Background: Teachers play a crucial role in screening, and increasing students’ awareness towards bullying. There is a dearth of studies that describe teachers' perceptions about bullying among students. This study aimed to describe teachers' perceptions about bullying among students at schools. 

Method: A qualitative descriptive design was used among 24 teachers from five public schools. Content analysis was used to find out the study themes, patterns of ideas, and relationships. Results: Three themes emerged: (1) the shocking experience of witnessing bullying, (2) teachers’ perceptions of the predisposing factors of bullying, and (3) the hazardous impact of bullying on victims and the school environment. Teachers provided a new understanding of bullying at school and its causative factors. 

Conclusion and implications: Bullying could end with a hazardous impact on students and the school environment. Policymakers and school nurses should implement anti-bullying strategies and legislation to ensure a safe school environment for school teachers, administrators, and social counselors.

Relevance to clinical practice and education:

Teachers and school nurses could play crucial roles in screening, reporting, and referring to the incidence of school bullying. Also, they could play a significant role in implementing anti-bullying strategies taking into consideration the active engagement of students, parents, teachers, social counselors, policy makers, and school principals. Cultural competent strategies should be taken into consideration when implementing anti-bullying programs and strategies at different levels including family, school, and community.