Because of the cross-cultural differences in bullying in South Korea, it is important not to make assumptions about preventing and treating bullying, since some of the methods and attitudes in bullying prevention in Western cultures do not necessarily apply to an East Asian context.

First, it is important to keep in mind the fact that the dominant type of bullying in South Korea is relational.  Thus, although a Western teacher may not observe explicit physical aggression among his or her students especially among boys (Nansel et al., 2001), it does not mean that bullying is non-existent in the classroom. Rather, such a teacher should watch out for implicit bullying: is a student isolated from the rest of the community? Are there bad rumors spreading about a certain pupil? Is there possibly something going on with roommate relationships when a student does not want to go back to his dorm? While bullying in Western countries is more physical and noticeable (Nansel et al., 2001), tackling bullying in South Korea may requires a deeper understanding of peer-relationships and friendship dynamics among the students.

In addition, it is important to advocate for ally-ship and support for victims of bullying, especially in a collectivist cultural context like South Korea.  Since exclusion of the victim often becomes a collective goal in the group, those who stand with the victims are often considered as out of the norm as well, making it extremely challenging for them to support the victim.  As Yoon et al., (2009) and Hong (2002) have shown, encouraging empathy for bully victims can increase awareness about bullying among peers.

Furthermore, parents and teachers in South Korea should inform themselves on the prevalence of bullying in the country. This applies to South Korean teachers in particular as they have a tendency to brush off what would be considered bullying as something that the parents should handle.  This is in direct contrast to the US, as teachers and parents are more sensitive to instances of bullying.  Helping students develop good relationships with parents and teachers also creates a buffer against bullying.

Finally, it is important to realize that the response by South Korean victims may be drastically different from what is documented in many studies with Western samples. Although some may become perpetrators themselves, many turn more timid and passive instead of aggressive and dominant. Therefore, it is important to look out for these mixed signs of victimization and adjust treatment plans accordingly.