当下校园欺凌事件频发，越来越多的受欺凌者家庭选择借助法律武器来维护自身权益，欺凌问题似乎超出了学校力所能及的把控范围。从相关法律判决书中可以看出，有些受欺凌者家庭采取暴力手段予以反击，有些欺凌者拒不承认欺凌事实，同时学校以尽到了基本的管教义务为由，仅仅承担欺凌事件发生后的基础性职责，而对于欺凌造成的后续问题缺乏应对动力。同时，结合实际的学校案例，本研究认为我国在处理校园欺凌问题时存在诸多缺陷，从处理价值来看，当下各方主体对校园欺凌的处理存在一种以暴制暴和惩戒为主的价值；从处理过程来看，校园欺凌处理缺乏对于受欺凌者的关照，且家长在处理过程之中呈现缺位状态；从处理效果来看，当下采取的处罚手段存在罪罚失衡的特征，难以起到调整欺凌问题的作用，反而会引发欺凌者的道德推脱。

之所以存在上述的缺陷，成因是多方面的。从教育政策来看，一方面当下校园欺凌防治政策存在一种效率取向，另一方面，当前学业目标仍然凌驾于德育目标之上；从教师观念来看，教师的学生观以及欺凌观影响了其具体处理措施的选择；从家庭状况来看，家庭的基本情况，包括经济条件、社会地位，尤其是家长的教育观念，决定了家长对于欺凌处理的参与程度，最终影响学校处理的措施及效果。多方因素共同塑成了学校在处理欺凌问题时秉持的“报应性正义”的价值。

为此，本研究建议，对校园欺凌问题的处理需要首先从价值方面予以调整，即转向修复性正义。由于“修复性正义”与“报应性正义”在处理校园欺凌问题上存在的认知差异，即欺凌本质观不同、欺凌原因观不同、欺凌责任观不同以及处理目的观不同，基于“修复性正义”的价值处理校园欺凌，可以起到对欺凌者的纠偏与管教、对受欺凌者的保护与鼓励、对旁观者的警示与督促以及对学校环境的重整与修复的重要意义。不论是从教育事业所处的外部环境来看，还是从校园欺凌相关主体的内部动力来看，“修复性正义”处理校园欺凌都具备一定的可行条件。因而，本研究为“修复性正义”处理校园欺凌问题提出了较为具体的教育措施，在教育目标方面，要明确修复性正义的价值导向；在教育内容方面，要明确相关主体的作用与责任；在教育过程方面，要秉承处理校园欺凌问题的“修复性”过程。但不可否认的是，“修复性正义”价值的推行也受到教师能力水平、家长的配合程度、欺凌主体的参与意愿的制约，而形成处理校园欺凌的阻力，为此，后续研究可以就此进行深层次的思索与探讨，从而为教育维度处理校园欺凌问题提供更有力的支持。

With the frequent occurrence of school bullying incidents, more and more families of the victims choose to use legal weapons to protect their rights and interests. The problem of bullying seems to be beyond the control of the school. It can be seen from the relevant legal judgments that some families of the victims of bullying have resorted to violent means to fight back, and some of the bullies refuse to admit the facts of the bullying. At the same time, the school assumes the basic duty of discipline and only undertakes the incident after the bullying incident. Basic responsibilities, and lack of motivation to respond to subsequent problems caused by bullying. At the same time, combined with actual school cases, this study believes that there are many shortcomings in the current handling of school bullying in our country.From the point of view of processing value, the current handling of school bullying by all parties has a value that focuses on violence and punishment; from the perspective of the process, the school bullying lacks care for the bullied, and the parents are failing to dealing with it because there is a state of absence in the process;from the perspective of the treatment effect, the current punishment methods have the characteristics of imbalance in crime and punishment, which are difficult to adjust the bullying problem, but will trigger the moral excuse of the bully.

There are many reasons for the above-mentioned defects. From the perspective of education policy, on the one hand, the current school bullying prevention policy has an efficiency orientation; on the other hand, the current academic goals still override the moral education goals; from the perspective of teachers, the teachers’ outlook on students and bullying has affected their choice of specific handling measures: from the perspective of family status, the basic family situation, including economic conditions, social status, and especially the parents’ educational concept, determines the degree of parents’ participation in the handling of bullying and ultimately affects  the school’s handling measures and effects.Multiple factors have jointly shaped the value of "retributive justice" that the school upholds when dealing with bullying issues.

For this reason, this research suggests that the handling of school bullying needs to be adjusted from the value aspect firstly, that is, to turn to restorative justice. Due to the cognitive differences between "restorative justice" and "retributive justice" in dealing with school bullying, that is, different views on the essence of bullying, different views on the causes of bullying, different views on the responsibility of bullying, and different views on the processing purpose. Dealing with school bullying based on the value of "restorative justice" can play an important role in correcting and disciplining bullies, protecting and encouraging the bullied, warning and urging bystanders, and reorganizing and restoring the school environment. Regardless of the external environment in which education is located, or the internal motivation of the subjects involved in school bullying, "restorative justice" has certain feasible conditions for dealing with school bullying. Therefore, this research proposes more specific educational measures for "restorative justice" to deal with the problem of school bullying. In terms of educational goals, we must clarify the value orientation of restorative justice; in terms of educational content, we must clarify the roles and responsibilities of relevant subjects; in terms of education process, we must uphold the "restorative" process of dealing with school bullying. However, it is undeniable that the implementation of the value of "restorative justice" is also restricted by the ability of teachers, the degree of cooperation of parents, and the willingness of the bullying subjects to participate, thus forming resistance to dealing with school bullying. To this end, follow-up research can conduct in-depth thinking and discussion on this, so as to provide more powerful support for the educational dimension to deal with the problem of school bullying.