This study analyzes children's perceptions of bullying and its emotional effects on primary education students. A total of 276 students between the ages of six and 11 years (M = 8.53, SD = 1.62) from two public schools in Castilla-La Mancha were invited to express themselves by creating drawings of the bullying phenomenon. The results were analyzed based on descriptive statistics and interjudge analyses on categories and criteria that were present in the drawings. The results show that the cognitive representation of bullying among peers that the students display in their drawings fits the definition of bullying itself, in its basic characteristics and role distribution. The representations point out the phenomenon's dyadic structure, basically made up of the same gender; with more males than females recognized as those involved. Sadness and generally negative emotions were identified in the victims. A moral disengagement was found in the aggressors. The results are discussed in relation to existing knowledge on the phenomenon that was obtained through psychometric procedures based on self-reports.