Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships

The bidirectional relationship between peer relationships and bullying: Evidence from cross-lagged analyses among Chinese children

BACKGROUND

In the digital age, bullying manifests in two distinct forms: traditional bullying and cyberbullying. Children's peer relationships are important predictors of bullying, and bullying in turn predicts peer relationships. However, few researchers have noted the bidirectional relationship between peer relationships and bullying.

METHODS

The present study used a two-wave cross-lagged longitudinal design to fill this gap. The potential sex differences were also examined in this relationship. The sample consisted of 527 Chinese children aged 8 to 12 years (M = 9.69, SD = .96; 53.5% female). Participants completed peer nominations for peer acceptance, peer rejection and social dominance, as well as self-reports of traditional bullying and cyberbullying.

RESULTS

Results showed that peer rejection at the first time point (T1) significantly and positively predicted traditional bullying perpetration, cyberbullying perpetration and cyberbullying victimization at the second time point (T2). Traditional bullying victimization at T1 significantly and negatively predicted peer acceptance and social dominance at T2. The results also revealed significant male and female differences. For instance, among boys, peer acceptance at T1 significantly and negatively predicted cyberbullying victimization at T2. In contrast, this relationship was not observed among girls. The present findings have important implications for understanding the cyclical relationship between peer relationships and bullying and providing practical guidance for improving peer relationships and reducing bullying.

Peer Victimization and Callous-Unemotional Traits: The Impact of Parents and Teachers

Research on the link between peer victimization and callous-unemotional (CU) traits has primarily relied on cross-sectional designs and yielded equivocal findings. In light of the poor outcomes related to peer victimization and CU traits, it is important to determine whether this link is reciprocal in nature and to identify factors that may influence its strength. Accordingly, the current study investigated the bidirectional association between peer victimization and CU traits over a 6-month period, accounting for the moderating effects of parents (i.e., support and hostility) and teachers (i.e., support and conflict). Participants included 284 third- through fifth-grade students (ages 7-12; 51.8% boys; 51.1% Hispanic) and their homeroom teachers. Children provided ratings of peer victimization, parental hostility, and parent and teacher support. Teachers provided ratings of CU traits and student-teacher conflict. A series of cross-lagged panel models were estimated. Results revealed that, at higher levels of parental hostility, peer victimization predicted increases in CU traits over time; in contrast, peer victimization predicted decreases in CU traits at lower levels of parental hostility. Surprisingly, at higher levels of teacher conflict, peer victimization predicted decreases in CU traits over time. CU traits did not interact with parent or teacher variables to predict subsequent peer victimization. Moreover, parental hostility was positively associated with subsequent peer victimization, whereas teacher support predicted decreases in victimization over time. These findings build on previous research examining environmental influences on the expression of CU traits by highlighting peer victimization and parental hostility as potential risk factors.

Supporting teachers to actively respond to bullying and to build positive relationships with their students: effects of the T-SUPPORT training

Despite the central role that teachers can have in preventing and reducing bullying, they often feel insecure about how to deal with bullying. This study evaluated a short teacher training - called the Teachers SUPporting POsitive RelaTionships (T-SUPPORT) training - that aims to reduce bullying by supporting teachers in building positive teacher-student relationships and in actively dealing with bullying. The aim of the current study was to investigate whether the T-SUPPORT training resulted in higher quality teacher-student relationships, and more active and less passive responses to bullying incidents, and whether these improvements in turn resulted in lower levels of bullying victimization. In a Randomized Controlled Trial 10 Belgian primary schools were randomly assigned to an intervention or control condition. The Grades 4-6 teachers of the five schools in the intervention condition received the three-session school-based training; control teachers received no intervention. Grade 4-6 students (N = 964; 55 classrooms) in these schools completed questionnaires at pre- and post-test. In contrast to the hypotheses, results of the two-level linear mixed model analyses revealed no significant effect of the training on teacher-student relationship quality, teachers' responses to bullying and bullying victimization. Yet, higher quality teacher-student relationships and more active teacher responses to bullying were significantly associated with less bullying victimization, whereas more passive responses were linked with more victimization. The latter findings are in line with theorizing and research on the role that teachers can play in reducing bullying.

Surprising partners: Teachers' contribution to school bullying

Participant role theory describes the designation of social roles and the use of contextually appropriate social scripts and provides a context for the interpretation of a range of social and interpersonal issues, including bullying in the school setting. This study uses participant role theory to analyze interpersonal engagements in a 10th grade class in a high school in central Israel. Data were drawn from ethnographic observations conducted by the first author of the cohort over the course of a school year, together with in-depth semi-structured interviews with the students and teachers. The findings suggest that students apply "role switching" (the flexible presentation of multiple social roles, depending on context) to negotiate the challenge of bullying in the school setting. The study also assesses the influence of individual teachers on role switching, positing that a teacher's relationship with individual students can serve as a catalyst for role-switching in three specific circumstances: where the teacher-student relationship instigates bullying against a specific child; where the teacher is a bully; and where a supportive relationship enables positive role-switching on the part of specific classroom actors. These findings have theoretical and applied significance in both pre- and in-service training for teachers and school administrative staff.

