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In Indonesia, bullying remains highly prevalent in elementary schools, negatively affecting both psychological and academic development. The article discusses using intercultural education within the curriculum to deter and address bullying. 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Dian Setiati *  \nUniversitas Doktor Nugroho Magetan, INDONESIA  \nEdi Purwanta  \nUniversitas Negeri Yogyakarta, INDONESIA  \nReceived: August 10, 2025 ▪ Revised: November 13, 2025 ▪ Accepted: February 22 2026  \nAbstract: Bullying in primary education settings has become a global concern due to its detrimental impacts on children's mental health and academic achievement. In Indonesia, the prevalence of bullying is still high, actually, in elementary schools. Bullying has a negative impact on children’s academic and psychological development, making it a concerning issue in primary education. The use of intercultural education in the primary school curriculum as a deterrent and solution to bullying is discussed in this article. The function of multicultural values, such as empathy, tolerance, and respect for diversity, in creating a friendly and peaceful learning environment is discussed in this paper using descriptive qualitative methodology. The results indicate that bullying can be significantly reduced in primary schools by incorporating intercultural education in a structured manner into the curriculum, teacher preparation, and values-based learning activities. The recommendations focus on improving multiculturalism-based teaching  \napproaches and curriculum frameworks. It is necessary to apply multicultural education to avoid bullying in elementary school. Keywords: Basic education, bullying, curriculum, multicultural education.  \nTo cite this article: Setiati, A. D., & Purwanta, E. (2026) . Multicultural education practices in elementary education curriculum to overcome bullying. European Journal of Psychology and Educational Research, 9(1), 49-58. [https://doi.org/10.12973/ejper.9.1.49](https://doi.org/10.12973/ejper.9.1.49)  \nIntroduction  \nBullying in elementary school settings has become a persistent global problem due to its long-term consequences forchildren’s psychological well-being, social development, and academic engagement (Armitage, 2021; Rigby, 2003) . In Indonesia, empirical evidence indicates that bullying remains prevalent at the primary education level, particularly in verbal, social, and identity-based forms (Borualogo, 2025; Yusuf et al., 2022) . These patterns are especially concerning in culturally heterogeneous classrooms, where differences in ethnicity, religion, language, and socioeconomic background can become sources of misunderstanding and peer conflict when not pedagogically mediated.  \nA growing body of international research suggests that bullying is not merely an individual behavioral problem, but is deeply embedded in school culture and instructional practices (Okagbue et al., 2022; Sapouna et al., 2023) . Stereotypes, prejudice, and low intercultural sensitivity often manifest in everyday peer interactions, positioning students from minority or marginalized groups as particularly vulnerable to victimization (Basilici et al., 2022; Wu & Jia, 2023) . In this context, schools are increasingly expected to function not only as academic institutions but also as social spaces that cultivate respect, empathy, and peaceful coexistence among diverse learners.  \nOne educational approach frequently proposed to address these challenges is multicultural education. Multicultural education emphasizes the recognition of diversity, the development of intercultural understanding, and the promotion of inclusive values within the curriculum and classroom practices (Banks, 1993; Verkuyten & Thijs, 2013) . Recent studies highlight that multicultural education is most effective when it is operationalized through daily teaching practices rather than treated as symbolic or celebratory activities (Farid et al., 2024; Shih, 2024) . In elementary educa","cbCaiu52S2zHrqer","https://ap.wps.com/l/cbCaiu52S2zHrqer","pdf",315266,"English","# Introduction\n## Multicultural Education as an Approach\n## Conceptual Mechanism Linking Multicultural Education to Bullying Reduction","[{\"question\":\"Why is bullying a serious issue in elementary education?\",\"answer\":\"Bullying has long-term consequences for children’s psychological well-being, social development, and academic engagement, and it negatively affects both psychological and academic development.\"},{\"question\":\"What role does multicultural or intercultural education play in reducing bullying?\",\"answer\":\"The article argues that multicultural education helps build empathy, tolerance, and respect for diversity, creating a friendly and peaceful learning environment and supporting bullying deterrence.\"},{\"question\":\"How does the article describe the mechanism connecting multicultural education to bullying reduction?\",\"answer\":\"It proposes a sequential social-emotional mechanism: culturally responsive curriculum increases empathy and perspective-taking, improved empathy strengthens peer relations, and better peer relations reduce exclusionary behaviors and identity-based bullying.\"}]","Multicultural Education Practices in Elementary Education Curriculum to Overcome Bullying | PDF",1792032655,25]