The past 30 years has seen a significant increase in research interest and public discussion about school bullying and an associated diversification in perspectives on the issue. In attempting to bridge divisions between different research paradigms, there have been calls for cross-paradigmatic dialogue. In this short think piece, I seek to facilitate such dialogue by addressing the question of power and considering its analytical implications for school bullying research, anti-bullying initiatives, and education more generally. In doing so, I relate the discussion to the various systems of the widely used social-ecological framework. I argue that a focus on power suggests a need for more consideration of the various levels of the social-ecological framework, more consideration of the importance of social difference, and more consideration of the importance of the school context and issues of power and resistance therein.