Trajectory Classes of Relational and Physical Bullying Victimization: Links with Peer and Teacher-Student Relationships and Social-Emotional Outcomes

Bullying victimization is a prevalent problem in upper elementary school that predicts various detrimental outcomes. Increasing evidence suggests that interindividual differences in the severity of these outcomes result from differences in victimization experiences. However, longitudinal research largely overlooked victimization forms. Additionally, it is unclear how the quality of students' relationships with peers and teachers functions as a risk or protective factor for different patterns of victimization development. This one-year longitudinal study investigated joint trajectories of relational and physical victimization and examined differences between these trajectory classes regarding classroom social relationships as possible antecedents and social-emotional well-being as a possible outcome. A sample of 930 fourth to sixth graders (55 classes, 53.1% girls, M_age = 10.55, SD = 0.90) completed self-reports about relational and physical victimization and social-emotional outcomes (i.e., depressive symptoms, self-esteem). Peer nominations were used to measure the social antecedents (i.e., peer rejection and acceptance, teacher-student closeness and conflict). A 3-step approach including Latent Class Growth Analyses and Growth Mixture Modeling yielded two trajectory classes. Most students experienced low, decreasing relational and physical victimization. A smaller group experienced higher, generally stable victimization, more relational than physical. Younger students and girls were more likely to be members of the latter class. This class was more rejected, less accepted, reported more depressive symptoms and lower self-esteem. Teacher-student closeness and conflict were similar across classes. The current study showed that relational and physical victimization followed a largely parallel development. Low social status was found to be a risk factor for belonging to a victimization trajectory that is characterized by stable levels of both relational and physical victimization, with higher levels of the relational form.

Reciprocal Links Between Teacher-Student Relationships and Peer Victimization: A Three-Wave Longitudinal Study in Early Adolescence

Although teachers play a central role in tackling peer victimization at school, no study so far has investigated transactional associations between positive and negative teacher-student relationship dimensions and peer victimization in early adolescence. Investigating both dimensions simultaneously in upper elementary school allows to examine differential effects on peer victimization (and vice versa) and could aid tailored prevention and intervention efforts. At three time points within one school year, self-reported teacher-student closeness and conflict and self- and peer-reported peer victimization were assessed in a sample of 930 fourth to sixth grade students (M_age = 10.55 years, 53.1% girls). Cross-lagged models revealed negative within-time associations between closeness and self-reported peer victimization, and positive within-time associations between conflict and self-reported peer victimization at most time points. Whereas closeness and conflict negatively predicted each other across the school year, no bidirectional longitudinal effects were found between teacher-student relationships and peer victimization. The current findings highlight the need for early prevention and intervention efforts to tackle peer victimization, build positive teacher-student relationships, and especially reduce negative teacher-student relationships.

The links between students’ relationships with teachers, likeability among peers, and bullying victimization: the intervening role of teacher responsiveness

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

Student-teacher conflict moderates the link between students' social status in the classroom and involvement in bullying behaviors and exposure to peer victimization

INTRODUCTION

Student-teacher relationships have been shown to influence bullying-related behaviors in students. In this study we considered the moderating role of student-teacher conflict and students' social status in the classroom and involvement in bullying behaviors and peer victimization.

METHODS

Sample consisted of 1742 students (47.2% females, mean age = 10.79; SD = 1.36; range = 8-14) clustered in 113 classrooms, of which 1017 (58.4%) attended primary schools and 725 (41.6%) attended lower secondary schools. We implemented a series of multilevel analyses aimed at determining the role of student-teacher conflict, and students' social status among classroom peers (i.e., average, popular, rejected, neglected, and controversial statuses), as well their interaction, in influencing verbal, physical, and social forms of bullying and victimization at school.

RESULTS

Student-teacher conflict had a significant positive effect on all bullying and victimization variables. Regarding students' social status, rejected students showed increased bullying and victimization when compared with average students, except in social bullying. Significant interactions emerged indicating that a highly conflictual student-teacher relationship exacerbated bullying behaviors and the risk of victimization among rejected students. Additionally, popular students who had conflictual relationship with their teachers were more likely to engage in physical bullying then average students.

