This study examines the relationship between perceived social support and adolescents' bullying status, focusing on differences among bullies, bully-victims, and non-involved students. Two hypotheses are: firstly, pure bullies are hypothesized to perceive higher levels of peer and family support but lower teacher support compared to the non-involvements; secondly, bully-victims perceive overall lower support from three sides compared to the (pure) bullies. Obtaining data from the Swedish HBSC survey (2013/14, 2017/18) of over 7000 adolescents aged from 11 to 15. Using descriptive statistics and multinomial logistic regression, it examines the association between bullying behavior and perceived social support from teachers, family, and peers, controlling for variables such as gender, age, immigrant status, BMI, family affluence, and health complaints. Results reveal that, compared to the non-involvement, bullies perceive lower teacher and family support but higher peer support, while bully-victims report the lowest teacher and peer support but relatively higher family support. Boys and first-generation immigrants are more likely to engage in bullying. The study highlights the importance of tailored interventions addressing supportive relationships, peer dynamics, and inclusive learning, calling for further cross-cultural and longitudinal research to validate findings and explore causal links.