Bullying among children and adolescents is a significant and serious social phenomenon that has continued to be a problem despite the implementation of current intervention programs. The words bullying and cyberbullying have been controversial terms with researchers and the general public holding different views of what they mean. The problem is that these differences could potentially lead to inconsistent responding approaches and impact the effectiveness of prevention and intervention measures. Previous research has found that parents and teachers may have a different understanding of the key concepts of bullying and cyberbullying than researchers and have difficulty in applying these definitions to complex real-life scenarios. However, there are an extremely limited number of studies that have investigated students' understanding of bullying applied to real-life scenarios and even scarcer studies examining young people's understanding of cyberbullying applied to complex scenarios. The current study thus used a scenario-based questionnaire which was constructed using the Delphi method (that is, a consensus of experts) to examine children and adolescents' ability to accurately identify bullying and cyberbullying situations from non-bullying situations and their perceived seriousness of these situations. The impact of age and gender on identification and the level of serious of bullying scenarios was also examined. Results indicated that children and adolescents have a limited ability to apply a given standard researchers' bullying and cyberbullying definition to real life scenarios. Findings also demonstrated that young people's abilities differed significantly depending on their age, but not on their gender. Girls perceived both traditional and cyberbullying scenarios as more serious than boys, and the perceived level of seriousness also differed significantly based on their age.