CONCLUSIONS

Our study suggests the importance of low conflictual student-teacher relationships in acting as a buffer for aggressive student-student interactions in the classroom, especially when these interactions involve students rejected by their classroom peers.

Trajectories of peer victimization in elementary school children: Associations with changes in internalizing, externalizing, social competence, and school climate

The current study examines the developmental changes (internalizing and externalizing symptoms, social competence, and experiences of school climate) in children who follow distinct trajectories of peer victimization in a sample of elementary school children across 2 years. Data were from children, and their parents and teachers, in Grades 1-3 followed across five waves. Latent class analyses revealed four distinct victimization trajectory groups characterized by chronically high, increasing, decreasing, or low-stable levels across time. Multilevel analyses showed that children in the chronically high peer victimization group had higher initials levels of internalizing and externalizing symptoms, lower levels of social competence, and poorer experiences of school climate compared to children in the low-stable group. Over time, children in the increasing group had slower rates of increases in social competence than children in the low-stable group and had worsening experiences of school climate compared to children in the low-stable peer victimization group. Findings suggest children who are chronically victimized may be at a developmental disadvantage compared to children who report little or declining peer victimization over time.

Victimization by Friends and Victimization by Other Peers: Common Risk Factors or Mutual Influence?

Much research effort has been placed on understanding peer victimization. However, few studies have focused on victimization within friendships, which affects up to half of adolescents and bears similar consequences as victimization by the larger peer group. This study examined the temporal stability and the risk factors of victimization within friendships and victimization by other peers. In regard to the first objective, moderate to high levels of stability over a one-year period were expected for victimization by friends and by other peers. In regard to the second objective, two - not necessarily mutual exclusive - hypotheses were tested. The Common Risk Factors Hypothesis postulated that victimization by friends and by other peers share common personal and familial risk factors. Alternatively, the Mutual Influence Hypothesis proposed that victimization within one relationship context may increase the risk of being victimized in the other relationship context. These hypotheses were tested with a sample of 878 adolescents (Mage = 15.08 years, range 14.50-15.75; 52% female) assessed in Grades 8 and 9. Structural equation modeling revealed moderate and weak one-year stability for victimization by friends and by other peers, respectively. No common risk factors emerged, but victimization within one relationship context increased the risk of victimization in the other relationship context one year later. These results are in line with the mutual influence hypothesis and provide evidence of a cross-context transfer of victimization in adolescence.

Revealing the Transactional Associations among Teacher-Child Relationships, Peer Rejection and Peer Victimization in Early Adolescence

Peer victimization is a persistent problem in early adolescents' peer relationships that is related to various difficulties in the short and long run. Previous studies have investigated whether relationships with peers and teachers predict victimization, but to date, few studies have examined the simultaneous contribution of both classroom-based relationships to victimization over time. Therefore, this study investigated how peer rejection and teacher-child relationships uniquely predict peer victimization over the course of one school year in upper elementary school. The transactional associations among teacher-child relationships, peer rejection, and relational and physical victimization were examined in a sample of 692 children (36 classes; M_age = 10.28; range: 7.92-13.14; 48.4% female). Teacher-child relationship quality and peer victimization were measured by student self-report, peer rejection by peer-report. Cross-lagged analyses showed that rejection predicted victimization from wave 1 to wave 2. In turn, more victimization predicted more rejection throughout the whole school year. More supportive teacher-child relationships predicted less victimization. Additionally, more victimization (wave 1) predicted less supportive relationships with teachers (wave 2). Peer rejection and teacher-child relationships were found to have unique, additive effects on victimization in early adolescence over time. Therefore, to effectively intervene in victimization processes, relationships with both peers and teachers need to be considered.

Does Positive Illusory Bias Affect Self-Concept and Loneliness in Children With Symptoms of ADHD?

Objective: Positive illusory bias (PIB) has been amply studied in children with ADHD, but its function is still limited understanding. Method: In a sample of 21 children with symptoms of ADHD, this study investigated whether they were more likely to be rejected by peers and examined PIB, and its influence on self-concept and loneliness, comparing the children with symptoms of ADHD with children who had weak social skills, but no ADHD. The children's and teachers' perception of social difficulties were compared, and self-concept and loneliness were analyzed in the two groups, which were also compared with typically developing (TD) children. Results: The results showed the presence of PIB on social skills in children with symptoms of ADHD, but this phenomenon did not give them a higher self-concept, which was similar to that of children with weak social skills and lower than in TD children. Conclusion: The implications of these findings are discussed.

Exploring the Dimensional Structure of Bullying Victimization Among Primary and Lower-Secondary School Students: Is One Factor Enough, or Do We Need More?

