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. Many studies point out that exclusion and rejection are situations experiencedby both bullies and their victims, a reality which makes intervention difficult. The object of thisstudy is to learn how the main bullying actors are positioned in the interpersonal relationship network,by comparing the relationship between social status as perceived by school peers and thecorresponding associated role in bullying. METHOD . In a sample of 1478 ESO pupils aged between11 and 18 (Mean = 14.48; dt = 1.43) from the Region of Murcia (47.8% boys and 48.4% girls), theBull-S questionnaire was administered in order to identify pupils in terms of the different bullyingroles (aggressor, victim, victim-aggressor, and other) and of their social status (popular, rejected,neglected, average and controversial) within classroom peer groups. Data was analyzed by contingencytables with Chi-square proof to observe if there were differences among bullying subgroups. RESULTS . The analysis identified 145 aggressors, 129 victims and 13 victim-aggressors, with a19.4% involvement. Differences in social status were found between those who were involved inbullying and those who were not, the latter being better positioned. When comparing the popularitylevels and the associated role in bullying, we found that the “Popular” status was more likely toapply to the others, followed by the aggressors; the “Rejected” status was more likely to apply tovictim-aggressors and then for victims. The “Neglected” status is most frequently found among theothers, followed by victims and aggressors. DISCUSSION . All those pupils involved in bullyinghave a more negative social position than those who are not involved. Victims are worse placed thanaggressors, who achieve a certain degree of social relevance. Therefore, it would appear that thesocio-affective structure helps

DIFERENCIAS EN ESTATUS SOCIAL ENTRE ROLES EN “BULLYING”: UN ANÁLISIS SOCIOMÉTRICO