This study examined how pre- and post-service early childhood teachers’ beliefs and responses to
bullying among young children differ by level of qualification, type of bullying and whether or not it
was witnessed. Results showed 1st and 4th-year student- and diploma-qualified teachers perceived acts of
physical bullying to be more serious than verbal or relational bullying to a greater extent than did
degree-qualified teachers. Degree-qualified teachers were less susceptible to bullying type and indicated
they would be more likely to intervene than the other three groups. Results are discussed in relation to
their implication for teaching practice and the content of pre-service education.