Bullying remains a prevalent issue in- and beyond schools. According to the available data, the phenomenon in North America is widely researched. The research is multifaced, whether it pertains to micro- (psychological) and macro (sociocultural) variables. Yet the phenomenon remains vaguely understood, partly because of the complexity of the phenomenon itself. And partly because existing methodological- and methodic tools remain limited in analysis and synthesis. This essay addresses the former. It argues that mimetic theory provides a framework to strengthen and/or potentially synthesize existing methodologies theoretically. In doing so, the paper refines bullying phenomenologically through human identity needs theory. The paper provides a discussion, including potential considerations and implications for teachers and policymakers.