Bullying causes pain and harm to the victims and creates wounds that often remain even if the bullying stops. Additionally, the social dynamics of the classroom community, where most bullying takes place, may remain after the termination of the active bullying of a pupil. This combination of personal trauma and contextual conditions in the classroom community creates a high risk of negative development. Currently, no class-based efforts to repair damages from bullying exist. We suggest a relational rehabilitation initiative, outlined as a model in this paper, as a constructive solution to the problem. With a caring and supportive classroom community, it is possible to prevent further harm from victimization, and promote the development of prosocial behavior and well-being. We argue that the teacher must possess the authority to lead this process of restructuring and improving relationships in the classroom. Furthermore, this process should explicitly include teaching and training in perception, moral engagement, and social skills.

Keywords: Bullying, relational rehabilitation, moral disengagement, teacher authority, prosocial behavior