ReviewFrontiers in psychology2026
Invisible scars, collapsed trust: a mixed-methods inquiry into the cognitive-empathic divide in school bullying and a systemic intervention framework.
Review in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: School bullying remains a persistent global challenge despite extensive policy implementation. This study investigates the Cognitive-Empathic Divide defined as the discrepancy between students' subjective experiences of trauma and the objective, behavior-based frameworks utilized by institutional authorities. Methods: Utilizing an explanatory sequential mixed methods design, including 7,341survey respondents and 25 semi-structured interviews. Results: Quantitative results confirmed a Coping Paradox (p <.001) among high-risk groups, indicating high frequency but maladaptive help seeking behaviors. Qualitative inquiry, conducted via reflexive thematic analysis, elucidated a cyclical process of Seek Help-Disappointment-Abandonment driven by institutional invalidation. Furthermore, an empirical analysis of 155 civil judgments provided evidence of institutional risk avoidance cultures that marginalize nonphysical harm. Discussion: The findings advocate for a paradigm shift from behavior centric management to trauma informed institutional cultures. A systemic intervention framework is proposed, integrating Social Emotional Learning and Restorative Justice within a Whole School Approach to bridge the cognitive empathic divide and rebuild institutional legitimacy.
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