Governmental attention to bullying in kindergarten through Grade 3 continues to be a challenge in a metropolitan school district in the eastern United States. This has presented a case for school policy reform. The purpose of this quantitative correlational study was to examine how bullying and office discipline related to suspension referrals, behavior interventions, and behavior and mental health referrals. The theoretical framework for this study was based on the works of the learning theorist Vygotsky, and the sociocultural theorist Watson. The sample for this study consisted of 119 students in kindergarten through Grade 3 during the 2010-2011 school year. An archival review of the School Code of Conduct Violation Log was used for analysis of bullying to compare quarter 1 and quarter 2 reporting periods with the number of office discipline referrals, number of suspension referrals, the number of behavior interventions, and the number of behavior mental health referrals. A 2 sample proportion test and a 2 sample Poisson test were used to evaluate the variance between variables. The results of this analysis showed an increase in the number of bullying incidences between quarter 1 and quarter 2, indicating that there were no significant relationships between suspension referrals, behavior interventions, and behavior mental health referrals and the reduction of bullying. The results of this study have implications for social change in that administrators and teachers who review the findings may help to initiate professional development modules on implementing more effective systems of addressing student bullying to meet the needs of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]