Bullying is a pervasive problem in U.S. educational settings, yet research has predominantly focused on traditional K–12 schools, with limited attention to restrictive educational environments such as juvenile justice facilities and residential treatment centers. These settings present unique challenges, such as highly structured conditions that restrict youth autonomy in movement, social interactions, and peer selection, potentially intensifying bullying behaviors and undermining rehabilitative goals. Despite the critical need for accurate assessment in these high-risk contexts, few validated measures are available for this population. This study evaluated the psychometric properties of a modified version of the Illinois Bully/Victim/Fight Scale in restrictive educational settings. We adopt exploratory structural equation modeling (ESEM), which combines the advantages of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), allowing for a more accurate representation of construct overlap. Results demonstrated that the four-factor structure (bullying, victimization, fighting, and anger) provided an adequate fit with ESEM, whereas traditional CFA yielded a less satisfactory fit. The ESEM revealed theoretically meaningful cross-loadings, with several items loading on multiple dimensions. Internal consistency was acceptable (ω = .74–.93). Findings support cautious use of this modified scale in restrictive education settings, with ESEM recommended to accommodate construct overlap.
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