The social ecology of bullying: how normative beliefs about aggression shape bully and bystander roles

Children’s involvement in bullying depends on a complex interplay of individual factors, relational experiences at home, school, and with peers, as well as the social and physical environment where they live and grow up. Shared norms, beliefs, and values across different levels of their ecology can also contribute to bullying dynamics. This chapter explores how pro-aggressive beliefs across different developmental levels within the social-ecological framework shape the specific roles children may assume in bullying incidents (i.e., assistants to the bully, reinforcers to the bully, defenders of the victim, and passive bystanders). Additionally, the chapter outlines how a school-based approach, addressing both individual student beliefs and group norms about aggression, might be highly effective in diminishing the social rewards for bullies and fostering positive behavior through bystander intervention. Collaborative efforts among educators, parents, and community members are strongly encouraged to create safe and supportive environments that promote healthy relationships.