Supportive classroom relationships as protective factors against bullying among Slovenian primary school students

Pirc, Tina (author), Marinšek, Anja (author)

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.

• Language: English
• Keywords: bullying, victimization, peer relationships, teacher-student relationships, school belonging, early adolescence
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: FF - Faculty of Arts
• Publication status: Published
• Publication version: Version of Record
• Year: 2026
• Number of pages: Str. 477-490
• Numbering: Vol. 18, iss. 3
• PID: 20.500.12556/RUL-182364
• UDC: 37.015.3:364.632
• ISSN on article: 1307-9298
• DOI: 10.26822/iejee.2026.446
• COBISS.SI-ID: 277473027
• Publication date in RUL: 08.05.2026

Record is a part of a journal

• Title: International electronic journal of elementary education
• Publisher: Turan Temur, 2008-2017, T&K Academic, KURA Education & Publishing
• ISSN: 1307-9298
• COBISS.SI-ID: 525436953

Licences

• License: CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
• Link: http://creativecommons.org/licenses/by-nc-nd/4.0/
• Description: The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.

Secondary language

• Language: Slovenian
• Keywords: medvrstniško nasilje, viktimizacija, medvrstniški odnosi, odnosi med učitelji in učenci, pripadnost šoli, zgodnje mladostništvo