霸凌行為對於學生人格權影響甚巨，為落實友善校園，並保障學生在校園學習時不受任何形式的霸凌行為侵害，我國訂有《校園霸凌防制準則》做為法規範依據。本文以該準則第23條之救濟途徑為中心探討法規範意義，並透過行政爭訟案例分析檢討現行校園霸凌事件認定之救濟途徑。從研究中發現，現行運作制度有以下幾點缺失與困境。其中包括：一、未給予當事人明確的救濟教示；二、行政內部救濟途徑疊床架屋；三、申訴程序救濟功能難以發揮；四、法規範語意不明造成當事人選擇救濟途徑的障礙。本文提出以下建議：一、明確救濟教示，勿僅引用法條；二、重新整備行政自我審查程序；三、申復程序後向教育行政主管機關救濟；四、審慎思考防制準則第23條之修正。

As bullying has a profound impact on students’ personality rights, and in order to create friendly campuses and protect students from any forms of bullying during studying in schools, Taiwan has developed “School Bullying Prevention Guidelines” as a legal basis. In this paper, legal implications were discussed by focusing on the relief approaches in Article 23 of the Guidelines, and current relief approaches for the determination of school bullying events were analyzed and reviewed through administrative litigation cases. The current operating system has been found to have the following four defects and difficulties: 1. failure to give clear instructions to relevant parties; 2. duplicate and redundant administrative internal relief approaches; 3. difficulty in utilizing the relief function of complaint procedure; and 4. impediment for related parties to selecting relief approaches due to undefined legal implications. In this paper, the following suggestions were offered: 1. provide clear relief instructions instead of quoting legal provisions only; 2. reorganize administrative self-review procedures; 3. apply to education administration authority for relief after an appeal procedure; and 4. reconsider amendments to Article 23 of “School Bullying Prevention Guidelines”.