Invisible scars, collapsed trust: a mixed-methods inquiry into the cognitive-empathic divide in school bullying and a systemic intervention framework

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.