Syftet med denna studie har varit att undersöka elevers perspektiv på mobbningsincidenters uppkomst genom att fokusera hur elever beskriver hur och varför mobbning uppstår. Studien baseras på fyrtioåtta semistrukturerade intervjuer med elever i fjärde till och med sjunde årskurs. Materialet har analyserats och insamlats med konstruktivistisk grundad teori. Den överordnade processen för hur mobbning förstås av eleverna kan tolkas som ett socialt ordnande av tillhörighet. Resultaten redogör för att eleverna förstår mobbning och mobbningsincidenters uppkomst utifrån följande tre socialt ordnande kategorier: (a) socialt hierarkiserande (b) aktivitetsförstörande, (c) nymedlemshändande.
Mobbning; mobbningsincidenter; elevers perspektiv; grundad teori; socialt ordnande
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