The text of the Olweus Bullying Questionnaire is available online at: https://www.researchgate.net/publication/247979482_The_Olweus_BullyVictim_Questionnaire

From my experience, a few things should be said about bullying:

1) It is more common than many teachers realize. This is mainly because it is effectively hidden from teachers. It is not in the interest of the bullying group (usually more than one individual) for the activities to be known to teachers. The person being bullied is constrained by the absolute school code (never 'snitch'). Witnesses to bullying are similarly constrained, and secretly enjoy watching someone else being bullied (like the crowd gathering to watch a fight) or are afraid they could become targets. These constraints may also apply to students filling out a questionnaire. Bullies often seem unaggressive and co-operative to parents and those in authority, who may find it hard to believe they are bullies.

2) The victims of bullying are usually recognizably different from others. This may comprise physical appearance, dress, musical tastes, lifestyle, economic circumstances, family background etc. Thus, the bullies can suggest that it is the victim's own fault, and persuade the peer group that the bullying is justified. For this reason bullying tends to tail off as students become older and value individuality and separate identity more highly. Traditionally, a lot of teachers shared the view that the victim was somehow to blame, and regarded bullying as an important part of socialization. There was a widespread opinion that the victims should learn to stand up for themselves, for example using physical violence. This was particularly true in the British public schools (private fee-paying schools). It would be worth applying a questionnaire to see if teachers think preventing bullying is important. Some schools, on the other hand, which pride themselves on not having a bullying problem, then exhibit denial if bullying actually occurs.

3) Bullying is a phenomenon of group dynamics, which has been far too little studied in an educational context. Although there are often broad similarities in bullying constellations, each one is different, and depends on the overall makeup of the dynamic within the learning group (just as every teacher knows that each individual class will react differently towards the same lesson sequence). A very good book on group dynamics is Gary Alan Fine, Tiny Publics. Even if a school has a zero tolerance policy towards bullying it may still occur (see 1) and 2) above), so the key to preventing bullying is to influence and control the interplay of group dynamic forces using a variety of academic and extra-curricular methods. This will include changing the way both bullies and victim see and achieve self-worth, and how non-participants come to feel responsibility for the learning and social environment as a whole.

If you haven't heard of it. Try Quora. There are alot of people on that. Linked in Might have one too...In the Field of Education and Bullying...

I do not have