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Background <p>School victimization during adolescence is a multidimensional phenomenon that affects psychological well-being and social development. Understanding its underlying factors is essential for designing effective preventive strategies.</p> Objective <p>This study aims to analyze school victimization in adolescents from a psychosocial perspective, proposing an explanatory model that integrates individual variables (psychological distress, life satisfaction, and resilience) and social variables (community social support).</p> Method <p>The total of participants was 1,687 adolescents (46% male, 54% female) aged 12–17&#xa0;years (M = 13.65, SD = 1.14), from 13 schools in Puerto Vallarta, Mexico.</p> Results <p>Psychological distress is positively associated with school victimization, while life satisfaction is negatively associated. Furthermore, community social support and resilience were found to indirectly influence school victimization through life satisfaction and, negatively, through psychological distress. Multigroup analysis revealed differences in victimization dynamics by gender, although the model is invariant.</p> Conclusion <p>The findings highlight the importance of adopting a multidimensional perspective in understanding and addressing school victimization. Promoting resilience and strengthening community social support could reduce the risk of victimization and improve students' psychological well-being. These results have practical implications for the development of comprehensive prevention and intervention strategies in school settings.</p>

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Psychosocial risk and protective factors in school victimization: an explanatory model in adolescents

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月5日

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  • Esperanza Vargas Jiménez,
  • Sara Paola Pérez-Ramos,
  • Remberto Castro Castañeda

摘要

Background

School victimization during adolescence is a multidimensional phenomenon that affects psychological well-being and social development. Understanding its underlying factors is essential for designing effective preventive strategies.

Objective

This study aims to analyze school victimization in adolescents from a psychosocial perspective, proposing an explanatory model that integrates individual variables (psychological distress, life satisfaction, and resilience) and social variables (community social support).

Method

The total of participants was 1,687 adolescents (46% male, 54% female) aged 12–17 years (M = 13.65, SD = 1.14), from 13 schools in Puerto Vallarta, Mexico.

Results

Psychological distress is positively associated with school victimization, while life satisfaction is negatively associated. Furthermore, community social support and resilience were found to indirectly influence school victimization through life satisfaction and, negatively, through psychological distress. Multigroup analysis revealed differences in victimization dynamics by gender, although the model is invariant.

Conclusion

The findings highlight the importance of adopting a multidimensional perspective in understanding and addressing school victimization. Promoting resilience and strengthening community social support could reduce the risk of victimization and improve students' psychological well-being. These results have practical implications for the development of comprehensive prevention and intervention strategies in school settings.