The Role of Affective Teacher–Student Relationships in Bullying and Peer Victimization: A Multilevel Meta-Analysis

Abstract

This meta-analysis synthesizes evidence about the associations of affective teacher–student relationships with bullying perpetration and peer victimization. A systematic database search resulted in 65 primary studies (k) that met the inclusion criteria. The final sample included 185,881 students from preschool to high school. Separate multilevel analyses were conducted for bullying perpetration (k = 25, N = 97,627) and peer victimization (k = 57, N = 151,653). Results showed small to medium, negative overall correlations between teacher-student relationship quality and both bullying perpetration (r = −.17, 95% CI [−.21, −.14]) and peer victimization (r = −.14, 95% CI [−.17, −.11]). Teacher-student relationship quality was also related to less subsequent peer victimization (b = −0.05, 95% CI [−0.08, −0.02]). Associations between teacher-student relationship quality and bullying were stronger for ethnic minority students and when the same informant reported about both variables. Associations with peer victimization were stronger for negative (e.g., conflict) than for positive (e.g., closeness) relationship indicators and when the same informant was used for both variables. Generally, findings demonstrate that higher-quality teacher-student relationships are related to less bullying perpetration and less peer victimization. Hence, promoting positive and minimizing negative teacher-student relationships may help to tackle school-based bullying and peer victimization.

Impact Statement

The current meta-analysis examined the link between affective teacher-student relationships and two persistent problems in schools: bullying perpetration and peer victimization. Results including 65 primary studies demonstrated that higher-quality teacher-student relationships were related to less bullying perpetration and less peer victimization. Thus, promoting positive and minimizing negative teacher–student relationships may be important targets in bullying prevention and intervention efforts in schools.

Keywords:

• bullying
• peer victimization
• teacher-student relationships
• meta-analysis

Associate Editor:

• Dorothy Espelage

DISCLOSURE

We have no conflicts of interest to disclose.

ACKNOWLEDGMENTS

We would like to thank master students Michelle Kegelaers and Rani Leflot for their contribution to the selection and coding ofmanuscripts.

Open Scholarship

This article has earned the Center for Open Science badge for Preregistered through Open Practices Disclosure. The materials are openly accessible at https://bit.ly/3JCYQW4. To obtain the author’s disclosure form, please contact the Editor.

Additional information

Funding

This study was funded by KU Leuven (grant C24/17/026).

Notes on contributors

Isabel M. ten Bokkel

Dr. Isabel M. ten Bokkel is an educational researcher who obtained her doctoral degree at the Faculty of Psychology and Educational Sciences at KU Leuven, Belgium. Her research interests focus on the role of teacher-student interactions in reducing peer victimization, and in promoting positive peer relationships at school.

Debora L. Roorda

Dr. Debora L. Roorda is an Assistant Professor at the Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, the Netherlands. Her research interests focus on teacher–student relationships and their causes (student and teacher characteristics) and consequences (e.g., students’ engagement, achievement, and behavioral adjustment).

Marlies Maes

Dr. Marlies Maes is an Assistant Professor affiliated with the research unit of School Psychology and Development in Context, KU Leuven (FWO), Leuven, Belgium and the research unit of Interdisciplinary Social Science: Youth Studies, Utrecht University, Utrecht, the Netherlands. Her research interests include peer relationships, loneliness among youth, and meta-analysis.

Karine Verschueren

Dr. Karine Verschueren is a Full Professor at the Faculty of Psychology and Educational Sciences at KU Leuven, Belgium. Her research addresses the academic and psychosocial development of children and adolescents in schools and the role of classroom-based social relationships (i.e., teacher-child and peer relationships).

Hilde Colpin

Dr. Hilde Colpin is a Full Professor at the Faculty of Psychology and Educational Sciences at KU Leuven, Belgium. She conducts longitudinal and intervention research regarding the effect of the social context on children’s and adolescents’ social-emotional and academic development. She has a special interest in the role of teacher-student interactions in bullying and victimization processes at school.