In this chapter, we will review the literature on internalizing problems in youth who are involved in bullying. Involvement in bullying occurs along a continuum (i.e., the bullyvictim continuum), meaning that students can participate in multiple roles, including bullying others, being bullied, both bullying others and being bullied, witnessing bullying, and no involvement in bullying (Espelage & Swearer, 2003; Swearer, Siebecker, Johnsen-Frerichs, & Wang, 2010). It is clear that involvement in bullying is not de ned by static and xed roles in individuals. It is also evident that students involved in the bully-victim continuum experience greater levels of internalizing problems compared to students who are not involved in bullying (Craig, 1998; Swearer et al., 2010; Swearer, Song, Cary, Eagle, & Mickelson, 2001). e goal of this chapter is to examine the relation between internalizing problems and the bully-victim continuum, to present longitudinal data on this dynamic, and to provide suggestions for e ective mental health interventions for youth involved in bullying. It is our contention that parents, students, teachers, and mental health professionals must work in tandem in order to derail the destructive cycle of bullying and mental health problems (Swearer, Espelage, & Napolitano, 2009).