- Bullying victimisation is negatively associated with anti-bullying self-efficacy (β = -.14, p < .01).
- Teacher support and fairness of rules are positively associated with anti-bullying self-efficacy (β = .13, p < .05).
- Peer relationships positively predict anti-bullying self-efficacy (β = .11, p < .05); programmes should foster a supportive, inclusive school climate.
J Interpers Violence. 2026 Oct 12:8862605261488038. doi: 10.1177/08862605261488038. Online ahead of print.
ABSTRACT
Bullying is a pervasive issue in schools, negatively impacting students’ psychological well-being, academic performance and social development. Understanding the factors that relate with students’ ability to cope with bullying is crucial for developing effective interventions. This study explores the relationship between bullying victimisation, school climate (broken into three factors including teacher support and fairness of rules, peer relationships and school liking and safety) and students’ anti-bullying self-efficacy in a national sample of Irish primary students. Data were collected from 566 primary school students through two questionnaires administered between 2023 and 2024. A multilevel linear regression was conducted to analyse the relationship of bullying victimisation and the school climate indices with anti-bullying self-efficacy, while accounting for the nested structures of the data. Results revealed that bullying victimisation was negatively associated with anti-bullying self-efficacy (β = -.14, p < .01), whereas teacher support and fairness of rules (β = .13, p < .05) and peer relationships (β = .11, p < .05) were positively associated with anti-bullying self-efficacy. These findings suggest that anti-bullying programmes should not only focus on enhancing students’ individual coping resources but also prioritise fostering a supportive and inclusive school environment.
PMID:42861872 | DOI:10.1177/08862605261488038
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