Understanding the nature of bullying in schools can assist in understanding aggression between nations. Although there are substantial differences between bullying behaviour practised by school children and bullying attributed to nations, there are some commonalities. This article examines seven basic elements that help in identifying and describing bullying that occurs between students in schools. These elements are seen to be relevant to understanding the nature and underlying motivations of "some" conflicts between nations. The second part of this article examines steps that have been taken in a growing number of countries in implementing systematic anti-bullying policies in schools. The basic features of these programs are described and their effectiveness in reducing peer victimisation briefly reviewed, drawing primarily upon a comprehensive analysis given in Smith, Pepler and Rigby (2004) ("Bullying in schools: how successful can interventions be?" Cambridge University Press). On the whole, with a few exceptions, interventions have been successful in significantly reducing peer victimization in schools, especially when implemented thoroughly with children in younger age groups. It is suggested that school-based anti-bullying programs can have important implications for promoting world peace. (Contains 1 note.)