Role Splitting in Children’s School Bullying from the Perspective of Dramaturgical Theory—A Case Study Based on a Bullying Relationship

Abstract

School bullying is a significant social issue in children's development, necessitating an in-depth exploration of its complex mechanisms from a theoretical perspective. Existing research has predominantly investigated the mechanisms of school bullying from psychological and behavioral dimensions, often overlooking the role-playing aspects inherent in bullying dynamics. This study addresses this gap by applying Goffman's dramaturgical theory to analyze the role-playing and impression management in a specific bullying relationship, focusing on the interactions between the "front stage" and "back stage." Through a case study of a bullying relationship involving left-behind children, the research reveals that, in different contexts of the "front stage" and "back stage," the parties involved exhibit role splitting, forming a "frenemy" relationship that deviates from conventional understandings of school bullying. This phenomenon underscores the power imbalance and emotional dependency underlying bullying behaviors, highlighting how both bullies and victims navigate complex social norms and group dynamics to maintain their roles. The findings not only enrich the theoretical understanding of school bullying but also provide insights for developing more effective intervention strategies that address the social and emotional dimensions of bullying.