The influence of school climate in bullying and victimization behaviors during middle school transition

Abstract

This study analyses how perceived school climate variables (teacher–student relationships, student–student relationships, fairness of rules, school safety, and liking of school) influenced bullying and victimization behaviors during middle school transition in Portugal (fourth to fifth grade). A total of 671 middle school students participated in the study, of which 52.2% were boys. Bullying and victimization behaviors were assessed in three different time points (twice before middle school transition and once after) and perceptions of school climate were assessed twice (before and after middle school transition). Results showed that a more positive trajectory in students’ perceptions of teacher-student relationships, student–student relationships, school safety, and liking of school between fourth and fifth grade was associated with a more positive trajectory in victimization behaviors, and a more positive trajectory in students’ perceptions of fairness of rules in the same period was associated with a more positive trajectory in bullying behaviors. Additionally, regarding gender, boys showed a larger increase in victimization behaviors, but there were no differences due to classroom size. These results highlighted the importance of creating a positive school climate in middle school to reduce bullying and victimization behaviors during middle school transition.