronted with a lack of enthusiasm for school, or active refusal to attend school. In at least 50% of cases the cause remains obscure, because children decide not to speak out for fear of not being able to make the situation at school any better. Since having first been diagnosed in Sweden in the early 70s, bullying as social aggression among students has received considerable attention in research and in the media (see Schäfer, w/o year). According to Mechthild Schäfer, bullying is a part of pupils’ culture, as in German schools at least one child out of ten is bullied, and more than one out of ten bullies other children. However, it is still questionable which dimensions bullying really reaches and which causes can be held accountable for the phenomenon. The question most relevant for Heitmeyer and Schröttle (2006, p. 189) is whether school as an institution with its structures actually promotes violence, or whether it ‘only’ facilitates it by creating opportunities for violence. The authors are of the opinion that a combination of prevention and the improvement of school quality are vital. This book will first review the way bullying is defined in literature and what its causes are, before introducing preventative measures.