<p>In Japan, the number of child suicides in 2024 reached the highest level on record. For the first time, the number of suicides among girls exceeded that among boys across elementary, junior high, and high school students. Among junior high school girls, the most common cause of suicide is school-related problems. Within this domain, interpersonal difficulties such as peer conflict account for a large proportion, with bullying classified as a distinct category. Although analytically separate, bullying constitutes a particularly severe and preventable form of school-based interpersonal adversity. While the causes of suicide can be identified statistically, the mechanisms through which junior high school girls come to die by suicide as a result of bullying remain insufficiently understood. Therefore, this study aimed to clarify the process by which junior high school girls who experience bullying come to die by suicide. The analysis employed Trajectory Equifinality Modeling (TEM), a qualitative analytic method that enables the visualization of multiple life trajectories, bifurcation points, and equifinality points. Three publicly available investigation reports on suicides due to bullying among junior high school girls were qualitatively analyzed. The results revealed that, in all cases, the gradual erosion of the victims’ self-esteem over time due to bullying constituted a core psychological process leading to suicide. In addition, school responses were fragmented and insufficient, characterized by hollowed-out anti-bullying committees and isolated homeroom teachers. As bullying persisted, the victimized students became increasingly socially isolated. TEM analysis suggested that sustained, concrete, and organized school responses to bullying may function as a critical turning point toward a life-preserving pathway. The findings indicate that the presence of a functional school organization is indispensable for preventing suicide among junior high school girls subjected to bullying.</p>