Bullying is a complex social process and has no clear-cut profile of the ‘typical’ victim. After all, anyone can be bullied. It is therefore important to let go of the idea that there is only one type of victim and, above all, not to resort to victim blaming. Bullying is never the victim’s fault, but always lies with the bully and the group that allows or reinforces it.
Nevertheless, there are certain risk factors that increase the likelihood of being bullied. These are related to personal characteristics, group norms, and the social context. The purpose of identifying these factors is not to assign blame, but to recognize bullying earlier and prevent it more effectively.
Children’s vulnerabilities – Deviating from the norm
Children who deviate from what is considered ‘normal’ in a class or group are at greater risk of being bullied. This ‘norm’ is not an objective fact, but a social construct: what is perceived as desirable or ordinary within the group.
Six individual characteristics that increase the likelihood of victimization are:
- Appearance and physical disabilities:
Children with a noticeable appearance or physical disability are bullied more often because appearance is immediately visible and can quickly serve as a pretext. - Behavior and behavioral problems:
Students who deviate from behavioral norms (such as being shy, hyperactive, emotional, impulsive, or aggressive) are at greater risk. For example, children with ADHD or autism are bullied more often, but they may also display bullying behavior themselves. - Academic performance or interests:
Both low and (among boys) high performance can lead to bullying, as can unconventional interests such as reading instead of playing sports. - Ethnicity or cultural background:
Children from minority groups are sometimes bullied because of their appearance, language, or religion. Ethnic bullying is particularly harmful because it affects a person’s identity. - Sexual orientation and gender expression:
LGBTQ+ young people or children who dress or behave differently from what is expected are disproportionately often bullied. The consequences can be serious, including depressive symptoms and suicidal thoughts. - Social position within the group:
Children with few friends or limited social skills are more vulnerable. A weak position within the group increases the likelihood of exclusion and bullying.
Overall, children who deviate from group norms are at greater risk of being bullied. The greater the pressure to be ‘normal,’ the greater the likelihood that deviation will lead to rejection.
Types of victims
Research distinguishes between different types of victims:
- Passive victims:
Children who withdraw, avoid conflict, and are anxious. They rarely defend themselves, allowing the bullying to continue. - Reactive victims:
These children respond angrily or impulsively to bullying. They become involved in conflicts more quickly and often receive less support from the group. - Bully-victims:
Children who are both bullied and bully others themselves. They often have difficulty controlling their impulses and following social rules. This group faces an increased risk of long-term problems and is often socially rejected.
Differences in victimization: frequency, duration, and intensity
Not all victims experience bullying in the same way. A distinction is made between:
- Stable victims:
They are bullied over a long period and systematically, often without social support. In these cases, bullying is sometimes even regarded as ‘normal’ within the group. - Unstable victims:
These children experience bullying temporarily or occasionally, often around transitions (such as changing classes), and usually recover more quickly.
The intensity of the bullying also varies. Some children are subtly excluded, while others are systematically humiliated or threatened – sometimes on several fronts at once, such as online and at school.
Bullying roles are also not static. Over time, a child may switch between roles (for example, from bystander to victim or from victim to bully). This underscores the importance of ongoing monitoring and support.
Why do victims often not report bullying?
A significant proportion of bullied children do not report the bullying – an estimated 30%. Reasons include:
- Shame or the feeling that the bullying says something about them;
- Fear that things will get worse if they report it;
- Doubt about whether it really constitutes bullying;
- Normalization of the behavior in the class;
- Distrust because previous reports were not taken seriously.
The lack of follow-up action after reports undermines victims’ trust in adults.
What can teachers and parents do?
Teachers and parents play a crucial role in identifying, preventing, and addressing bullying. Important recommendations include:
- Map the social network within the class using questionnaires.
- Work on positive group norms as a class (“everyone belongs”).
- Actively observe social behavior and explicitly acknowledge positive behavior.
- Integrate social skills exercises into lessons.
- Take reports of bullying seriously, including minor incidents.
- Compliment children who speak up about bullying.
- Always follow up on reports and provide feedback to the child.
In conclusion
Victims of bullying are not a homogeneous group. What they often have in common is that they deviate from group norms and are insufficiently protected by the group. Bullying is not an individual problem, but a group problem that is actively maintained by social dynamics. Victims need support from adults and from the group. Only by viewing bullying as a social process can we combat it structurally.
This article is a summary. Read the full article here on wij-leren.nl
Read part 1 in this series here: social dynamics in the classroom
Read part 2 in this series here: the many faces of bullying