Rigby, K.2025-12-182025-12-182024International Journal of Bullying Prevention, 2024; 6(2):101-1092523-36532523-3661https://hdl.handle.net/11541.2/31360This article examines alternative and supplementary ways in which theorists and researchers have sought to account for bullying behavior among students in schools. Contemporary explanations acknowledge the variety, complexity, and interactivity of both person and environmental factors in determining acts of bullying in schools. Two explanatory models or frameworks are described: (i) an adaptation of the theory of planned behavior proposed by Ajzen (Organizational Behavior and Human Decision Processes 50:179–211, 1991); and (ii) the comprehensive model of bullying (CMB) by Rigby (Multiperspectivity in school bullying, page 64. Routlege, 2021b). The strengths and limitations of these models are discussed, together with applications in addressing school bullying.enCopyright 2022 The Author(s). (https://creativecommons.org/licenses/by/4.0/) Access Condition Notes: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.bullying in schoolstheories of aggressionpersonalitysocial ecologyexplanatory modelsJournal article10.1007/s42380-022-00141-x2-s2.0-85139991159