<p>This study tackles the issue of insufficient attention to frontline educational practitioners in mainland China’s research on school bullying. It explores teachers’ perceptions and experiences regarding school bullying and related intervention policies from their perspective. Employing a qualitative research methodology and the bio-ecological system theory as an analytical framework, the study conducted semi-structured interviews with five secondary school teachers. The findings of this study suggest that bullying within the investigated educational contexts exhibits distinct cultural specificity, particularly in the prominence of relational bullying. Its causative characteristics are shaped by collectivist culture, Confucian values, and neoliberal educational governance logic. These macro-level cultural and institutional factors not only shaped teachers’ understandings of bullying, but also constrained anti-bullying interventions by influencing home-school collaboration and teachers’ practical roles across different ecological levels. Drawing upon these experiences, teachers emphasised that future policies should prioritise the development of guidance-oriented and participatory co-governance approaches.</p>