The present study aims to identify and classify types of verbal abuse and to analyze the ways in which the category of “person” is represented in the written discourse of male high school students in Malard County within the SHAD messaging platform. The main research question addresses the patterns through which verbal abuse emerges in this educational–digital environment and how the category of person is represented in such linguistic practices. This study adopts a descriptive–analytical approach and is grounded in a combined theoretical framework for the analysis of verbal abuse and the linguistic category of person. The data were collected from the written messages of 300 highschool school students selected through convenience sampling. The criteria for data inclusion included direct relevance to classroom interactions, clarity of communicative context, and the presence of explicit or implicit indicators of verbal abuse. After filtering the dataset based on these criteria, 105 instances containing markers of verbal abuse were identified and analyzed at lexical, pragmatic, and referential levels. The findings indicate that among the different forms of verbal abuse, direct insult, identity-based humiliation, and stereotypical prejudging are the most frequent. In terms of the representation of the category of person, the results reveal the dominance of an individual-centered pattern. In many cases, the addressee is directly referenced, often accompanied by the highlighting of personal characteristics or the attribution of negative qualities. In contrast, collective representations or impersonal structures occur less frequently. The results suggest that patterns of verbal abuse in educational messaging environments not only serve destructive communicative functions but also reflect mechanisms of identity construction and interpersonal boundary-making in students’ digital interactions. These findings may contribute to the design of educational interventions, the development of communication guidelines for online learning environments, and the promotion of students’ digital communicative literacy.