Abstract
Previous research suggests that students with emotional and behavioral difficulties (EBD) are more vulnerable to becoming directly involved in bullying dynamics. To date, no study has tested the role of teachers' emotional support and positive teacher-student relationship climates in EBD students' bullying involvement. This study tests whether the relationships between students' EBD and students' bullying involvement is mediated by teachers' emotional support and the quality of the teacher-student relationship climate. Results indicate that only teachers' collaborative efforts to improve school relationship climates are important mechanisms for explaining EBD students’ bullying involvement.
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