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<p>This study investigated the role of bullying victimization and school climate (student-teacher and student-student relationships) as predictors of subjective well-being (SWB) among Brazilian children. Participants included 1,766 children (55.3% girls, mean age = 11.33 years) from public (72%) and private (28%) schools in the states of Rio de Janeiro, Rio Grande do Sul, Santa Catarina, Paraná, and São Paulo. Data were collected through self-report questionnaires using scales from the International Survey of Children’s Well-Being (ISCWeB). SWB was measured using the CW-SWBS, while school climate and victimization were assessed using specific questionnaire items. Multiple regression analysis with interaction was conducted, and the results indicated that 31% of the variation in SWB was explained by the predictors. Victimization showed a negative relationship with SWB, while a positive school climate, in student-student and student-teacher relationships, had a positive effect. The interaction between victimization and student-teacher school climate showed that positive relationships can mitigate the negative effects of bullying. The findings highlight the need for interventions to reduce victimization and strengthen social support in schools, promoting a safe and welcoming environment. This information can inform public policies and strategies aimed at preventing violence and promoting child well-being.</p>

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Bullying Victimization, School Climate, and the Subjective Well-Being of Brazilian Children

  • 期刊论文

  • 发表日期：

    2025年11月28日

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  • Aline Lopes Moreira,
  • Vanessa Barbosa Romera Leme,
  • Maria Angela Mattar Yunes,
  • Leonardo Fernandes Martins,
  • Lívia Maria Bedin,
  • Jorge Castellá Sarriera

摘要

This study investigated the role of bullying victimization and school climate (student-teacher and student-student relationships) as predictors of subjective well-being (SWB) among Brazilian children. Participants included 1,766 children (55.3% girls, mean age = 11.33 years) from public (72%) and private (28%) schools in the states of Rio de Janeiro, Rio Grande do Sul, Santa Catarina, Paraná, and São Paulo. Data were collected through self-report questionnaires using scales from the International Survey of Children’s Well-Being (ISCWeB). SWB was measured using the CW-SWBS, while school climate and victimization were assessed using specific questionnaire items. Multiple regression analysis with interaction was conducted, and the results indicated that 31% of the variation in SWB was explained by the predictors. Victimization showed a negative relationship with SWB, while a positive school climate, in student-student and student-teacher relationships, had a positive effect. The interaction between victimization and student-teacher school climate showed that positive relationships can mitigate the negative effects of bullying. The findings highlight the need for interventions to reduce victimization and strengthen social support in schools, promoting a safe and welcoming environment. This information can inform public policies and strategies aimed at preventing violence and promoting child well-being.