In this qualitative study, eight school policies against degrading treatment and bullying, which were applied in eight municipalities in six different counties in Sweden, were analyzed to study what interventions the schools used to prevent degrading treatment and bullying and what course of actions the schools took in case such behavior was shown. These policies were analyzed with thematic analysis, which involved finding codes in the qualitative data and developing them into themes within the data. As a result, the study showed that 130 interventions were used in these schools. These interventions were developed into 59 themes, which were categorized according to the frame factor theory, which included four frames: judicial, administrative, physical, and social frames. They were also categorized into five levels, at which they were applied: school-level, classroom-level, individual-level, school-level interventions that were applied by students, and security-level. The first three levels were taken from Olweus Bullying Prevention Program (OBPP), and the following two levels were constructed during the study. The results showed that the four frames and the interventions in them intervened more with each other than it was originally discussed in the frame factor theory, as well as with the different levels at which they were used. The results also suggested the necessity of a remodeling of the theory in the light of conclusions based on the data and changes in school as an institution caused by changes in society. Keywords: Middle school policies, thematic analysis, frame factor theory, degrading treatment, bullying.