Preventing school bullying: Examining the association between classroom management, classroom climate, and relational aggression and victimization

Abstract

This research aims to examine the relationship between classroom management, classroom climate, and relational aggression and victimization in high school students. A total of 42 teachers and 2168 students from 5 high schools in Shenzhen, China participated in the study. Teachers completed a classroom management style scale, while students answered a questionnaire based on relational aggression peer-nomination and a relational victimization experience scale. Data was analyzed using correlation and multiple regression analysis. The study found no significant correlation between teachers’ management style and levels of relational aggression and victimization. However, there was a positive correlation between teachers’ sympathy for the victim of relational aggression and the levels of relational aggression in the classroom. Teachers’ attitudes towards relational aggression predicted the level of relational victimization, but not the level of relational aggression. Teachers’ handling strategies did not predict the levels of relational aggression and victimization. Support from classmates and solidarity were negatively correlated with relational aggression and victimization. The results suggest that teachers’ attitudes towards relational aggression play an important role in predicting levels of relational victimization. Teacher sympathy for the victim of relational aggression may inadvertently reinforce the behavior. The study highlights the importance of creating a supportive classroom climate and promoting solidarity among students to reduce relational aggression and victimization. Teachers can be trained to recognize and address relational aggression, and to create a positive and supportive classroom climate. Strategies promoting peer support and solidarity may help to reduce levels of relational aggression and victimization.