Our Life in Context: A Phenomenological-Behavioral Perspective on Adolescent Prejudicial Bullying in Schools

Prejudicial bullying among adolescents remains a widespread challenge in public education. Approaches that target only individual behavior often overlook the contextual and systemic conditions that shape these actions. This study examines the lived experiences of adolescents who engage in prejudicial bullying through a phenomenological-behavioral perspective (P-BP), integrating phenomenology with radical behaviorism and contextual behavioral science. Using the Functional Self-Discrimination Measure and Interview (FSDM-I) and relational frame theory (RFT) as analytic guides, the study identifies functional, relational, and contextual processes embedded in adolescents’ narratives. Findings show that prejudicial bullying is maintained not only by reinforcement histories but also by relational framing patterns, developmental vulnerabilities, and school-level environmental conditions. The results underscore that educational leaders must understand the interplay between adolescent development and systemic context. The study offers insights for designing school environments that strengthen belonging, psychological flexibility, and prosocial behavior.