In adolescence, bullying victimization is typically represented in terms of a three-fold factor structure reflecting three components of verbal, physical, and social victimization. Recent studies have suggested the usefulness of alternativte models including both general and component-specific factors. In this study, we assessed the empirical and theoretical validity of an instrument assessing verbal, physical and social victimization using a set of alternative models of victimization: a unidimensional model, a three-factor model, and a bifactor model. Association between emerging factors and student variables were explored to establish theoretical fit of the models. Sample consisted of upper primary and lower secondary school students [N = 1311; 53% Male; Mean age (SD) = 10.73 (1.45)] and their teachers. The three factor and bifactor models showed good fit. In spite of acceptable fit, the unidimensional model showed lower empirical support when compared with the other models. The dimensions of the three-factor model showed similar associations with most student variables, while the bifactor showed more heterogeneous, and theoretically coherent associations. General victimization decreased with age and was positively related with externalizing and internalizing symptoms, student-teacher conflict and negative expectations. Verbal victimization showed increased prevalence among girls and older students. Physical victimization showed increased prevalence among boys and younger students, and positive associations with externalizing symptoms and student-teacher conflict. Social victimization was more frequent among girls, and positively related with internalizing symptoms and negative expectations toward teachers. These findings highlight the usefulness of modeling victimization using both general and form-specific dimensions for both assessment and theory-building purposes.

A Cooperative Learning Classroom Intervention for Increasing Peer's Acceptance of Children With ADHD

OBJECTIVE

The hypothesis behind this study was that trained teachers using cooperative learning procedures with children in their classroom (aged from 6 to 10 years) can influence the social skills of children with ADHD symptoms and their acceptance by their peers.

METHOD

The study involved 30 children with ADHD symptoms attending 12 different classes, where cooperative learning was adopted in some, and standard practices in others. ADHD children's symptoms, social skills, and cooperative behavior were assessed by means of a teacher's questionnaire, and the social preferences of the children in their class were collected.

RESULTS

Changes emerged in teachers' assessments of the children's cooperative behavior in the experimental classes. Improvements in the sociometric status of children with ADHD symptoms were only seen in the cooperative learning classes.

CONCLUSION

These results show the importance of well-structured intervention in classes that include children with ADHD symptoms. Implications of these findings for future intervention are discussed.

Exposure to violence, teacher support, and school delay amongst adolescents in South Africa

BACKGROUND

Many adolescents in South Africa are exposed to multiple types of violence, socio-economic disadvantage, and low-quality education: all risk factors for educational outcomes including school delay (grade enrolment below that which is age-appropriate). Supportive teacher-student relationships are known to be associated with improved academic outcomes in high-income contexts.

AIMS

To investigate whether the academic and emotional support provided by teachers can protect against school delay for adolescents exposed to multiple types of violence and socio-economic disadvantage in South Africa.

SAMPLE

High-risk sample of 503 adolescents aged 10-18 exposed to multiple types of violence and socio-economic disadvantage at home, in school, and in their communities.

METHODS

Multilevel aggregated structural equation modelling was applied to pre/post-RCT data. This investigated whether associations between adolescent exposure to violence and school delay could be lessened by having teachers who were academically and/or emotionally supportive.

RESULTS

More frequent exposure to 'poly-violence' and receiving more emotional support from teachers were independently associated with greater school delay. On the contrary, higher academic support from teachers was associated with lower school delay. Neither academic nor emotional teacher support was found to moderate the relationship between more frequent exposure to 'poly-violence' and an increased risk of adolescent school delay.

CONCLUSION

Adolescents' academic support from teachers is low in poorly resourced school contexts in South Africa. School-based secondary prevention programmes assisting teachers with more training and academic support in deprived contexts have potential to reduce the impact of violence and socio-economic disadvantage on adolescents' school delay.

Ostracism and Peer Victimization in Adolescents With and Without Mental Health Diagnoses in a Public Middle School Setting

To better understand adolescents experiencing peer victimization, ostracism, and emotional health problems, this study aimed to describe a cohort of middle school students identified as having school peer-related social difficulties as 2 groups: those with mental health diagnoses (MHDs; n = 17) and those without diagnoses (n = 8). Participants were administered a test battery to examine communication ability, social responsiveness, social activity, ostracism, victimization, and emotional health. Results showed that adolescents with MHDs, relative to those without, scored significantly lower on measures of communication ability, social responsiveness, and social activity but similarly on measures of victimization, ostracism, and internalizing/externalizing factors. Results suggest that adolescents with and without MHDs can endure ostracism and peer victimization to a similar extent. Because ostracism and victimization have serious morbidity in adolescents, physicians and caregivers must look for signs in all adolescents, irrespective of MHD. Recommendations for appropriate primary care management are discussed.