Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of secondary education (six waves). Using longitudinal data spanning the first- and second year of secondary education of 824 adolescents (51.5% girls; M_age T1 = 12.54, SD = 0.45) in the SNARE-study, joint bullying and victimization trajectories were estimated using parallel Latent Class Growth Analysis (LCGA). The four trajectories (decreasing bully, stable high bully, decreasing victim, uninvolved) were related to adolescents’ social position using multigroup analysis that examined differences in slope and intercepts (T1 and T6) of social positions, and indicated that the relative social position of the different joint trajectories was determined at the start of secondary education and did not change over time, with one exception: adolescents continuing bullying were besides being popular also increasingly rejected over time. Although bullying is functional behavior that serves to optimize adolescents’ social position, anti-bullying interventions may account for the increasing lack of affection that may hinder bullies’ long-term social development.

众所周知，欺凌与社会地位有关，但随着时间的推移，欺凌行为与社会地位（地位和感情）的关系尚不清楚，尤其是在新学校的第一年。本研究的目的是调查欺凌和受害（的发展）是否与中学教育头几年（六波）中地位（感知的受欢迎程度）和情感（友谊、接受、拒绝）的获得有关。使用跨越 824 名青少年（51.5% 的女孩；M _age T1 = 12.54，_SD ）的中学教育第一年和第二年的纵向数据 = 0.45) 在 SNARE 研究中，使用并行潜在类别增长分析 (LCGA) 估计联合欺凌和受害轨迹。使用多组分析检查社会地位的斜率和截距（T1 和 T6）的差异，并表明青少年的相对社会地位与青少年的社会地位相关，这四个轨迹（减少欺凌、稳定的高欺负、减少受害者、不参与）不同的联合轨迹是在中学教育开始时确定的，不会随着时间的推移而改变，除了一个例外：青少年持续欺凌不仅很受欢迎，而且随着时间的推移也越来越被拒绝。虽然欺凌是一种功能性行为，可以优化青少年的社会地位，