Introduction There is no globally agreed definition of bullying. Tattum (1993) defines bullying as, “the desire to hurt or put someone under pressure”. Bullying is the most malicious and malevolent form of deviant behavior widely practiced in schools and yet it has received only scant attention from national and local authorities (Tattum & Lane, 1998). The vast cases of bullying take place in on school premises and most students in playgrounds are affected (Whitney and Smith, 1993). It is therefore vital to understand better the interactions and activities of students in schools in order to place specific behaviors like bullying into context. Over the past two decades, there has been a growing awareness of the extent of bullying in schools. Research in this area, inspired by the work of Olweus in Scandinavia, has done much to focus attention on characteristics of bullies and victims. A good deal of research on bullying in schools has developed around a concern with personality and other individual attributes of bullies and the victims. This is obviously vital but can sometimes obscure the situational and social influences on bullying behaviors (Blatchford, 1993). The fact is that most bullying in schools goes undetected for the very good reason that the victims are too terrified to report their suffering for fear of reprisals which can often be brutal (Pepler, Rigby, & Smith, 2004). The characteristics which typify a student who is being regularly bullied are known to us. Once a student has fallen foul of the bullying menace, and demonstrates that he will not ‘split’, the bullying becomes more intense and the ensuing terror increases (Pepler, Rigby, & Smith, 2004). Social Influences of Bullying Behaviors Much has been written about the reciprocal interplay among the individual, family, peer group, school, community and cultural influences on human behavior (Espelage & Swearer, 2011). Social dominance theory, Demographics, School and Family characteristics are very strong factors which affects the behavior of bullying in schools. Social Dominance Theory A social biological or evolutionary perspective offers a view of peer harassment through the social dominance theory (Sanders & Phye, 2004). The theory helps us to understand that the behavior of bullying has to do with the bully-victim interaction with the individual who bullies (Sanders & Phye, 2004). According to Pellegrini & Long (2002), social dominance theory is, “harassing or bullying behavior which occurs to force someone into a position of submission, which can especially be seen in boys during the transition from primary to secondary schools as they figure out the new social hierarchy”. According to this theory the evidently stronger students in any school will tend to dominate over the weaker ones (Sanders & Phye, 2004). This is the core reason why physical bullying has to do with the size and strength of an individual subjecting his colleagues to bullying (Carney & Merrell, 2001). The theory helps us to understand why the stronger members of the school population are likely to “rule” over the weaker members of the school as described in the social hierarchy concept in the theory (Sanders & Phye, 2004). For example, within-groups aggression can take place in the c