Journal of Abnormal Child Psychology

, Volume 43, Issue 1, pp 1–4 | Cite as

School-related Factors in the Development of Bullying Perpetration and Victimization: Introduction to the Special Section

  • Mara BrendgenEmail author
  • Wendy Troop-GordonEmail author


Although not limited to school contexts, bullying perpetration and victimization often emanates from social ecologies formed within the classroom. Thus, to fully illuminate risk for involvement in bullying, we must investigate contextual features of schools that heighten or minimize aggression among students and the targeting of children for peer victimization. To this end, the articles in this special section each contribute conceptually and empirically to the study of school-related factors in bullying and peer victimization. This introduction summarizes and highlights the major findings of each paper, organized around two major themes of the articles—the role of peer group ecologies and the role of the classroom teacher. We conclude our synopsis by discussing implications for intervention and the need for anti-bullying efforts that systemically address the peer group and teacher influences identified in these investigations.


Peer victimization Bullying Teachers Peers Classrooms 


Conflict of Interest

The authors declare that they have no conflict of interest of financial nature or otherwise.


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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of Quebec at MontrealMontrealCanada
  2. 2.Ste-Justine Hospital Research CenterMontrealCanada
  3. 3.Department of PsychologyNorth Dakota State UniversityFargoUSA

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