Buffering the Effects of Peer Victimization: The Role of Teachers and Classrooms

• In Event: Critical Issues in Early Childhood Education

Abstract

This study examined if close teacher-child relationships and classroom organization buffer the negative effects of peer victimization on school adjustment. Five-hundred and ninety students from forty-two classrooms were a part of this study. Results indicate that children who are victimized by their peers have lower school liking, behavioral engagement, and academic achievement. Additionally, close teacher-child relationships support school adjustment. However, despite their positive impact, findings indicate that moderation of close teacher-child relationships on peer victimization is not significant. Classroom organization was not significant for behavioral engagement or picture vocabulary but was significant for school liking, the moderation of classroom organization was only significant for school liking. Findings underscore the importance of creating classrooms that promote positive interactions and reduce victimization.

Authors

• Robin Sayers, University of Maryland

• Lynley H. Anderman, The Ohio State University

• Laura M. Justice, The Ohio State University