Abstract: The object of this study is the role models that can be chosen by the participants of the confrontation within the framework of bullying, the subject of the study was social consequences of the application of specific behavioral scenarios in the conflict. These consequences are manifested through the results of the confrontation and the impact of these results on the statuses and positions in the educational environment at different levels, changes in the structure of factions, and interaction between them. Among the applied research methods are comparison, generalization, and synthesis. In the context of conflict methodology, the work is based on the consideration of the theories of conflict functions of Lewis Ñoser and the conflict of Ralph Darendorf. The innovative aspect of the research consists of a comprehensive understanding and analysis of Western experience in the field of pedagogy and the development of new conceptual models. It should be emphasized that few studies of bullying in Russian pedagogical conflictology have been carried out. Western researchers often consider the victim of bullying as a passive participant deprived of subjectivity. The authors propose to perceive bullying as a conflict and consider it not only as bullying but also as a situation of negative leadership. The new models considered in our study highlight victim role scripts and assimilation/accommodation of behaviors within the aggressor/victim dichotomy. In addition, the novelty of the study is manifested in the introduction of the concept of role (emotional) benefit and a comprehensive consideration of the aspects of benefit that a "victim" receives in a conflict. The authors propose a system of scenarios and sub-scenarios of victim behavior, taking into account the assimilation/accommodation of certain behavioral patterns when subjects are included in a bullying situation.