Citation

Murray-Harvey R, Slee PT. Sch. Psychol. Int. 2010; 31(3): 271-295.

Copyright

(Copyright © 2010, SAGE Publishing)

DOI

10.1177/0143034310366206

PMID

unavailable

Abstract

Previous school-related bullying research focused largely on inter-relationships among perpetrators and victims and more recently has included influences on, and by, peers. Still, less attention is given to wider school relationships that consider families and teachers. Students across grades 5—9 in 22 South Australian schools reported on how well they felt supported by their peers, families and teachers and the extent to which they perceived these groups as sources of stress in their lives at school. Six hundred and twenty-one teachers also assessed their students’ adaptive and non-adaptive behaviour. Links between stress and support and students’ experience of school, including bullying and victimization were examined using path analysis. Along with the expected impact of poor peer relationships and bullying/victimization, relationships with teachers exerted an equally powerful influence on students’ reports of bullying. Teachers need to be made aware that developing strong supportive relationships with students has a flow-on effect of reducing bullying.