所謂校園霸凌，又稱校園欺凌或校園暴力，指個人在心理、身體和言語遭受惡意的 攻擊，且因為欺凌者與受害者之間的權力或體型等因素不對等，而不敢或無法有效的反 抗。目前，許多國外統計發現校園欺凌行為比例在9%到17%之間，而被欺凌的比例也 在8%到33%之間，已說明了校園霸凌事件趨於國際化問題，本文茲以美國、日本、英 國及捷克等防治校園霸凌有成之國家為例，作為防治對策上，可供他山之石可以攻錯之 借鏡，同時也可以提供國內教育當局在預防霸凌事件發生的一個思考方向。校園霸凌亦 應著重於「防『治』，而非「防『制』，即應以懷柔的治理政策，而非高權的壓制作為 作為防處機制，本件建議分別從家庭方面、社會方面、人際網絡關係的培訓改善，從法 制層面，具體推動「校園反霸凌法」使校園霸凌之防治機制有一個推動成果的整合平台， 促進資源分享及經驗交流。

The so-called school bullying, also known as bullying or school violence, are individuals in mental, physical and verbal attacks from malicious, but also because between bullies and victims of power or unequal size and other factors, and can not or will not be effective resistance. Currently, many foreign statistics showed that the proportion of bullying behavior between 9% to 17%, while the proportion of bullying are between 8% to 33%, has been described campus bullying has become an international issue. In this paper, the United States, Japan, Britain and the Czech Republic and other countries as an example of successful prevention as learn from, but can also provide the education authorities in the prevention of bullying in a direction of thinking. School bullying should focus on prevention, rather than prevention and control. In other words, it should be conciliatory governance policies, rather than pressing the right height, as an anti-place mechanism. The advice from the family members, social aspects, training, networking relations were improving. In addition, from the legal level, specifically promoted " Campus counter bullying law " to make bullying prevention and control mechanism of the campus there is a results-driven integration platform, and promote resource sharing and exchange of experiences.