The aim of this study is to pedagogically examine the interrelation between aggressive behavior and bullying among adolescent girls. Within this research, the psychological and social factors contributing to the development of aggression are analyzed to identify the causes and characteristics of bullying in the school environment. The findings are intended to improve educational strategies for pedagogical intervention. The study is based on a quantitative methodology. Empirical data were collected through a survey of girls aged 13–17. The Bass–Darki method was used as a psycho-pedagogical diagnostic tool, allowing identification of various forms of aggression (irritability, resentment, direct and indirect aggression, etc.). This tool facilitates pedagogical interpretation of students' behavioral traits and helps adjust the direction of educational efforts. The results showed a positive correlation between the level of aggression and susceptibility to bullying. Girls with high levels of aggression tend to be either initiators or victims of bullying. Additionally, psychological pressure from peers, unstable family conditions, and lack of support within the school environment were identified as key social factors influencing the development of aggressive behavior. These findings emphasize the importance of pedagogical support in adolescents’ socio-psychological adaptation. The results may serve as a basis for developing school programs focused on aggression and bullying prevention, fostering emotional resilience, and improving communication culture.

Studying aggression among adolescent girls is a multidisciplinary issue that requires a comprehensive approach. Diagnostic and educational interventions in schools help to better understand the causes and consequences of bullying. Future studies should focus on the development of preventive educational programs, teacher training, and strengthening collaboration between school and family.