Bullying is not only educational problem but also serious societal problem at present. Contemporary bullying problem is characterized by bullying the weaker in groups. In addition, some forms of bullying tend to become more wicked and criminal obviously. Recently, there are cases in which bullied juveniles committed suicide. Based upon these contemporary tendencies concerning bullying problem, this paper analyzes the primary factor of bullying. Moreover, the problem of educational process in school which affects the bullying is distussed in a viewpoint of educational pathology. The results are as follows : (1) There are two types of deviant behaviors, bullying and non-bullying (see Figure 2). Bullying deviant behavior type is characterized by a series of bullying acts as a matter of course. This type is relevant to defiant attitudes toward class teacher. On the other hand, non-bullying type is characterized by criminal acts and absence of bullying. (2) Bullying is related to the defiant attitude toward class teacher, as previously stated. For example, juveniles who commit the bullying speak in of their class teachers behind their back (see Table 1). Consequently, it stands to reason that bullying is caused by juveniles' distrust of class teachers (see Table 2). (3) The structure of human relations in a classroom forms the background of bullying among juveniles. In every classroom, there are a few juveniles disliked by all other classmates. Classmates turn a cold shoulder on, and bully these isolated members in various ways. That is to say, the juvenile is entirely alienated and bullied by the rest of his/her classmates (see Figure 5). (4) As a result of Hayashi's quantification method of the first type the most influential variable of bullying is an attitude toward a class teacher, and then breach of school regulations (see Table 4). As to a variable of suffering the bully, the primary factor is immaturity in mentality (see Table 5). (5) Simply stated, bullying problem is a pathological phenomenon of school education, because the problem reflects mutually distrustful relationships between class teachers and juveniles. However, it is necessary to interpret positively this fact. We need to investigate desirable relationship structure between class teachers and juveniles in order to eradicate bullying.
