This study examined the effects of being victimized by peers on children's behavioral,
social, emotional, and academic functioning. We assessed an ethnically diverse sample of 2,064
first, second, and fourth graders and followed them over 2 years, locating 1,469 of the
participants at the follow-up. Correlation and partial correlation analyses revealed that prior
victimization predicted externalizing, internalizing, and social problems 2 years later for the
sample as a whole. However, not all victimized children experienced the same types of outcomes;
instead, there was heterogeneity in children's responses to victimization. Using cluster
analysis, we identified eight outcome patterns that represented different patterns of functioning.
These were labeled as externalizing, internalizing, symptomatic, popular, disliked, absent, low
achieving, and high achieving. Discriminant function analyses revealed that the symptomatic,
externalizing, and disliked patterns were systematically related to victimization. Moreover,
significant gender and age differences in the severity of effects were obtained. The discussion
highlights the complexity of victimization effects.