Prevalence and Bullying Experiences of Victims and Victims Who Become Bullies (Bully-Victims) at Rural Schools

Abstract

Abstract One of the most significant findings of school bullying research is the identification of bully-victims, or those students who are both bully and bullied. While researchers have hypothesized that this group has unique characteristics and experiences, limited research compares the perceptions and bullying experiences of this group to those of bullied children who do not bully others. This study seeks to fill such a research gap by contrasting the characteristics and bullying experiences of victims and bully-victims. Among 192 children at rural elementary and middle schools, 31 percent are victims while 11.5 percent are bully-victims. Based on chi-square and multivariate analysis of variance (MANOVA) comparisons of bullying victimization, bully-victims experience more total bullying. They are also more likely to experience name-calling or teasing, physical assault, having money or items taken or damaged, and bullying based on race or color. They experience many of these behaviors with greater frequency than nonbullying victims. The authors discuss these findings and their implications for bullying research and antibullying interventions at rural schools.