This study aims to identify school bullying profiles and examine longitudinal transition patterns and predictors in early adolescence. Data from 3,270 students from Waves 3 (Grade 6, elementary school) and 4 (Grade 7, middle school) of the Seoul Education Longitudinal Study (SELS 2010) who reported experiencing bullying at least once were analyzed using Latent Profile Analysis, Latent Transition Analysis, and Logistic Regression. Variables included bullying victimization and perpetration, gender, self-control, self-esteem, resilience, poor health condition, parental emotional support, peer relationships, teacher support, school support, and dysfunctional school environment. First, four distinct profiles were derived based on varying levels of bullying involvement. Second, regarding the transition between the two waves, students were characterized as ‘stayer’ who maintained their profile or ‘mover’ who transitioned to a different profile. Third, self-control, parental emotional support, and peer relationships were identified as common protective factors, while poor health condition and a dysfunctional school environment were significant risk factors. By leveraging longitudinal panel data to identify distinct school bullying profiles and transition patterns among early adolescents, this study addresses gaps in the literature and offers practical implications for differentiated preventive and therapeutic interventions.