(viii) Have bullies been victim of abuse in the past ? what do researches say ?

Introduction

Bullying remains a persistent and complex issue within educational environments, affecting school safety, student mental health, and academic performance. While much focus has been placed on the victims of bullying, recent research has turned a critical eye toward the perpetrators. An essential question for educational leaders and policymakers is: Have bullies themselves been victims of abuse in the past? This inquiry is not only relevant for understanding behavioral roots but also for designing effective interventions.

Theoretical Framework: Social Learning and Trauma Theories

Two primary theories provide a framework for understanding the developmental origins of bullying behaviors:

  1. Social Learning Theory (Bandura, 1977) posits that children model behaviors they observe, especially from authority figures or within the family system. If a child witnesses or experiences abuse, they may internalize aggression as a legitimate means of asserting control.

  2. Trauma Theory (Van der Kolk, 2005) suggests that adverse childhood experiences (ACEs), including abuse and neglect, can disrupt emotional regulation, empathy development, and social functioning — all factors implicated in bullying behavior.

Empirical Evidence Linking Past Abuse to Bullying Behavior

1. Childhood Abuse and Bully/Victim Profiles

Several studies have confirmed a significant association between childhood maltreatment and subsequent bullying perpetration.

  • Baldry (2003) conducted a study among Italian adolescents and found that children who experienced physical abuse and exposure to inter-parental violence were more likely to engage in both bullying and victimization. This dual role (bully-victim) was particularly associated with complex trauma.

    Baldry, A. C. (2003). Bullying in schools and exposure to domestic violence. Child Abuse & Neglect, 27(7), 713–732. https://doi.org/10.1016/S0145-2134(03)00114-5

2. The Role of Adverse Childhood Experiences (ACEs)

  • Espelage, Low, and De La Rue (2012) analyzed the link between ACEs and aggressive behavior in schools. They found that students with high ACE scores (including emotional, physical, and sexual abuse) showed significantly increased risks of becoming bullies.

    Espelage, D. L., Low, S., & De La Rue, L. (2012). Relations between peer victimization subtypes, family violence, and psychological outcomes during early adolescence. Psychology of Violence, 2(4), 313–324. https://doi.org/10.1037/a0027386

  • A large-scale study by Turner et al. (2012) found that children exposed to multiple forms of victimization (polyvictimization) were more likely to engage in both bullying and other forms of delinquency.

    Turner, H. A., Shattuck, A., Finkelhor, D., & Hamby, S. (2012). Polyvictimization and youth violence exposure across contexts. Journal of Adolescent Health, 51(5), 441–446. https://doi.org/10.1016/j.jadohealth.2012.01.006

Psychological and Behavioral Correlates

Research suggests that abused children often exhibit:

  • Hypervigilance or reactive aggression, leading them to preemptively strike to avoid perceived threats.

  • Poor impulse control and emotional dysregulation, often linked to trauma-induced changes in the prefrontal cortex and amygdala.

  • Attachment disorders, especially disorganized attachment, which contribute to externalizing behaviors like bullying (Rigby, 2004).

Typologies of Bullies

It is important to distinguish between "pure bullies", "bully-victims", and "relational aggressors":

  • Pure bullies may not have histories of abuse but may be influenced by social dominance or peer reinforcement.

  • Bully-victims often have significant histories of trauma or neglect and may oscillate between roles.

  • Relational aggressors, more common among females, may have experienced emotional or psychological abuse (Crick & Grotpeter, 1995).

    Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722. https://doi.org/10.2307/1131945

Implications for Educational Leadership

Educational leaders must address bullying not only as a disciplinary issue but also as a possible indicator of past trauma. The following policy implications arise:

  1. Trauma-informed schooling: Implement practices that recognize signs of trauma in both victims and perpetrators.

  2. Whole-school interventions: Programs like PBIS (Positive Behavioral Interventions and Supports) can help develop empathy and emotional regulation.

  3. Restorative justice approaches: Address the needs of both victims and bullies through mediated dialogue and rehabilitation.

  4. Training for educators: Teachers and administrators should be trained to understand the behavioral signs of abuse and how these manifest in school aggression.

Conclusion

In sum, a growing body of research supports the conclusion that many bullies have experienced abuse or neglect in their past. While not all bullies are former victims, the prevalence of trauma among aggressors necessitates a compassionate, informed, and systemic approach in schools. Educational leaders play a pivotal role in shaping a school climate that balances accountability with psychological support.

References

  • Baldry, A. C. (2003). Bullying in schools and exposure to domestic violence. Child Abuse & Neglect, 27(7), 713–732. https://doi.org/10.1016/S0145-2134(03)00114-5

  • Espelage, D. L., Low, S., & De La Rue, L. (2012). Relations between peer victimization subtypes, family violence, and psychological outcomes during early adolescence. Psychology of Violence, 2(4), 313–324. https://doi.org/10.1037/a0027386

  • Turner, H. A., Shattuck, A., Finkelhor, D., & Hamby, S. (2012). Polyvictimization and youth violence exposure across contexts. Journal of Adolescent Health, 51(5), 441–446. https://doi.org/10.1016/j.jadohealth.2012.01.006

  • Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66(3), 710–722. https://doi.org/10.2307/1131945

  • Rigby, K. (2004). Addressing bullying in schools: Theoretical perspectives and their implications. School Psychology International, 25(3), 287–300. https://doi.org/10.1177/0143034304046906

  • Van der Kolk, B. A. (2005). Developmental trauma disorder. Psychiatric Annals, 35(5), 401–408.