Social and Emotional Profiles of Bullies and Victims

Research has shown that bullying has negative short- and long-term effects on individual victims and bullies, and that all students suffer because it contributes to a school climate of fear and intimidation. This study examines the social and emotional skills of students involved with bully/victim interactions. Data on 5th grade students in an urban, low-economic school district were collected. Teachers and students identified more than half of the students to be involved in bully/victim interactions. Bullies and Dual-Status students (those that bully others and are victimized) were best characterized by aggressive, externalizing, and hyperactive behaviors, whereas Non-Involved students were characterized by the absence of these problem behaviors, and Victims were characterized as suffering from internalizing symptoms. These results are useful for all professionals working with school-aged children, as they suggest that all students involved in bully/victim interactions should be taught social and emotional skills to facilitate prosocial behavior. Particular attention should be paid to help bullies manage aggression and anger, and to help victims address internalizing symptoms.