The Influence of Individual Characteristics On Transitional Patterns of Bullying and Victimization During the Transition to Middle School

Purpose. The transition from late childhood to early adolescence represents a developmental period of significant emotional and physical change. While most youth navigate this change successfully (Adams et al., 2010; Pellegrini & Long, 2002), others find it difficult to adjust to new peers and social situations. Consequently, changes in social relationships at the beginning of middle school have been associated with increases in bullying and victimization ( Pelligrini & Long, 2002). Relatively few longitudinal studies have examined actual patterns of bullying and victimization as children move from elementary to middle school. Further, few investigators have modeled the influence of individual characteristics on transition patterns among bully and victim subgroups during the transition to middle school. To that end, we examined the effects of gender, race, depression, antisocial attitudes, and perspective-taking empathy on patterns of bullying and victimization during the transition from elementary (5^th grade) to middle school (6^th grade).

Method. A gender-balanced sample of 1,390 students (M age = 10.2 years old, SD = .50; 51% Latino) was surveyed in the spring semesters of 5^th and 6^th grades. Latent transition analysis was used to establish latent classes that reflected the bullying and victimization experiences of students. Transitions between these latent classes were then modeled as functions of the predictors during the move to middle school (Muthén, & Asparouhov, 2011).

Results. A four-status solution fit the data better than competing solutions. Item response probabilities resulted in four latent statuses: Bully, Victim, Bully-Victim, and Uninvolved.  Elementary school bullies with higher depressive symptoms were less likely than other students to move to the Uninvolved status in 6^th grade.  Higher levels of antisocial attitudes decreased the likelihood of remaining in the Uninvolved status and high levels of empathy prevented victimized students from engaging in retaliatory aggression or remaining victims over time.  There were no significant effects of gender, race, or ethnicity on transitional patterns of bullying and victimization between elementary and middle school.

Conclusions. Results point to several possible bullying prevention strategies for students entering early adolescence. School-based prevention programs may be improved by including additional content relevant to mental health symptoms like depression and anxiety.  Interventions that incorporate elements of positive youth development may be particularly helpful in reducing antisocial attitudes as children mature and enter adolescence. Finally, empathy may be an important characteristic to target in bullying prevention approaches aiming to decrease not only bullying behavior but also victimization risk.