Abstract
The prevalence of bullying peaks during the middle school years and declines over the high school years. This review examines the distinct features of bullying during the high school years that may explain this decline. We explore how changes in the social contexts of high-school aged adolescents influence whether bullying occurs and is reported. We focus first on changes that happen within the organizational and social aspects of high schools compared to elementary and middle schools that may influence bullying. Then we consider changes that occur through the introduction of new social contexts including work, romantic relationships, social media, and the juvenile justice system. We evaluate how these contexts and the perspectives of the individuals with whom teens interact in these contexts may influence how bullying-like behaviors are interpreted during the high school years. We end by providing a nudge to scholars of bullying to work more deliberately across disciplines to yield a richer understanding of bullying.
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