While bullying is usually addressed as a behavioral or disciplinary issue, less attention has been given to the psychological processes that influence how teachers and future education professionals perceive those who engage in bullying. When bullies are seen not simply as students who misbehave, but as individuals driven by instinct, "wild," or somehow less than fully human, this can legitimize harsher, punitive reactions instead of educational or restorative approaches.

In this line of research, we explore whether dehumanizing views of bullies – such as seeing them as aggressive animals – affect the willingness of teachers and trainee educators to use punishment rather than dialogue, guidance, or reintegration strategies. We also investigate the role of empathy: educators who feel less empathy toward bullies may be more likely to perceive them as less human and to endorse exclusion or retribution, whereas higher levels of empathy may foster more constructive and educational responses.

Preliminary findings indicate that when bullies are described using dehumanizing language, teachers and trainee educators tend to see them as less evolved or almost "wild" creatures, and this perception is associated with a stronger endorsement of punitive strategies. Higher levels of empathy, on the contrary, appear to reduce this animalistic view and are linked to a lower preference for punitive responses.

By highlighting how dehumanization influences reactions to bullying, this project contributes to a deeper understanding of the dynamics behind disciplinary decisions in schools. These insights may inform teacher training and intervention programs, helping educators respond to bullying not only by controlling behavior, but also by supporting personal growth, accountability, and social reintegration.