ABSTRACT
This chapter explores the continuities in bullying from school contexts to university contexts, and discusses the possible reasons why some people remain in the role of bully or victim over time and through various social contexts, whereas others find a way to escape these roles. It reviews two theories such as peer community integration theory and positioning theory to examine the ways in which engagement in bullying processes at school is associated with the development of individuals peer relationships and their position within the peer group. The chapter presents research on the continuities of abusive peer relationships in individuals' lives, focusing on repeated bullying and victimization experiences. It provides theoretical perspectives to help understand why these continuities tend to persist in individuals' peer relationships from one social context to another, hampering their integration into their peer communities. The chapter finally discusses the impact that supportive peer relationships have for an individual who has been engaged in bullying.
