A just-published Canadian study has added heft to a provocative new theory about bullying: that the behaviour is literally in the genes, an inherited trait that actually helps build social rank and sex appeal.

If accepted, the hypothesis rooted in evolutionary psychology could transform how schools confront the persistent and often-shattering problem.

Conventional wisdom has long suggested that bullies are “maladapted,” troubled people, lashing out because they had been abused or harassed themselves or at least had dysfunctional home lives.
Don MacKinnon for National Post
Don MacKinnon for National PostJennifer Wong at SFU. Wong surveyed high school students about teen bullying as an evolutionary behaviour to gain status.

But researchers at Simon Fraser University surveyed a group of Vancouver high school students and found bullies were the least likely to be depressed, had the highest self-esteem and the greatest social status.

“Humans tend to try to establish a rank hierarchy,” says Jennifer Wong, the criminology professor who led the study. “When you’re in high school, it’s a very limited arena in which you can establish your rank, and climbing the social ladder to be on top is one of the main ways … Bullying is a tool you can use to get there.”

Most anti-bullying programs try to change the behaviour of bullies — and they usually don’t work, says Wong, who reviewed the literature on program outcomes for her PhD thesis. That’s probably because the behaviour is biologically hard-wired, not learned, she says.

Wong recommends that, instead of trying to change how bullies think, schools expand the range of competitive, supervised activities they can participate in — giving them a less harmful channel for their dominating tendencies.