Longitudinal links of negative student–teacher relationships and positive class climate with traditional bullying and cyberbullying perpetration

Abstract

The current study aimed to investigate whether negative student–teacher relationships and within-class perceptions of the class climate at the individual level, and positive class climates at the classroom level in fifth grade, were associated with traditional bullying and cyberbullying perpetration 1 year later, in sixth grade, in a sample of pre-adolescents. A longitudinal study was conducted with 1318 Swedish students. Data were collected using web-based questionnaires that assessed bullying behaviour, quality of student–teacher relationships and class climate. Negative binomial regression models were used to analyse the associations between the predictors and bullying perpetration, controlling for gender, migration background and previous bullying behaviour. Negative student–teacher relationships in fifth grade were associated with a higher frequency of both traditional bullying and cyberbullying perpetration in sixth grade. A positive classroom climate, measured at the classroom level, was linked to lower levels of both forms of bullying. For traditional bullying, individual perceptions of class climate were also inversely associated with bullying frequency, whereas for cyberbullying, only the classroom-level climate showed a significant effect. Moreover, there was a significant interaction between individual- and classroom-level perceptions of class climate, indicating that individual perceptions of classroom climate play a particularly important role in less supportive classroom peer environments. Overall, negative student–teacher relationships increase the risk of bullying perpetration, while a positive class climate acts as a protective factor. These findings underscore the importance of fostering supportive student–teacher relationships and creating a cohesive, respectful class climate to reduce bullying behaviour in schools.