Objective: To analyze the distribution characteristics of school bullying related contents on the Douyin platform, and to provide a scientific basis for the prevention and intervention of school bullying in the online environment. Methods: Web crawler technology was employed to collect data related to school bullying from Douyin in May 2025, using 21 keywords including "school violence" and "child being beaten". A dataset comprising video titles, publisher types, and interaction metrics was constructed. After manual screening and classification, the content themes, engagement characteristics, and sentiment tendencies of titles were analyzed. Results: A total of 2 388 valid videos released between January 2019 and May 2025 were included. Physical bullying (767 cases, 32.12%) and verbal bullying (534 cases, 22.36%) were the most common types. Content themes differed significantly across account types ( χ 2=782.85, P <0.01). Official media accounts predominantly focused on case reports ( AR = 14.52 ) and legal updates ( AR =5.49), and social media influencer accounts preferred scenario reenactments ( AR =4.07) and film clips ( AR =3.83), while ordinary users focused on coping strategies ( AR =8.76). Account types had a stronger effect on engagement metrics than content themes (all P <0.01). Sentiment analysis of titles revealed that official media accounts tended toward negative sentiment ( AR = 6.41), social media influencer accounts toward neutral sentiment ( AR =2.47), and ordinary users toward positive sentiment ( AR =4.44). Keyword analysis showed high frequency terms related to responsible parties such as "children" "parents", and "classmates" , while demand oriented words like "how" were prominent. Conclusions School bullying related contents on Douyin demonstrate significant dissemination stratification by account type, and the dissemination effect is significantly influenced by the type of content publisher. There is a clear public demand for practical guidance on bullying prevention and intervention strategies.