Classroom Climate and Bullying Behavior: A socio-ecological approach
DOI:
https://doi.org/10.21834/aje-bs.v10i30.465Keywords:
Classroom Climate, Bullying Behavior, Bystander Responses, Teacher ResponsesAbstract
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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