School bullying: traumas and family abuse behind the aggressors
Increased awareness has led to better detection of cases. However, the fact that most occur outside of school makes the work of professionals, who are constantly on alert, more difficult.
PalmCases of school bullying in the Balearic Islands reveal a complex and evolving situation, which is starting earlier and earlier: even in primary school and preschool, schools are detecting behaviors that can be considered systematic intimidation. The victims are often more vulnerable students, such as those with Special Educational Needs (SEN), socialization difficulties, or family problems. Xavier Ferriol, a teacher and president of the parents' association FAPA Mallorca, points out that if a student is different, the bullying is focused on them. Thus, children with low self-esteem, attachment disorders, autism spectrum disorder, gifted children, and those who don't fit in with groups become easy targets, an issue that worries FAPA, which seeks to achieve the assertive involvement of families when a case arises. Data from recent years show a sustained and record increase in the activation of bullying protocols. In the 2017-2018 school year, 436 protocols were opened, with 123 confirmed cases; In 2022-2023, there were 713 protocols and 384 confirmed cases, the highest figure to date; and in the 2024-2025 academic year, a record 887 protocols were reached, with approximately 177 confirmed cases, the third highest figure in the statistical series. Most cases occur in secondary schools, but there has also been an increase in primary schools, accounting for 35.1% of cases. In the 2022-2023 academic year, 41.4% of cases were not attributed to any specific group, while 25.8% involved young people from socioeconomically disadvantaged backgrounds (SEN). 12.8% were physical attacks; 8.1%, for cultural and religious reasons; and 5.2%, due to LGBTQ+phobia.
Maria Garau, a psychologist at the Clara Hammerl Secondary School, points out that "from the first moment a family utters the word 'bullying"Action must be taken," which reinforces early detection and intervention.
The aggressors don't always fit a clear profile, but they are often popular students in the class, with the ability to influence their peers and, according to Garau, "act as leaders, on behalf of the group." Many have unresolved personal or emotional problems, and their behavior reflects a lack of emotional education and conflict management skills, and may also indicate trauma and abuse within the family. In other cases, the bullying comes from stable students and begins as seemingly harmless teasing that becomes entrenched and continues outside the classroom, through social media.
Constant observation
Teachers and classmates are increasingly aware of the issue. Schools have created channels to detect and report bullying, and often it is the students themselves who alert authorities to worrying behavior. Javier García, a guidance counselor at IES Capdepera, explains that with the increased visibility of the problem, "students now feel comfortable coming forward and saying, 'Hey, we're worried about this person.' We often find out about it through their classmates." This change has allowed for increased detection and swift action before conflicts escalate.
According to Cristina Navarro, a counselor at CEIP Es Vinyet, aggressors often suffer from family or social distress and repeat problematic behavioral patterns. "They are often children who have been through a lot; children in foster care, or victims of abuse," she says. Intervention focuses primarily on the victim, with a maximum of 13 psychology sessions, while aggressors receive less individualized follow-up, making it difficult to break behavioral patterns. Bullying is mostly psychological, although it can sometimes manifest physically. Cases in preschool, although still a minority, are quite common. The Conselleria de Educación's (Regional Ministry of Education) anti-bullying protocol is structured in phases: notification, intake and assessment, interviews with the victim and family, sociogram creation, and a meeting with peer mentors. Interviews are then conducted with the aggressors and their families, followed by second interviews with the victim and their family, and finally, restorative meetings may be held. This structure ensures the protection of the victim, the accountability of the aggressor, and the improvement of coexistence within the school. Emotional education and mediation are fundamental to preventing conflicts and stopping bullying behaviors from persisting. Schools, including private schools, conduct workshops, listening sessions, and conflict resolution spaces. Ruben Moreno, a counselor at CC Es Liceu, emphasizes that a positive school environment is key to well-being and learning. "We work on conflict prevention through tutoring sessions, fostering respect, empathy, and cooperation," he explains. The school also organizes talks and debates with students and involves the educational community in the coexistence plan, which aims to protect the victim but also to intervene with the aggressor. Looking ahead to the next school year, the presence of psychologists in classrooms will be extended to the third cycle of Primary Education (they are currently already present in Secondary Education), a change that will facilitate the early detection and prevention of vulnerable situations.
Bullying is a complex phenomenon that combines the vulnerability of victims, the violence of aggressors, and an increasingly aware environment. The combination of clear protocols, psychological intervention, teacher training, and community involvement constitutes the tool for preventing and addressing cases, with the aim of protecting the victim and ensuring coexistence inside and outside of schools. The professionals consulted emphasize that bullying, although called school bullying, in most cases originates and occurs outside of school. Therefore, they call for the firm involvement of society in the fight against this scourge. bullying.