20.500.12556/RUL-182364 Supportive classroom relationships as protective factors against bullying among Slovenian primary school students This study investigated how individual and contextual classroom factors contribute to bullying perpetration and victimization among Slovenian primary school students. While most research focuses on adolescence, this study targeted 4th and 5th-grade students to explore predictors during a critical transitional period. A total of 1,303 students (aged 9–11) participated in the study. Using self-report measures, we assessed peer relationships (PR), teacher–student relationship (TSR) closeness and conflict, classroom belonging, and experiences of bullying. Structural equation modeling was used to examine the associations between these variables. Results showed that lower classroom belonging, more conflictual TSR, and poorer PR were associated with higher victimization. Bullying perpetration was predicted by lower TSR closeness, higher TSR conflict, and poorer PR. Notably, classroom belonging was associated with victimization but not perpetration, suggesting that the pathways to these roles may differ. Gender differences were also observed, with boys reporting higher involvement in both perpetration and victimization. These findings support the importance of classroom relationships in bullying prevention. Peer and teacher–student dynamics shape students’ social experiences and may reinforce or buffer bullying involvement. The results highlight the need for interventions that strengthen supportive peer interactions, enhance teacher–student closeness, and reduce conflict. Fostering a sense of classroom belonging may also serve as a protective factor, particularly for victims. The study contributes to the understanding of bullying during late childhood and offers evidence for early, relationship-centered prevention strategies. bullying victimization peer relationships teacher-student relationships school belonging early adolescence medvrstniško nasilje viktimizacija medvrstniški odnosi odnosi med učitelji in učenci pripadnost šoli zgodnje mladostništvo true false true Angleški jezik Slovenski jezik Članek v reviji 2026-05-08 10:40:42 2026-05-08 10:40:51 2026-05-10 04:09:23 0000-00-00 00:00:00 2026 0 0 Str. 477-490 iss. 3 Vol. 18 Mar. 2026 0000-00-00 Zaloznikova Objavljeno apc 0000-00-00 0000-00-00 0000-00-00 37.015.3:364.632 1307-9298 10.26822/iejee.2026.446 277473027 Pirc_Supportive_Classroom_Relationships_as_Protective_Factors_Against_Bullying_Among_Slovenian_Primary_School_Students.pdf Pirc_Supportive_Classroom_Relationships_as_Protective_Factors_Against_Bullying_Among_Slovenian_Primary_School_Students.pdf 1 BDBA82BB9FA5155312010C2199FF33A2 ccc47180963718335aae5c449f63e5a4e710261cd9def7a63546226a5ad94c01 85de9a79-4ab9-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233540 https://iejee.com/index.php/IEJEE/article/view/2541 1 54566cb8-4ab9-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233539 Filozofska fakulteta 0 0 0