<![CDATA[Understanding students’ experiences of bullying and negative interpersonal interactions is essential for strengthening child-friendly educational environments. General victim self-identification and behavior-specific reports offer complementary perspectives on these experiences. This study examined self-identified bullying victimization, reported perpetrator categories, negative interpersonal experiences, and behavioral responses among survey respondents in madrasah tsanawiyah in Pidie Regency, Indonesia, with particular attention to the correspondence between victim self-identification and experience reports. A descriptive quantitative analysis was conducted using 221 digital survey records collected October 22–25, 2022. Frequencies, percentages, and cross-tabulation were used to examine general victim self-identification, 12 negative interpersonal experience items, and 12 behavioral and social-response items. Of 221 respondents, 101 (45.7%) self-identified as bullying victims, with classmates being the most frequently reported perpetrator category (54.5%). Mockery or teasing was reported by 89 respondents (40.3%), while 57 (25.8%) endorsed at least one physical experience. Frequent use of derogatory nicknames for friends was reported by 113 respondents (51.1%). Overall, 146 respondents (66.1%) endorsed at least one negative interpersonal experience. Among respondents who did not identify themselves as bullying victims, 56 nevertheless reported at least one such experience, while 11 self-identified victims endorsed none of the listed experiences. General victim self-identification and behavior-specific reports captured partially different patterns of student experiences. These findings demonstrate the value of examining multiple forms of student reporting and provide empirical insights for strengthening confidential reporting, counseling support, adult-led student protection, and respectful communication within child-friendly madrasah practices.]]>
