Classroom Climate and Bullying Behavior: A socio-ecological approach
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Abstract
Classroom climate significantly shapes students' interactions, influencing bullying dynamics and intervention responses. This study investigates the role of classroom climate in reducing self-reported bullying (SBB), promoting constructive bystander responses (BRB), and enhancing proactive teacher interventions (TRB). Using a sample of 510 Chinese primary school students and validated questionnaires, results reveal that positive classroom environments reduce bullying (β = -0.537, p < 0.001), foster bystander support (β = 0.533, p < 0.001), and strengthen teacher interventions (β = 0.538, p < 0.001). These findings underscore the need for supportive educational spaces, offering actionable insights for enhancing students’ well-being and school dynamics.
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Copyright (c) 2025 Xiao Ma , Boon Hooi Lim , Tingxiu Zhang , Wenyu Zhang
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