Background: Every child has the right to access education in a safe environment. Bullying can have significant consequences, affecting physical health, social well-being, academic performance, and even increasing the risk of suicidal thoughts. Although there is no data on rates of bullying in Mongolia, the number of Mongolian adolescents attempting suicide has recently increased to 32.1% (Badarch et al., 2022). Crafting an effective anti-bullying program for Mongolian schools involves overcoming the lack of evidence-based research, economic burdens, and cultural pushback.

Aims: To understand how anti-bullying and associated interventions are perceived by both primary and middle school teachers in the Gobi-Altai province, Mongolia, in response to an evidence-based anti-bullying program already in use in other countries.

Method: In this qualitative narrative study, a focus group was conducted with four primary and middle school teachers from a provincial school to discuss the feasibility of adapting the P.E.A.C.E. Pack anti-bullying program for Mongolian schools. Ethics approval was obtained (HREC 6818). The P.E.A.C.E. Pack was chosen due to its ready-packaged nature, cross-cultural trials, and cost-effectiveness. The focus group discussion was recorded, transcribed, and thematically analysed.

Results: Awareness is crucial in addressing bullying, as children’s lack of awareness can contribute to involvement in bullying. Discussing these topics during primary and middle school appears to be more effective due to children’s willingness to report bullying incidents and receptiveness to teachers’ guidance. Given its high prevalence, cyberbullying should be widely taught. Enhancing self-concept and fostering optimism is crucial for children from lower socio-economic backgrounds, which is a significant factor associated with bullying. Teachers view their involvement in combating bullying as an essential part of their duties for children’s well-being. To ensure effective program delivery, it is essential to differentiate between primary and middle school contexts, considering time availability and age-appropriate teaching strategies. The further success of a program is associated with both parental involvement and the implementation of school-wide programs.

Conclusions: The findings from this qualitative narrative study suggest the proposed program could effectively be used to address bullying in Mongolia. Schools in Mongolia encounter challenges in selecting suitable anti-bullying programs, such as economic constraints and cultural resistance. Considering these factors, trialling a ready-packaged program like the P.E.A.C.E. Pack could be a good compromise.

Implications for children and families: If you have any concerns related to bullying, please share them with adults around you, including parents and teachers. Together, we can work towards a zero-bullying environment.

Implications for practitioners: The P.E.A.C.E. Pack anti-bullying program could be adaptable in the Mongolian school context to mitigate bullying.

Key words: children’s voices, families’ voices, professionals’ voices, education, anti-bullying program, health, policy, qualitative methods, regional/rural communities, well-being

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 1: No Poverty
• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 9: Industry, Innovation and Infrastructure
• SDG 10: Reduced Inequalities
• SDG 16: Peace and Justice Strong Institutions
• SDG 17: Partnerships to Achieve the Goals