The problems of contradictions associated with the constant presence of conflicts in the school environment remain relevant in our days. It should be noted that the problem of bullying in educational institutions is prevailing in terms of violating the mental health of schoolchildren and their process of effective education. The author of this article attempted a comprehensive conflictologist understanding of the concept of bullying, and also proposed a strategy for constructive behavior in bullying at an early stage. The author of this article is a follower of the positive-functional theory of conflict. The main objective of this study is bullying. The subject of study are its key characteristics, such as conflict, result of bullying and bullying as process process. The author concludes that it is necessary to include qualified conflictologists in school reconciliation services in order to organize comprehensive and integrated work with bullying. Information gathering and effective communication strategies are central to conflict management. The author of this article emphasizes that the main result of bullying at school is always the alienation of the "victim." It is conflict science that can offer specialists with comprehensive and interdisciplinary complex tools to solve such problems. Approaching the definition of bullying as a complex contradiction, the author notes the isolation of structural components in bullying as an event: bullying, as a conflict, result and process. The author suggests that bullying at school may be built around the factor of belonging and identification crisis within clash of the certain values, participation in certain interest groups. It is the moment of striving for the leadership of a group or an individual that is the main feature of hostility, its foundation. Approaching the definition of the essence of the functions of a conflict specialist, within the framework of school reconciliation services, the author uses the latest domestic and foreign interpretations of bullying at school as phenomena with significant conflict potential. The author concludes that integration and publicity is a key point in preventing bullying in schools and introduces the connotation of the concept of agora as social therapy to prevent and resolve bullying-related contradictions.