The peer group is one of three crucial actors in the socialization of a child with the school and the family. The school is a place where the children learn, socialize and develop and this task had never been so heavy before for the reason why nuclear families and female participation in the social activities have much increased and is still increasing. Even if its role has diminished, the family remains the first important actor in the affective, cognitive an intellectual development and the socialization of a child. But above all this, we want to linger over those that happen in the relationship between peers, which play the third role. While the school and the family has quite protective and educative role for children, among peers every child has the same status and their acts cause immediate consequences in the peer group. Same status, yes in global but, a research on the social relation of children (A. Cartron, F. Winnykamen) shows us that, in a group of peers, there is a differentiation of status underlying and it begins in the three first years in interactions between peers. To be a member of a group of peers is the main key for school life no matter what their school records and that's why it's so important to choose and to be accepted in a group desired. According to another research (B.J. McAuliffe, J. Jetten, M.J. Hornsey, M.A. Hogg), the pupils with individualist characteristic feature would be more exposed to the bullying problem than those with collective characteristic feature. Which characters of personality, which acts, which physical appearance and which social status of child's family are the accelerative or diminutive factors? And how they influence on the social life between group peers? We have questioned to the pupils of year 6 in three countries: Korea, France and England about the reason of bad or incorrect treatment of victim and their suggestion to tackle the bullying, by means of a few opened questions in the questionnaire. The previous survey (by questionnaire in 1998-2001, within the project INTERREG II with the partnership of English researchers and teachers) shows us that many pupils expect to find the way to avoid bullies by them- selves. They seem to be deprived of every other measure or prefer to resolve the problem alone without any help of an adult. Many researches (G.M. Lee, J.H. Kim, J.R. Kang, H.G. Geun) show that the victimization is closely related to the loss of motivation, the disaffection, the fall of school record and the absenteeism. The relationship failure of a child in the group of peers infects his school life and it can even push him to drop out of the school. The psychological relational violence like rejection, exclusion of a peer group and spreading rumours is not quiet minor and it goes with some of physical or verbal violence in the most cases. This type of violence and the disaffection of school (R. Klein) also reflect the social problems in our time: poverty, racism, stereotypes on the ethnic minority and zero toleration for the difference.