Do classroom relationships moderate the association between peer defending in school bullying and social-emotional adjustment?

• Published in: Journal of school psychology Vol. 105; p. 101315
• Main Authors: Lubon, A., Finet, C., Demol, K., van Gils, F.E., ten Bokkel, I.M., Verschueren, K., Colpin, H.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Ltd 01.08.2024
• Subjects: Belgium; Bullying - psychology; Child; Crime Victims - psychology; Defending behavior; Depression - psychology; Emotional Adjustment; Female; Humans; Interpersonal Relations; Longitudinal Studies; Male; Peer Group; Peer relationships; Protective factors; Risk factors; School bullying; School Teachers - psychology; Schools; Self Concept; Social Adjustment; Social-emotional adjustment; Students - psychology; Teacher-student relationships; Belgium; Social-emotional adjustment; Protective factors; Teacher-student relationships; School bullying; Peer relationships; Risk factors; Defending behavior
• ISSN: 0022-4405; 1873-3506; 1873-3506
• DOI: 10.1016/j.jsp.2024.101315

Peer defending has been shown to protect bullied peers from further victimization and social-emotional problems. However, research examining defending behavior has demonstrated positive and negative social-emotional adjustment effects for defending students themselves. To explain these mixed findings, researchers have suggested that associations between defending behavior and social-emotional adjustment may be buffered by protective factors (i.e., defender protection hypothesis) or exacerbated by vulnerability or risk factors (i.e., defender vulnerability hypothesis). Consistent with these hypotheses, the present study aimed to investigate whether relationships with teachers and peers would moderate the association between defending behavior and social-emotional adjustment. This three-wave longitudinal study examined the association between peer nominated defending behavior and later self-reported depressive symptoms and self-esteem in 848 Belgian students in Grades 4–6 (53% girls; Mage = 10.61 years, SD = 0.90 at Wave 1). Peer nominated positive and negative teacher-student relationships (i.e., closeness and conflict) and peer relationships (i.e., acceptance and rejection) were included as moderators. Clustered multiple linear regression analyses demonstrated that defending behavior did not predict later depressive symptoms (β = −0.04, p = .80) or self-esteem (β = −0.19, p = .42). The lack of these associations could be explained by the defender protection and vulnerability hypotheses. However, contrary to our expectations, teacher-student closeness and peer acceptance did not play a protective role in the association between defending behavior and social-emotional adjustment (β = −1.48–1.46, p = .24–0.96). In addition, teacher-student conflict and peer rejection did not put defending students at risk for social-emotional maladjustment (β = −1.96–1.57, p = .54–0.97). Thus, relationships with teachers and peers did not moderate the association between defending behavior and later depressive symptoms and self-esteem.