在日本及臺灣，霸凌（bullying）問題在媒體報導及社會大眾的關注下，迅速成為政府優先處理的重要議題。為瞭解霸凌問題處理模式的異同處，本研究以日本及臺灣作為比較研究的對象，透過文獻的比較研究及社會學（sociology）觀點的分析，深入瞭解日本及臺灣霸凌問題的社會文化脈絡及其意涵。研究發現，在日本高度競爭並講求紀律的社會文化中，遵守團體規範被視為是理所當然的生存價值，然而面對政經環境的劇烈改變，社會一再出現失序的現象，加上校園內競爭激烈的考試壓力所引發師生集體霸凌的助長下，學生的霸凌問題不斷浮現，並以自殺事件作為引信，將此問題引爆開來；而臺灣在政治對立、貧富差距擴大、價值觀扭曲的社會環境中，原本的威權體制已受到解構與挑戰，然而威權的思想及科層（bureaucracy）的文化，仍宰制著升學導向的校園，而學生面對父權體制（Paternalism）結構的束縛，其偏差行為及霸凌行為也就接連發生。由此看來，無論是日本或臺灣的學生，在社會結構壓制下所呈現出的霸凌行為，其實是具有行動主體深層的行為意涵，故處理霸凌問題必須兼顧不同層次的思考，方能尋求整全性的解決方法。本研究末並提出建議，以作為政府、媒體、學校及教師處理此問題之參考。

Recently, bullying has surfaced as a governmental priority issue because of media coverage and public concern in both Japan and Taiwan. This comparative study of the Japanese and Taiwanese methods of response to bullying approaches the topic through sociological analysis of existing documentation. In order to further understand the cultural contexts and meanings of bullying in the Japanese and Taiwanese societies, the study shows that in the severely competitive and discipline-oriented Japanese society, adherence to majority-approved norms is the first rule of survival. However, as drastic economic and social changes take place, disorder appears in society. Exacerbated by the teacher-condoned collective bullying caused by campuswide pressure for high academic performance, bullying becomes increasingly common, bursting onto the public consciousness with resultant suicides. In Taiwan, in the social environment of political oppositions, widening divide between rich and poor, and increasingly distorted values, while the original authoritarian system has been challenged, authoritarian ideas still dictate the academic performance-oriented campus. Constrained by the patriarchal system, the students respond with deviant behavior and bullying. Seen in this light, whether in Japan or Taiwan, the bullying behavior surfacing under systemized social repression harbors a deeper meaning, and so the issue must be dealt with on multiple levels in order to reach a comprehensive solution. The study concludes by bringing forth suggestions for the consideration of the government, media, school and educators.